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Chapter 7
Foundations of Selection
Learning Outcomes
1. Explain the purpose of screening applicants and how initial screening is conducted.
2. Explain how application forms are used and the relevant legal issues.
3. Outline the types and uses of preemployment testing.
4. Explain several different interview formats and what interviewers need to know to conduct
effective interviews.
5. Discuss the perceptual errors common in the interview process and ways to prevent them.
6. Explain the purpose and legal issues involved in conducting background investigations.
7. List three types of validity and explain why they are important.
8. Explain factors relevant to employment offers and global selection.
9. Outline how to personally excel in the interview process.
Chapter Overview
Award shows on TV are plentiful and it's easy to lose count of all of the "Best Employer" lists
published. How about an award for employers who hire people with sketchy backgrounds and
disabilities? This chapter opener explains the Job Honor Awards that recognizes employers who
hire employees that probably wouldn't pass the screening process of most employers, offering a
chance to discuss what types of screening are relevant and why.
Chapter content includes the importance of using a series of job-related tools to select good
employees is emphasized as application forms, various types of tests, interviews, background
investigations and physical exams are discussed. Procedures for the selection of individuals for
self-managed teams are discussed. The chapter then explains reliability, validity, and cut scores.
It concludes with advice to students on how to conduct themselves in an interview.
Exhibits
7 – 1: The Selection Process
7 – 2: Background Investigation
7 – 3: Predictive vs. Concurrent Validation
7 – 4: Validity Correlation Analysis After Cut Score Is Raised
7 – 5: Validity Correlation Analysis After Cut Score Is Lowered
7 – 6: The Interview
Boxed Features
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Chapter 7 Foundations of Selection
These features are located within the text and address current issues in HRM within the context
of the relevant learning outcomes. They are short and thought provoking with thought questions
at the end providing a great opportunity to provide a break in class lecture to check student
understanding. Questions may be posed to students individually, in small groups, as quick
cooperative learning assignments or as large group discussions.
• Tips for Success - Professionalism on the Phone on page 148 shares basic skills for
presenting a professional presence when speaking on the phone. Throughout the selection
process, phone contact with applicants and references can be frequent. A good impression
is important.
• Did You Know – Too Much Information on page 149 describes how employers are
using social networking sites to learn more about job applicants, and the potential for
discrimination against an applicant based on non-job related information.
• Diversity Issues in HRM – Interview Questions to Avoid on page 150 lists a number
of interview questions that could lead to direct or indirect discrimination with examples
of what is and what is not acceptable.
• Tips for Success - Preparing Interview Questions on page 154 provides suggestions
for questions that give insight into a candidates integrity, personality, decision-making
skills and problem-solving ability.
• Real HR Encounters - Checking References on page 158 gives practical tips for getting
useful information from references from an experienced manager.
• Contemporary Connection – What Were They Thinking on page 164 provides some
examples of statements made by job applicants during the interview process that are
perplexing at best.
• Point out the two different perspectives that students in the HRM class are being asked to
take. On the one hand, they have been and will be job applicants, and can benefit from
understanding the selection process so that they can put their best foot forward. On the
other hand, the Human Resource Management class is teaching them how to manage the
selection process as employers. While we hope that they will use reliable and valid
procedures when they make selection decisions, they still should be prepared to respond
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Chapter 7 Foundations of Selection
to poorly designed interview and test questions when they are applicants. Not all
employers have taken this class!
• Ask the class how they would select employees for various businesses they are familiar
with; e.g. to work at a local fast-food restaurant; to work in the department office; to help
patrons at the library, etc. Do they rely solely on an interview? Can they design a simple
work-sample test that would be cost effective for any of these positions?
• Schedule an interview “practice session,” during which some students take the role of
interviewers and others are interviewees for a specified job that most students would be
qualified for. Provide a job description and structured interview format, and include time
for students to receive feedback on interviewer and interviewee skills. You may want to
have students update their resumes and bring them to their “interviews.”
