Organisational Psychology

SSOPA1-33
Recruitment and Selection

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Module Guide: Week 1

1. Describe the importance of recruitment and selection

in organisations.
2. Describe the processes of recruitment and selection.
3. Describe the methods of job and competency analysis.
4. Understand the importance of reliability and validity in
selection
5. Understand specific assessment techniques
(application forms and biodata; psychological testing;
selection interviewing assessment centres).
 Recruitment refers to the process of identifying, attracting, interviewing,
selecting, hiring and onboarding employees. In other words, it involves
everything from the identification of a staffing need to filling it.
Selection refers to the selection of a right applicant for a vacant position
that will be an asset to the organization, which will be help the organization
in reaching its objectives.
1.1 The importance of recruitment and selection

Skills

Knowledge Ability

Job
Roles
Recruitment & Selection is about matching
people to jobs & to organisations.

1. Measure individual differences +

1. Judge whether the individual differences are suited to a job role
in a particular organisation. +
2. Understand the needs of an organisation & the business
environment.

= Selection Decisions
Discussion questions

What are the macro influences on Recruitment

and Selection outcomes?
What are the micro influences on Recruitment
and Selection outcomes?
“matching people to jobs & to organisations”

•Recruiting highly skilled or talented

(high performing employees, productive
employees) people in a context where
there are the influences of:
• Globalisation
• Competition by other organisations
• Customer experiences are important
• Influence attract, recruit & retain
• Ensure who you select are productive.
Effective Recruitment & Selection
Perspectives

• Micro Perspective
• Processes, procedures and techniques of recruitment & selection.

• Macro Perspective
• Wider factors and demands that influence how recruitment and
selection are applied in organisations.
• Strategic demands of the organisation that apply to a specific point
of time.
Effective approach to recruitment & selection

• Evidence Based
• Use of research & empirical evidence to inform the
process and procedures of recruitment & selection.
• Systematic
• Following a logical pathway with sequential decisions
based on sound analysis.
• Fair
• Processes are free of bias and unfair discrimination.
• Strategic
• Based on strategic context of the HR function and the
strategic needs of the organisation.
Characteristics of A Model of
Recruitment & Selection

Longitudinal process
• Follows a series of stages.
• Follows sequential steps.
• Systematic process
• methodological best practice
• Has different activities
• structured techniques
• Practical tasks & activities.
• Applies problem-solving logic.
1.2 The Process of Recruitment
and Selection pg. 142
• Analysis of the job requirements
• Competency analysis, KSAO’s (knowledge, skills, abilities and
other characteristics) to perform a job role.
• Recruit Applicant Pool
• Advertise job vacancies
• Realistic Job Previews
• Specify Selection Performance Criteria
• Knowledge, skills, abilities, & other characteristics
• Selection of Assessments
• reliability, validity, fairness
• Define Selection Criteria (what are the performance
requirements)
• Select-out unsuitable applicants
• Application forms, cv, bio data, psychometric/situational Judgment testing
• Select in potential candidates
• psychometric/situational Judgment testing, selection interviews, work
samples, assessment Centre's
• Evaluate Selection Process
A Model of the Recruitment Process
Fit with Wider Organisational Systems
HR Function
Aim to identify employee potential.
The Contribution of work psychology to selection

• Falls within Human Resources function

• Aims to identify potential for success

Management
Leadership
Training
Job Design
Team Climate
Performance
Organisational
Management
Culture
Systems

Potential
for
Success
1.3 Describe the methods of job and
competency analysis.

