Internal Recruitment

and Selection
(FINALS)

Reporters: Almeida, Russein Marie T.

Galvez, Georgejandrino

Reactors: Bombase, Trixia May

Bagorio, Katrine Louise

Measurement- In staffing, measurement is a process used to gather and express information about
persons and jobs in numerical form. Measurement may be defined as the process of assigning
number to object to represent quantities of an attribute of the objects.

Staffing -Staffing refers to the continuous process of finding, selecting evaluating and developing
a working relationship with current or future employees. The main goal of staffing is to fill the
various roles within the company with suitable candidates.

Measurement Procedure:

1. Monitoring and Record Keeping -This is an integral part of any staffing system, through these
activities the organization gathers and records numerical information that can be used in for
numerous staffing related purposes. These purposes include:

•Determining how well staffing activities conformed to staffing policies and procedures

•Numerical tracking how applicant pools are reduced as applicants proceeds through the
staffing process

•Determining compliance with legal requirements

2. Research and Evaluation -The maintenance and availability of staffing data lead natural into
more formal staffing research and evaluation activities. Such activities are primarily concerned
with rigorously determining the effectiveness of specific staffing activities as well as the overall
effectiveness of the staffing system

Standardization- means controlling the influence of outside or some factors on scores generated
by the measure and ensuring that as much as possible the scores obtained are a reflection of
the attribute measures.

3 standardized measure basic properties:

•The content is identical for all the objects measured (job applicants take the same test)

•The administration of the measure is identical for all objects ( all job applicants have the same time
limit on the test).

•The rules for assigning numbers are clearly specified and agreed on in advance (scoring key for the test
is developed before it is administered).

Level of Measurement:
Nominal-With nominal scales, a given attribute is categorized and numbers are assigned to the
categories. With or without numbers however there is no order or level implied among the categories.

Ordinal-With ordinal scales objects are rank-ordered according to how much of the attribute they
possess. Objects may be ranked from best to worst or from high to lowest. For example, 5 job
candidates each has been evaluated in terms of overall qualifications for the job, might be ranked
ordered from 1-5, or highest to lowest, according to their job qualifications.

Interval-Interval scales allow us to rank order objects. The difference between adjacent points on the
measurement scales is now equal in terms of the attribute. If an interval scale is used to rank order of
the 5 job candidates the difference in qualifications between those ranked 1 and 2 are equal to
the differences between those ranked 4 and 5.

Ratio-This is like interval scales that there is equal difference between scales points for the attribute
being measured. In addition, ratio scales have logical or absolute true zero point. Because of this how
much of the attribute each object possesses can be stated in absolute terms.

Objective and Subjective Measure- With objective measures, the rules are predetermined and usually
communicated and applied through some sort of scoring key or system mostly paper and pencil test are
considered objective. The scoring systems in subjective measures are more elusive and often
involve a rate or judge who assigns the numbers. Many employment interviewers fall in this
category especially those with evaluating people responses, one that is not known or shared by other
interviewers.

Scores- Measures yield number or scores to represent the amount of the attribute being assessed. Score
thus are the numerical indicator of the attribute. Once scores have been derived, they can be
manipulated in various ways to give them even greater meaning, and to help to be better describe
characteristics of the objects being scored.

Methods of scoring:

•Central Tendency and Variability-the indicators of this are the mean, median and mode. It is
permissible to compute all three indicators of central tendency.

•Percentiles-this is an percentage of people scoring below the individual in a distribution of

scores.

•Standard scores-when interpreting scores it is natural to compare individuals raw scores to the mean,
that is to ask whether scores are above at or below the mean. In a well individual did relative
to the mean takes into account the amount of variability in scores around the mean (standard
deviation).

•Correlation between scores-in staffing there are scores on two or more measures for a group of
individuals. One occurrence is to have scores on two KSAO measures. This goes through plotting of
scatter diagrams and calculation of the correlation coefficient.
•Scatter Diagram-it is simply the plot of the joint distribution of the two sets of scores plots
provides a visual representation of the type of relationship that exists between the 2 sets of
scores.

•Correlation Coefficient-the correlation between 2 variables does not imply causation between them, it
says how two variables co-vary or co-relate, nothing about one variable necessarily causing the
other one.

Quality of Measures-The Critical Issue- The quality of the decisions and actions taken are unlikely
to be any better than the quality of the measures on which they are based. Thus, there is a lot at
stake in the quality of the measures used in stuffing. Such concerns with the quality of measures are
best viewed in terms of reliability are validity of measures.

Reliability of Measures-this refers to the consistency of measurement of an attribute. A measure

is reliable to the extent that it provides a consistent set of scores to represent an attribute.

