Untitled Flashcards Set

Talent Acquisition (TA)

The process of attracting, selecting, and hiring individuals for positions within an organization.

Ultimate goal of recruitment

a large pool (allows ERs to be more selective) of qualified (enhance quality of applicants), diverse (to reflect population) applicants

Recruitment Sources

Internal/Build (internal job postings, leadership development programs, talent inventories, succession plans); External/Buy (campus recruitment, employee referrals, advertisements, careers web pages, job boards, social media, temp agencies)

Evolution of Sourcing

localized (towns, cities) —> regional, national, global; low-tech (door signs) —> high-tech (online job boards, social networking sites, company sites); much more analytically driven now

Evaluating Sources

How does a given source fare in terms of: speed, cost, volume, quality and/or “fit”, employee retention, diversifying applicant pool, match w/ job level

Open Source

fair transparent; large pool; hidden talent; costly/time-intensive

Closed Source

efficient; faster; fewer rejections; bias/less diverse

Examples of recruitment sources

campus recruiting, career sites, Indeed, LinkedIn, employee referral, etc.

Which of the following sources yields the highest number of total applicants?
a) employee referral
b) Indeed
c) campus recruiting
d) LinkedIn

b) Indeed

Which of the following sources yields the highest number of total hires?
a) employee referral
b) Indeed
c) campus recruiting
d) LinkedIn

a) employee referral

Barber’s Recruitment Model

model delineating three phases of recruitment as applicant attraction (generating candidates), retention (maintaining applicant status), and hiring (encouraging acceptances)

Key Factors Influencing Recruitment Outcomes

Brand, Recruiters, Timing, Messaging, Market

Elements of a Brand Impression

1. Familiarity—Do I know this company?

2. Image—What’s it like at this company?

3. Reputation—What do other people think about this company?

Familiarity

an applicant’s familiarity with a company can range from being totally unaware that the company exists or offers relevant employment opportunities to being top-of-mind when they think about potential employers (full range: top-of-mind—recall—recognition—unaware)

Image

the image an applicant forms of what it is like to work for a particular company is shaped by their views of the employer, the job itself, and other people at the company

Reputation

an applicant’s assessment of a company’s reputation is shaped by the views held by the general public, peers, and family and friends

Realistic Job Preview (RJP)

A messaging technique to present candidates with both positive and negative aspects of a job and organization; RJPs have been shown to reduce turnover (via self-selection) and improve job satisfaction; most effective for routine, labor-intensive work

Selection

the series of steps followed by a hiring team to gather necessary information for making a hiring decision

Selection Framework

Assessments (ie: resumes, interviews, biodata, simulations, etc.) —> KSAOs (ie: technical knowledge, communication skills, resilience, etc.) —> Outcomes (ie: job performance, turnover, OCBs, etc.)

Key Goal of Assessment

Prediction—there is always some error when trying to predict candidates’ future performance, but assessments help to increase the odds of who will perform well on the job

Use of assessments in measuring hiring outcomes

help increase the number of true pos./neg. hiring outcomes and dec. the number of false pos./neg. hiring outcomes

Types of Assessments

Initial, Formal, Contingent

Initial Assessments

assessments used to initiate the hiring process and screen candidates for basic requirements (EG: resumes, applications, phone screens, algorithms)

Formal

assessments used to further evaluate the remaining candidates and inform hiring decisions (EG: cognitive ability, personality tests, job knowledge, simulations, structured interviews)

Contingent

assessments used only for certain types of jobs and often only after a hiring offer has been made (EG: drug testing, medical exam, background checks)

Assessment types that are generally “performance-based” and in-person

Interviews, work samples, assessment centers, situational exercises/simulations, physical ability tests

Assessment types that are generally online or paper-pencil format

Cognitive ability tests, personality inventories, biodata inventories, situational judgment tests, integrity tests

Key considerations in choosing assessments

validity, cost, adverse impact, candidate reactions

Validity

the accuracy or appropriateness for predicting or drawing inferences from test scores

Which of the following types of assessments generally has the highest validity for predicting job performance?
a) personality tests
b) work samples
c) biodata
d) integrity tests

b) work samples

Assessment types with high levels of validity

cognitive ability tests, structured interviews, work samples, situational exercises/simulations

Assessment types with moderate to high levels of validity

assessment centers, integrity tests, physical ability tests

Assessment types with moderate levels of validity

biodata inventories, situational judgment tests,

Assessment types with low to moderate levels of validity

Personality tests, unstructured interviews

Candidate Reactions

the extent to which candidates react positively v. negatively to the assessment method

Which of the following types of assessments generally has the most favorable candidate reactions?
a) personality tests
b) cognitive ability tests
c) biodata
d) interviews

d) interviews (most expected and associated w/ hiring process)

Assessment types with more favorable candidate reactions

interviews, work samples, situational exercises/simulations, physical ability tests, assessment centers, situational judgment tests