“ job analysis is the systematic process of discovery of

the nature of a job by dividing it in to smaller units,
where the process results in one or more written
products with the goal of describing what is done on the
job or what capabilities are needed to effectively
perform the job”
Brannick, Levine, Morgeson (2007; p8)
 Job Job KSAO’s
(measurable
Analysis Description performance outcomes)
Job competencies
 Job Analysis
• Part of job selection
process
• Suitability of a candidate
• Effective decision making

Job Description
KSAO’s • Tasks &
• Defining Responsibilities
performance criteria
for the job Job
Specification
1.3 Methods of Job Analysis
• “range of techniques designed to help us understand what people do
at work & why some people do better at it than others”.
• How suitable is a candidate for a job.
• To make an effective decision about how suitable a candidate is for a job.
• List characteristics of the job.
• State the KSAO’s (knowledge, skills, abilities and other
characteristics) that should be demonstrated by the candidate.
• Performance criteria.
• Use of competency modeling or profiling.
• Competencies
• “observable workplace behaviours that form the bases of a differential
measurement of performance.”
• Behaviour patterns that are performance related.
• Integrated KSAO’s
Job Analysis: evidence-based specification of attributes to
establish the correspondence between attributes of the
candidate and those attributes identified as essential for the
job.

Measurable
Performable
Job Outcomes
Description • Specify KSAOs
& Behaviours
• Main tasks and
responsibilities • Competencies
Job Analysis of the job that must be
demonstrated
• Task lists
by the
employee
1.3 Methods of Competency Analysis

• Competency “observable workplace behaviour that form

the basis of a differentiated measurement of performance”
(Bartman, 2005)
• Constructing & designing frameworks of competencies that
may be applied to a range of different job roles in an
organisation.
• Behaviours that would contribute to job success in a variety
of contexts.
• Based on judgment and input from managers or others.
• Job competency classification has become more
standardized ie planning, organizing, presenting & relating
these to individual differences in personality, motivation &
ability.
1.3 Methods of Competency Analysis

Job Analysis Worker-oriented

Methods Methods
Questionnaires
Critical incidents
Observations
interviewing
Shadowing

Self-records/Diary Repertory Grid

Methods • Structured questions
with a rating scale
Hierarchical Task
Analysis
Combination job analysis methodology
• Target job
• Generate a list of tasks
• Broad activities or duties
• Difficulty & importance of these are rated by team and
stakeholders
• Job activities, duties are considered to generate KSAO’s or
competencies needed for effective performance.
• These are combined into a clear set of competencies by
stakeholders to determine their importance in newly
appointed employees.
Examples of KSAO’s

https://cpucsupervisor.wordpress.com/coreskills/
KSAO’s (knowledge, skills, ability & other
characteristics)

Job Description Measurable

Job Analysis Tasks & Performance
Responsibilities Outcomes
Competency Modelling or Profiling

• Competency: ‘behaviour patters that are performance

related … that may integrate attributes from K, S, A and O.’
• These can be applied to different job roles in an
organisation.
• Competencies contribute to success in a variety of particular
job roles.
• Competencies apply to jobs across different levels.
https://www.bowdoin.edu/student-employment/supervisors/competencies-and-associated-skills.html
Job Analysis Exercise

• Practical Activity
• Choose a Job Advertisement for your chosen career.
• Using the Advertisement outline the following:
• Job functions
• Job requirements
• KSAO’s (competencies)
Discussion questions

• How would you go about developing a job

analysis for the role of Software Developer?
• Identify the features of a Job Analysis.
• Specify the the tasks and capabilities of a
Software Developer.
Job Analysis
Example:

BARTENDER (hotel & rest.) 312.474-010.

• Mixes and serves alcoholic and nonalcoholic drinks to patrons of bar,
following standard recipes:
• Mixes ingredients, such as liquors soda, water, sugar, and bitters, to
prepare cocktails and other drinks.
• Serves wine and draught or bottled beer.
• Collects money for drinks served. Orders or requisitions liquors and
supplies.
• Places bottled goods and glasses to make attractive display. May slice
and pit fruit for garnishing drinks.
• May prepare appetizers, such as pickles, cheese, and cold meats.
• When tending service bar, may be designated as SERVICE BARTENDER.
Example:
FACULTY MEMBER, COLLEGE OR UNIVERSITY
(education) 090. 227-010.