Measurement Error-the scores actually obtained from the measures have 2 components to them,
a true score and measurement error.(Actual score= True score+ Error)

Deficiency Error-it occurs when there is failure to measure some portion of aspect of the
attribute assessed.

Contamination Error-represents the occurrence of unwanted or undesirable influence on the

measure and on individuals for whom the measure is being used.

Validity of Measures-defined as the degree to which it measures the attribute it is intended to

measure which involved the development of a test of knowledge of mechanical principles that
was then to be used for purpose of selecting job applicants.

Accuracy of Measurement:

•Reliability-refers to consistency among the scores on the test as determined by comparing

scores as previously described. Accuracy refers reliability, but also requires more way of evidence.
For example, accuracy requires knowing something how the test was developed. Accuracy also
requires some evidence concerning how test scores influenced by other factors.

•Accuracy of Prediction-measures often developed because they provide information about that
people can be used to make predictions about those people. Knowing something about the
accuracy with which a test predicts future job’s success requires examining the relationship between
scores on the test and scores in measure of job success.

Validation Measures in Staffing- In staffing, there is concern with the validity of predictors in terms of
both of accuracy measurement and accuracy of prediction. The validity of predictors is explored
through the conduct of validation discussion of validity and validation, an implicit premise is being
made that validity is situation-specific, and therefore validation of predictors must occur in each
specific situation. This involves types of measures, jobs and individuals. For example, if a predictor is
valid of a particular job in organization A, would it be valid for the same type of job in organization B? Or
is validity specific to the particular job and organization?

Evidence is beginning to surface that is supportive of the validity generalization premise. For example,
evidence suggest that test of general mental ability have meaningful, practical validity for predicting job
performance across a wide variety of types of employees and jobs. Until more is known about validity
generalization, however, caution is called for in its use in either scientific or practical term. Types of

Staffing Measurement- Measurements have been classified in many ways based on behavior,
purpose, content, form, procedure and function as well as in other ways.

A. Personality Tests

1. Minnesote Multiphasic Personality Inventory (MMPI)

2. Personal Characteristics Inventory (PCI)

3. NEO Personality Inventory

4. Hogam Personality Inventory (HPI)

5. Miner Sentence Completion Scale

Thomas Profile Analysis Minnesote Multiphasic Personality Inventory (MMPI)-The test developers
Hathaway and McKinley used an empirical test construction technique to develop the MMPI. This
involved basing the test scales on the actual test items that differentiate people with
hypochondriasis from normal. The first advantage of this is, it makes it very difficult for subjects
to fake responses, deny problems or give particular impression. Second, the MMPI is based on
empirical research and not on a clinician’s assumptions about what answers indicate particular
personality traits. Personal Characteristics Inventory-This is based on the widely used five factor
model of personality also known as “Big5 Test”. This assessment helps employers know how a
candidate personality will affect their job satisfaction and performance. The positions typically
recommend using the Personal Characteristics Inventory for are:

1. Production/Manufacturing/Logistics

2. Management

3. Clerical/Administrative

4. Drivers

Computers/IT/Technical-The Comprehensive Personality Profile measures 7 primary and 10 secondary

personality traits. These traits help determine if the candidate is one of four personality types:
Driver, Supporter, Thinker, or Motivator. This test is useful for positions that requires significant
amount of client interaction.

1.Neo-personality Inventory-is a psychological personality inventory, first published in 1990 as a revised

version of inventories dating to 19978. This consists 240 questions intended to measure the Big Five
personality traits: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to
Experience. The test measures six subordinate dimensions known as facets on each main personality
factors. The test was developed by Paul Costa Jr. and Robert McCrae for use with adult men and
women without over psychopathology, but was later shown to be potentially useful at younger
ages.

2.The Hogan Personality Inventory (HPI)-describes normal or bright side personality qualities that
describe how we relate to others when we are at our best. Whether your goal is to find the
right hire or develop stronger leaders, assessing normal personality gives you valuable insight into
how people work, how they lead, and how successful they will be.

Primary Scales:

 Adjustment-confidence, self-esteem, and composure under pressure

 Ambition-initiative, competitiveness, and desire for leadership roles
 Sociability-extraversion, gregarious, and need for social interaction
 Interpersonal Sensitivity-tact, perceptiveness, ability to maintain relationships
 Prudence-self-discipline, responsibility and conscientiousness
 Inquisitive-imagination, curiosity, and creative potential
 Learning Approach-achievement oriented, up to date on business matters

Occupational Scales that predicts performance in a specific role:

 Service Orientation-attentiveness, and courteousness toward customers

 Stress Tolerance-composure, calm under pressure
 Reliability-honesty, positive organizational citizenship
 d. Clerical Potential-self-discipline, meticulousness, and the ability to communicate clearly
 Sales Potential-energy, social skills, and the ability to solve problems for customers
 Managerial Potential-leadership ability, planning, and decision making skills