Assessment types with somewhat favorable candidate reactions

cognitive ability tests

Assessment types with less favorable candidate reactions

personality tests, biodata inventories, integrity tests

Assessment types with high adverse impact

cognitive ability test (minorities), physical ability tests (females age 40+), situational exercises/simulations and biodata inventories depending on the situation/type

Assessment types with moderate adverse impact

assessment centers, depending on the exercise, situational judgment tests (minorities)

Assessment types with low adverse impact

Assessment centers depending on the exercise, biodata inventories depending on type, integrity tests, personality inventories, situational exercises/simulations depending on the exercise, structured interviews, work samples

Assessment types with high costs to develop and administer

assessment centers, physical ability tests, situational exercises/simulations, structured interviews, work samples

Assessment types with high costs to develop and low costs to administer

biodata inventories, situational judgment tests

Assessment types with low costs to develop and administer

cognitive ability tests, integrity tests, personality inventories

Cognitive Ability Tests

assess general mental ability (g) or specific facets of intelligence—g has been shown to explain as much as 40% of variance in job performance (EG: Wonderlic Personnel Test)

Cognitive Ability Tests Benefits & Limitations

Benefits: high validity, high generalizability, low cost
Limitations: mixed candidate reactions, high adverse impact

Situational Judgment Tests

candidates are presented w/ situations and need to select or rank order potential options for handling them; assess practical intelligence, problem-solving, and decision making; used mainly for professional jobs

Work Samples

candidates perform a representative sample of job tasks; assess job specific knowledge, skills, and abilities; used mainly for technical jobs

Situational Exercises/Simulations

candidates engage in exercises that mirror part of the job; can be used to assess job specific KSAs as well as general qualities and personality characteristics; used mainly for. managerial and professional jobs

Assessment Centers

Candidates complete a series of exercises that simulate actual situations, problems and tasks faced on the job; Typically focused on assessing higher-level managerial and supervisory competencies (e.g. leadership, decision making, practical judgment, interpersonal skills); Used mainly for managerial and executive jobs

Benefits & Limitations of SJTs, Work Samples, Situational Exercises/Simulations, Assessment Centers

Benefits: moderate to high validity, favorable candidate reactions, low to moderate adverse impact
Limitations: high cost, low generalizability, maximal v. typical performance

Personality Inventories

“Big Five” of personality (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism)

Integrity Tests

Overt measures (EG: Reid Report)—punitive attitudes, admissions of illegal drug use, reliability/diligence, theft admissions
Personality based measures (EG: Employee Reliability Index)—mainly assess conscientiousness, also agreeableness and emotional stability

Benefits & Limitations of Personality Inventories and Integrity Tests

Benefits: low cost, low adverse impact, offer incremental validity when used in combination with ability measures
Limitations: low to moderate validity, less favorable candidate reactions, faking?

Interviews

most common assessment used in orgs.; can be used to assess almost any KSA, but are often used to assess softer skills (EG: interpersonal skills, leadership); can range from unstructured to structured

Unstructured Interview

interviews in which interviewers make judgments as to what questions to ask and how to evaluate responses; low validity and have potential for adverse impact

Structured Interview

interviews in which interviewers ask the same questions of all applicants and responses are scored using a standardized key; high validity and low adverse impact

Ways to Improve Interviews

develop questions based on a thorough job analysis; formalize and structure the interviewing and rating process; provide interviewer training

Decision Making Strategies

Multiple Regression, Multiple Cutoffs, Multiple Hurdle

Multiple Regression

• applicants complete all assessments and their scores are weighted and added together to create an overall evaluation that’s used to rank candidates

• Compensatory approach—high score on one assessment can compensate for a low score on another assessment

Multiple Cutoffs

• applicants complete all assessments and must score above a set level on each assessment; applicants who pass all of the assessments are then rank ordered based on their scores

• Non-compensatory approach—high score on one assessment cannot compensate for a low score on another

Multiple Hurdle

• similar to multiple cutoff, but assessments are completed sequentially; applicants must score above a set level on each assessment to continue in the selection process

• Non-compensatory approach

Major U.S. EEO Laws

1. Civil Rights Act (1964) Title VII—outlawed discrimination on the basis of race, color, sex, religion, and national origin

2. Age Discrimination in Employment Act (ADEA; 1967)—covers those 40+

3. Americans With Disabilities Act (ADA; 1990)—make reasonable accommodation without undue harship

4. Civil Rights Act (1991)—allows jury trials, compensatory damages

Adverse Treatment (Disparate Treatment)

theory of employment discrimination; intentionally treating protected class members differently—OVERT discrimination

Adverse Impact (Disparate Impact)

theory of employment discrimination; practices or policies that were thought to be unbiased result in a disproportionate neg. impact on a certain group—UNINTENTIONAL discrimination

Adverse Treatment Example

Ruby Tuesday sought to hire summer help—advertisement stated “females only” because of housing concerns; EEOC brought suit

Providing Evidence of Adverse Impact

• stock statistics: compare “utilization rates”

  • EG: compare company’s % m/f in clerical jobs v. % m/f in “relevant population”