FACULTY MEMBER, COLLEGE OR UNIVERSITY (education) 090. 227-010. Conducts college or university
courses for undergraduate or graduate students: Teaches one or more subjects, such as economics, chemistry,
law, or medicine, within a prescribed curriculum. Prepares and delivers lectures to students. Compiles
bibliographies of specialized materials for outside reading assignments. Stimulates class discussions. Compiles,
administers, and grades examinations, or assigns this work to others. Directs research of other teachers or
graduate students working for advanced academic degrees. Conducts research in particular field of knowledge
and publishes findings in professional journals. Performs related duties, such as advising students on academic
and vocational curricula, and acting as adviser to student organizations. Serves on faculty committee providing
professional consulting services to government and industry. May be designated according to faculty rank in
traditional hierarchy as determined by institution’s estimate of scholarly maturity as ASSOCIATE PROFESSOR;
PROFESSOR: or according to rank distinguished by duties assigned or amount of time devoted to academic
work as RESEARCH ASSISTANT; VISITING PROFESSOR. May teach in two-year college and be designated
TEACHER, JUNIOR COLLEGE; or in technical institute and be designated FACULTY MEMBER, TECHNICAL
INSTITUTE. Additional titles: ACTING PROFESSOR; ASSISTANT PROFESSOR; CLINICAL INSTRUCTOR;
INSTRUCTOR; LECTURER; TEACHING ASSISTANT.
 Example:
MANAGER, EMPLOYMENT

• MANAGER, EMPLOYMENT
• 030. Manages employment activities of establishment: Plans and directs activities of
staff workers concerned with such functions as developing sources of qualified
applicants, conducting screening interviews, administering tests, checking references
and background, evaluating applicants’ qualifications, and arranging for preliminary
indoctrination and training for newly hired employees.

• DIRECTOR, INDUSTRIAL RELATIONS (profess. & kin.).

• Keeps records and compiles statistical reports concerning recruitments, interviews,
hires, transfers, promotions, terminations, and performance appraisals, utilizing
knowledge of job requirements, valid selection processes, and legislation concerning
equal employment practices. Coordinates employment activities, such as those
concerned with preparing job requisitions; interviewing, selecting, and hiring
candidates; on-the-job indoctrination.
 Recruitment: Attracting people at work
pg. 148

Recruitment objectives: identifying the specific recruitment need,

the kinds of individuals to be recruited (drawing on findings of the
job analysis), the time frame, and the required levels of
performance and retention needed from the process.

Strategy development: working out a strategy for the recruitment

activity, in which key questions about who and where to recruit,
how to reach targeted people and what to communicate during the
recruitment process are all considered.

Recruitment activities: application of specific methods of

recruitment to attract the applicant pool, typically involving
decisions about who will do the recruitment, whether it will be
outsourced, the nature of the information to be conveyed and the
use of various media
Discussion questions

Identify the challenges of fairness in the

context of selection and recruitment.
1.4 The Importance of Reliability &
Validity in Selection*
“the foundation of selection assessment process”
“verifies the effectiveness of the selection process”

• Reliability (relates to 2 aspects of assessment)

• Internal consistency reliability of the selection assessment
• are the tests consistent & accurate in their measurement of the
attribute of interest
• Used to evaluate assessments made using other self-report or other-
report scales or tests
• bio data, self-report, personality, cognitive ability tests
• Inter-rater reliability
• If 2 different assessors agree in their assessment of a particular job
candidate.
• Using the same assessment process the 2 different assessors should
agree on their findings.
• Assessment is objective as it would provide evidence that it reflects
competencies or attributes of the candidate, rather than the
idiosyncratic judgments of the assessor.
 Validity the in selection assessment process.
“teamwork, emotional intelligence, leadership, assertiveness, extrovert,
introvert, decision-making, analytical thinking, logical thinking, verbal
comprehension, numerical skills”