3. Miner Sentence Completion Scale-a widely used predictor of managerial effectiveness. The results
indicate the predicted pattern of correlations with other measures of personality, that the MSCS is
positively related to various measures of managerial effectiveness. The uses of sentence completion
tests include personality analysis, clinical applications, attitude assessment, achievement
motivation, and measurement of other constructs. They are used in disciplines, including
psychology, management, education, and marketing. This also measures the intelligence tests,
language comprehension, language and cognitive development tests. The data collected may be
analysed by quantitatively and qualitatively. Subjective intuitive analysis of the underlying
motivations projected in the subjects responses and objective analysis by means of scores
assigned to each completed sentence is the 2 way to interpret sentence completion tests.

4. Thomas Personal Profile Analysis also known as Thomas International Personal Profile Analysis-is
validated, positive, non-critical behavior analysis tool that emphasizes strengths and capabilities in the
work environment. It helps you learn about the behaviors that make you who you are. This
provides data designed to assist employers in the selection, appraisal, and development or
coaching and counselling of their employees or interviewees.

B. Ability Tests- Its goal is to assess potential candidates in terms of their overall intellectual
potential and build a profile of their individual strengths and weaknesses. The main types of
ability tests used in selection are:

1. Test of General or Global Ability also called (“g”, intelligence, IQ) this attempt is to measure a
person’s ability to problem solve, analyze, understand and adapt to new situations or
challenges.

2. Test of Specific Cognitive abilities (Abstract, Reasoning, Verbal Reasoning, Numerical

Reasoning)-to measure the depth and nature of particular strengths and weaknesses in subject
or job related areas. These involve high level cognitive processing, complex problem solving,
analytical reasoning, and information checking.

3. Tests of Psychomotor abilities and specific aptitude-vision , hearing, artistic ability,

mechanical ability, management potential, leadership potential

Typical Characteristics of ability tests:

a. Usually timed approximately 15-40 minutes

b. Consist of short questions where there is only one right answer but a lot of wrong ones

c. Are typically multiple choice or short answer format where you are asked to provide a number or a
single word response

d. Are generally designed to discriminate between highly talented candidates therefore few candidates
finish theme. The questions usually become progressively more difficult

f. Each question is commonly worth the same value therefore speed of cognitive
processing and number of correct answers is important

g. Most ability tests do not penalise you for incorrect answers, you will need to check this with
the test supervisor before you begin

h. They are usually papers and pencil tests although some are available in electronic format
Abstract Reasoning Samples- This is a test of skill finding similarities and differences in groups of
patterns. All the patterns in Group A are related to each other in some way. All the patterns in Group B
are related to each other in some way.

1. Indicate whether each pattern in boxes 1-5 belong to group A, Group B or neither.

2. Below you will see a series of diagrams, each following a logical sequence. Nominate from the options
at right, which one logically completes the sequence on the left.

Verbal Reasoning Samples- The test consists of a series of short passages of text, each of which includes
a number of statements intended to convey information or persuade the reader of a point of view.

• Each passage is accompanied by four statements relating to the information or arguments it

contains. Assume that what is stated in the passage is true -even if it contradicts what you know or
believe to be the case in reality -and decide for each statement whether, on this assumption, it is true or
false, or whether you cannot tell and need more information. The definitions are:

True-This statement is already made in the passage, that it is implied by or follows logically
from a statement or statements made in the passage.

False-This statement contradicts a statement made in, implied by, or following logically from the
passage.

Can’t tell-This means that there is insufficient information in the passage to draw firm conclusions
about the truth or falsity of the statement. In recent years it has become clear that man's use of fossil
fuels is likely to have a major impact on the world’s climate. As a result of this, increased
concentrations of 'greenhouse' gasses such as carbon dioxide and methane will lead to global
warming –an overall small increase in average temperatures whose impact is difficult to predict. Whilst
some scientists predict melting of the polar ice caps, and so a rise in sea levels, others think this will be
balanced by increased precipitation at the poles.

1. If we go on using fossil fuels at the present rate, we must expect climatic change.

True | False | Can't Tell

2. Depletion of the Ozone layer will result in global warming.

True | False | Can't Tell

3. Scientists are all agreed that the use of fossil fuels will eventually lead to a rise in sea levels

True | False | Can't Tell

4. The burning of fossil fuels increases the concentration of methane in the atmosphere.

True | False | Can't Tell

Numerical Reasoning Samples- These tests may take a form like the verbal reasoning test above,
where information is presented in text, graphs, charts, etc., followed by statements. You must
indicate whether the statements are true, false, or choose between options. For some questions you will
need to complete a calculation and rely on your mathematical knowledge to correctly work out the
answer. The following graph presents information followed by a question. You will need to use the
information below, plus any additional information the question gives you, to identify which one of the
six answer options is correct.