• concentration statistics: compare job category distributions

  • EG: compare % m/f in clerical v. sales v. management

• flow statistics

  • EG: compare % m/f applicants hired use 4/5 (80%) rule or other statistics

Employer Defenses

1. business necessity/job relatedness—show that process/practices are closely related to job requirements and/or predict job performance

2. BFOQ (bona fide occupational qualification)—necessary for safe performance or is essential to role; often difficult to prove

Strategies to reduce adverse impact

recruit more qualified minority candidates; include multiple assessments related to both technical task performance and contextual job performance

Engagement

harnessing of organization members’ selves to their work roles; in engagement, people employ and express themselves physically, cognitively, and emotionally during role performances

Based on the results of numerous surveys, what percentage of employees are thought to be highly engaged?
a) 20%
b) 30%
c) 50%
d) 65%

b) 30%—~20% are highly disengaged and ~50% are neutral

Engagement of Star Employees

one in three “emerging stars” feel disengaged; 1/3 high potentials admits to not putting full effort into their job; 40% of high potentials say they need to leave their org. to advance their career

Consequences of Employee Engagement—Individual Outcomes

engagement is pos. related to task performance and contextual performance; 62% of engaged EEs believe their work pos. affects their physical health; lower engagement —> higher turnover

Consequences of Employee Engagement—Business Outcomes

pos. relationship between EE engagement and shareholder return, safety, productivity, growth, customer loyalty, etc.

Antecedents of Engagement

job characteristics, leadership, learning and development opportunities, dispositional characteristics

Job Characteristics Model (Hackman & Oldham)

A framework identifying five core dimensions of jobs that impact employee engagement: skill/task variety, task identity, task significance, autonomy, and task feedback.

Skill/Task Variety

dimension of Job Characteristics Model; extent to which a job requires a number of different activities, skills, and talents

Task Identity

dimension of Job Characteristics Model; degree to which a job requires completion of a whole, identifiable piece of work—doing a job from beginning to end w/ visible results

Task Significance

dimension of Job Characteristics Model; job’s impact on the lives or work of other people, whether inside or outside the organization

Autonomy

dimension of Job Characteristics Model; degree of freedom, independence, and discretion in scheduling work and determining procedures that the job provides

Task Feedback

dimension of Job Characteristics Model; degree to which carrying out the activities required results in direct and clear information about the effectiveness of performance

3 Psychological States influenced by job characteristics

experienced meaningfulness, responsibility, knowledge of results (all of which inform MPS—motivating potential score (higher MPS —> more motivating the job, on avg.)

Which of the following job characteristics most strongly relates to employee engagement?
a) autonomy
b) feedback
c) task variety
d) task significance

c) task variety

Job Characteristics and their correlation to engagement (highest to lowest)

1. task variety

2. task significance

3. autonomy

4. feedback

5. social support

6. problem solving

7. job complexity

8. (-) physical demands

9. (-) stressful work conditions

Transformational Leadership & Engagement

transformational leaders move their followers beyond immediate self-interests through idealized influence (charisma), inspiration, intellectual stimulation, and/or individualized consideration.

Leader-Member Exchange (LMX) & Engagement

captures the nature of the relationship between a leader and follower. High-quality exchanges are characterized by mutual trust and respect.

Leadership & Development

effective mentoring, challenging development plans, management and job skills training

Dispositional Characteristics & Engagement

proactive personality, positive affect, conscientiousness

Employee Listening

process by which orgs. regularly gather feedback from their employees (EG: recruitment surveys, mid-year pulse, learning plans, exit surveys, annual pulse, etc.)

Recommendations on how to measure engagement

1. align survey items with how engagement is defined w/i the org.

2. differentiate measures of engagement from measures of its antecedents and consequences

Analyzing & acting on employee feedback

common mistake many orgs. make is to fail to act on EE’s feedback or take too long; EEs need to know their feedback is being taken seriously (companies using analytics and dashboards to help HR)

Typical Performance Management Process

1. Define Performance

2. Evaluate Performance

3. Review Performance

4. Provide Performance Consequences

Goals of Performance Management

Strategic—communicating organizational goals and ensuring employees’ goals and actions are aligned
Administrative—gathering information needed to make and document decisions related to selection, compensations, promotion, termination, etc.
Developmental—providing feedback on strengths and weaknesses accompanied by coaching and training

What percentage of employees believe their performance reviews help to improve their performance?
a) 20%
b) 30%
c) 50%
d) 75%

b) 30% (Watson Wyatt study)

Views on Performance Management

not very positive; almost half of ERs believe their managers are only slightly effective in helping underperforming EEs improve

What percentage of HR executives believe their performance management process is an effective use of time?
a) 25%
b) 40%
c) 55%
d) 65%

b) 40%

HR executives views on performance management

sizable proportion of HR executives don’t believe their performance management process is an effective use of time or leads to desired results

Rethinking Performance Management

given the perceived ineffectiveness of performance management, companies frequently review and make changes to their process (~39% of orgs. review and update performance management processes in past 18 months)

Performance Management Challenges

Doesn’t assess actual performance; infrequent feedback; non-data-based assessment; conflicting objectives; errors are common