• Construct validity
• Whether the assessment measures the competencies or attributes that it claims to.
• Can do this with psychometric tests but with other selection assessments – use
triangulation of measurement to establish construct validity.
• Measure multiple attributes or competencies using different methods.
• Multi-trait, multi-method approach (MTMM).
• Measure each competency or attribute using different measures.
• Compare scores of each construct across converge across assessment methods or diverge
from other attribute scores where they are expected to. (correlation).
• Criterion validity NB
• Does the assessment correlate with the job performance or some other work criterion
measured at the same time (concurrent validity) or at a later time (predictive validity) –
predicts individual job performance.
 1.4 Main types of validity in selection
(page 150)

• Face Validity
• Does assessment look appropriate or relevant to job candidates.
• They will feel that they are treated fairly in their job application
process.
• Content Validity
• Does assessment look relevant to job experts in terms of job
requirements. (managers, job holders)
• Convergent Validity
• Does assessment correlate with other relevant measures.
• Divergent Validity
• Is the assessment uncorrelated with non-relevant measures.
• Construct Validity
• Can an overall case be made to support the validity of the measure.
• Criterion Validity NB to predict individual job performance
• Does the assessment correlate with job performance.
• Concurrent Validity – at the same time
• Predictive Validity – or at a later date/future job performance
Benefits of examining the reliability
& validity & fairness of selection
processes.

• Importance of the effectiveness of selection criteria.

• Did the selection process work.
• Are able to defend valid measures.
• Provides financial benefit of the selection.

Utility Analyses
• Estimates the financial benefits of improvements
in selection processes based on
• validity of the process
• ratios of selected to rejected candidates
• estimates of the monetary value of different levels of
job performance
• Helps communicate benefit of assessments
1.5 Assessment techniques
• Application Forms
• Bio data
• Psychological Testing
• Aptitude Tests, Ability Tests, Tests of Maximum Performance & Typical
Performance, Personality Tests
• Situational Judgement Test
• Selection Interviewing
• Assessment Centre's

Select Selection
Select in
out Process
1.5 Assessment techniques: CV’s, Application Forms & Bio
data

• Summary of relevant biographical data

• Lead your own development
CV • Personal statements
• Descriptive content highlighting KSAO’s

• Summary of relevant biographical data

Application • Organisation lead questions, format, content
• Lead your own development
Forms • Personal statements
• Descriptive content

Bio data • Can include demographic, experiential or attitudinal

• Questionnaires (quantitatively) or narrative text (qualitatively)
Biographical • Specific past behaviour & experience
• Series of statements, agree or disagree, empirical keying follows
Method principle of prediction
Challenges of these methods

• Subjective bias in the decision to select or reject from

application forms.
• CV not consistent or standardized in nature.
• Is descriptive in nature.
• Bio data : how is biodata scored or rated.
• open response data, narrative text (qualitative biodata questions)
or questionnaires (quantitative data).
Psychometric Testing: (Psychological Testing)
Cost effective, use at the same time, minimal supervision,
online tests, pen & paper tests, select-out or select-in
candidates.

Psychological Tests
• Ability & Aptitude
• General intelligence (verbal,
numerical, abstract, spatial &
mechanical abilities)
• Personality
Psychometric Testing

• Ability & Aptitude Assessment: measures overall

reasoning or specific ability depending on the job
requirements.
• Can vary in difficulty & can test learning potential.
• Individual’s ability in relation to job requirements.
• Learning potential
• Numerical ability
• Verbal ability (comprehension, understanding, communicating in
reading & writing)
• Spatial ability (mental manipulation of 3 dimensional shapes)
architect, mechanical, air-traffic controllers.
• Mechanical ability
• Abstract ability (recognize patterns in abstract forms)
• (flexible problem-solving ability or systems thinking) NB for changeable
or complex roles.
Psychometric Testing

• Personality Assessment
• Self-report inventories describing their personality.
• Rate statements or descriptions of personality.
• Measure broad traits (Big Five) openness, conscientiousness,
agreeableness, extraversion, neuroticism.
• Profile matching exercise where traits are matched to job
specifications.
• Profile of Candidate versus Ideal Profile
• Extraversion = high social confidence for a job
• Introversion = working alone
• Conscientiousness = jobs that are routine, well organized, structured,
planning.
• Assertiveness, emotional stability, openness
 Personality Personality:
Personality
dimensions or Broad dimensions
structure
traits or facets

Performance
Personality Prediction of
Criteria
Selection Interviewing to determine
suitability for the job.
(validity, reliability, reduce subjective bias)
pg 158

• Orally presented responses to orally presented questions.