1. Over three years, what was the mean (average) difference in profits between company X and Y?

(a) $100,000 (b) $150,000 (c) $200,000 (d) $250,000 (e) $300,000 (f) $350,000

2. What number comes next in the following sequence? • 16, 8, 4, 2, 1, 0.5, 0.25, ( )

3. A car travels 40meters in 0.2 seconds. If it continues at the same speed, how many meters will it
travel in 1.5 seconds?

C. Work Sample- Work sample is a method of testing ability by giving the candidate a sample of typical
work to do and evaluating their performance. It may appears as short questions like “What would you
do in this situation?” or more complex scenarios to analyze.

1. Job Knowledge Tests-focus on specific dimension or content to determine current

knowledge, such as test of knowledge about the Highway Code. Knowledge tests may be
computerized enabling them to be taken at any time and in any place. This also reduce the cost in
administration an can reduce security issues (such as loss of exam papers).

Proctoring is a method often used, whereby questions and sequences are regularly changed to
reduce copying and cheating. Commonly use in architecture and medicine.

2. Hands-on Performance Tests- use to test people for physical capabilities.

3. Situational Judgement Tests- people are asked how they would act in a given situation. They can
be in multiple choice also, this is use to assess for aptitude and trainability as well as for
current knowledge, and can be helpful in recruiting people with no previous experience.

Development Work samples, as with other selection methods often starts with a job analysis of good
performance Work samples are normally used to test current skill. It is also used to test the ability to
learn new skills, where the way a person acts in a stimulated situation is assumed to be as they might
act on the job. It is useful for reducing bias by assessors and is perceived to be fair and valid by
both recruiters and candidates, as all candidates are treated in the same way including the
amount of time to respond. Work samples must be carefully designed to test specific items. They
give problem where more attention is paid to face validity than content validity and can also
miss small, but in more critical factors.
Performance Tests and Work Samples- Work samples test is designed to have high content validity
through a close relationship with the job. It is based on the premise that the best predictor of
future is observed behaviour under similar situations. These tests require the examinee to perform
tasks that are similar to those that are performed on the job.

ADVANTAGE:

1. High reliability

2. High content validity since work samples are a sample of the actual work performed on the job.

3. Low adverse on impact

4. Because of their relationship to the job, these test are typically viewed more favourable by
examinees than the aptitude or personality tests.

5. Difficult for applicant to fake job proficiency which helps to increase the relationship between score
on the test and performance on the job

6. Work sample test use equipment that is the same or substantially similar to the actual
equipment

DISADVANTAGE:

1.Costly to administer; often can only be administered to one applicant at a time.

2.Although useful for jobs where tasks and duties can be completed in a short period of time,
these tests have less ability to predict performance on jobs where tasks may take days or weeks
to complete.

3.Less able to measure aptitude of an applicant thus restricting the test to measuring ability to
perform the work sample and not more difficult tasks that may be encountered on the job.

Types of Work Samples Tests

1.Work sample test of Trainability-these are tests through a period of instruction when the
applicant is expected to learn tasks involved in a work sample. This is suitable for untrained
applicants with no previous job experience.

2.Simulation of an event-these test present the candidate with a picture of an incident along
with quotations from those involved. The candidates then respond to a series of questions in
which they write down the decisions they would make.

3.Low fidelity simulations-these test presents applicants with descriptions of work situations and
five alternative responses for each situation. Applicants choose the responses they would most likely
and least likely make in each situation.
4. Work samples-applicants performs observable, job related behaviors as predictors of criterion
performance. It is not conducive to group administration and therefore were dropped from
consideration because of concerns regarding test security.

Validating Work Samples Tests

1.Content validity-the most direct relationship between the test and job would be shown
through content validation. The tasks and duties performed on the test would be compared to the tasks
and duties performed on the job. The test should encompass significant in quantity or tasks/job.

2. Criterion validity-to measure this validity, you must first determine what criteria will be used. Two
common forms of criteria are:

a. Supervisory ratings of the incumbent’s job performance. The disadvantage of using supervisory
ratings as criteria is that they typically lack sufficient reliability to be used for statistical analysis.
The reliability of these measures is attenuated by rater errors such as ‘halo’, or ‘leniency’. These
ratings also tend to lack the variability necessary to show a correlation between predictor and
criterion.

b. Production measures such as quantity or quality of work. Production measures are not
available for some jobs. The predictor measures used with work samples test:

1. Number of work samples completed (using a time limit)

2. Time to complete work samples (using a limit on the number of work samples to be completed on the
test)

3. Number and type of errors.