• Individual or panel interviewers.
• Unstructured interviews – less reliable. Interview design is
important.
• Structured interviews – higher levels of inter rater reliability,
to reduce the subjective biases these are added to the
selection interviews.
• Standard questions – all have the same questions, keeps
comparisons consistent.
• Scoring & evaluation use rating scales for scoring with a
dimension of scales. Gives raters an idea how to evaluate
answers.
• Use rating scales.
• Job information is standardized.
• Multiple rater than single interviewer.
• Procedural guidelines around questions, duration of the
interview.
Structured Interview Formats

Behavioural
Interviews

Competency Situational
Interviews Interviews
 Examples of interview questions

• Behavioural Interviews
• Open questions about work situations – describe, how did you…
• Describe an experience of performing tasks at work.
• Look for actual behaviour experience & specific examples.
• Focus on past behaviour.

• Competency Interviews
• What was your role and your contribution…
• Give specific examples of past experience to highlight relevant
performance of job-relevant behaviours.
• Questions tap into particular competencies – teamwork, conflict
management, stress management
• Focus on past behaviour

• Situational Judgement Interviews

• How would you facilitate team building…
• Candidates are given a particular situation and describe how they would
respond.
• Measure the candidates responses against a pre-defined set of responses
that vary in desirability.
Assessment Centre's

Multiple
dimensions
Multiple
exercises

Multiple
assessors

Assessment System & Data

that is Produced
 Assessment Centre's
• Multi trait-method-approach to selection.
• Multiple competency dimensions.
• Multiple activities
• Psychometric Tests, interviews, presentations, group
discussions.
• Multiple assessors or trained observers
• Each candidate is assessed by several different assessors
• Integrated findings/judgments in a “wash up meeting” that
pools ratings of various exercises
• “wash up meeting” aims to standardize ratings & to pool
ratings of the candidate from the various exercises.
• Decision of the overall evaluation of the candidates.
An example competency X exercise matrix
Sam Sample Report
https://psytech.com/Content/SampleReports/EN/15FQ_Sample_Standard_Report.pdf
Sam Sample Report
https://psytech.com/Content/SampleReports/EN/15FQ_Sample_Standard_Re
port.pdf
https://psytech.com/Content/SampleReports/EN/15FQ_Sample_Standard_Report.pdf
Personality Questionnaire Report

REPORT COMMENTS
• May tend to be inflexible and resistant to change.
• May be too trusting and take others at face value.
• May feel uncomfortable in situations in which she has to
constantly meet new people.
• May be a little too inclined to express her personal views,
lacking a diplomatic, 'political' orientation to situations.
• May lack interest in conceptual issues and be inattentive to
the global aspects of a task.
• Her concern with systems and procedures may cause her to
overlook new ideas.
A Practical Guide to the Selection Process

https://www.youtube.com/watch?v=RZHJr-Tm14A
 Diversity & Fairness issues in
Selection
Ethical issues of reliability & validity

• Models of Adverse Impact & Differential Validity

• Judging adverse impact
• 4/5ths method, collect data on difference in assessment scores between
demographic groups.
• Validity is the key deciding factor of unfairness
• Indirect discrimination
• When one demographic group scores are lower than others in a particular assessment
• This group is disadvantaged as less will be selected
• As a result of the tests
• Direct discrimination
• Selector prejudice

• Legal Concerns
• Employment law covers discrimination based on gender, ethnicity, age,
disability
• Advertising laws.
• Assessments to be job relevant with evidence of validity

• Best Practice Procedures & Conventions

• Using guidelines & ethical rules for assessments from HPCSA & Health
Professions Act