• Provide students with a list of interview questions, or use questions in the textbook. In
small groups or team, have students work together to write out how they would answer
the questions for jobs they are seeking after graduation.
• Assign students to interview a professional about his or her interview experience. The
student should ask the person about his or her interview experiences, such as advice,
best/worst questions, what to wear, etc. This is an excellent opportunity for students to
network.
• Invite a speaker from your University Testing Center to discuss the availability of
standardized tests relevant to employment situations. Ask the speaker to provide some
sample test questions illustrating, for example, aptitude, achievement, and personality
tests.
• Reliability/validity. It’s easy to get bogged down with statistical concepts here. A good
way to make the topic more relevant and understandable is to start with a discussion of
classroom tests and grades. Ask students about factors which affect the reliability of their
test scores (illness, fatigue, choice of items, etc.) Discuss the validity of their course
grades for predicting future job performance. Does classroom performance provide a
content-valid sample of behaviors relevant to work performance? Are grades good
predictors of work performance? When might these predictions be more accurate?
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Chapter 7 Foundations of Selection
Introduction
Successful selection activities require careful planning, linked with organizational strategy
and talent management.
Organizational strategies that include community involvement may lead employers to give
non-traditional applicants a chance.
Screening Applicants
Learning objective 1: Explain the purpose of screening applicants and how initial screening
is conducted.
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Chapter 7 Foundations of Selection
Class Activity: Tips for Success - Professionalism on the Phone on page 148
Many people do not understand the difference between casual phone conversations and
professional communication skills necessary at work. This short feature outlines tips for a
professional presence whether the student is conducting an interview or being
interviewed.
After reading the feature, ask students to answer the questions that allow them to add
their own experience.
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Chapter 7 Foundations of Selection
Testing determines if applicants have the relevant skills they claim to possess.
Assessment Centers
Administer performance simulation tests, frequently used to assess managerial potential.
A series of tests and exercises, including individual and group simulation tests, is
evaluated by executives, consultants or psychologists.
Interviews involve a face-to-face meeting with the candidate to probe areas not addressed by
the application form or tests. They are a universal selection tool.
Comprehensive interviews may involve several interviewers on different levels of the
organization. Communication skills, motivation, attitude and cultural fit may be assessed.
Online Interviews
Increasing in popularity
Web-based platforms commercially available allow real-time or on-demand
interviews.
Structured Interviews/Directive Interviews Slide 14
Follow specific format with specific questions.
Good for determining qualifications in specific areas.
Obtain consistent information when used for several candidates or by different
interviewers.
Unstructured Interviews/Non Directive Interviews
Open ended questions allow applicant more freedom of expression.
Good for assessing personality and soft skills like communication style.
Difficult to compare applicants because information obtained can vary.
Behavioral Interviews
Questions ask applicant to explain how situations should be handled or were handled
in past experience.
Allow insight into problem solving and communication skills.
Candidates are observed not only for what they say, but how they behave in
comparison to the competencies identified for the position.
Past performance in similar environments and situations is a better indicator of
success than any other factor.
Stress Interviews
Designed to create a stressful situation, making the candidate uncomfortable.
Determine how candidate behaves under pressure.
Class Activity: Tips for Success - Preparing Interview Questions page 154
After reading this feature that suggests interview questions designed to assess a
variety of topics, ask them to answer the question: Would this list give you an
adequate impression of the candidate? What other traits are important to know?
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Chapter 7 Foundations of Selection
Interviewer Bias
Interviewers create a positive or negative impression of the candidate based on factors
learned outside the interview.
Research has demonstrated many possible biases with decisions based on interviews,
such as those caused by seeing the candidate’s résumé, application form, test scores, gaps
in employment, social media profiles or appraisals from other interviewers.
Class Activity: Both cases for this chapter, have questions that involve interviewer bias
and impression management that presents problems. If the cases are not assigned, or even
if they are, those questions provide a comprehension check at this point of class
discussion.
Class Activity: Many organizations provide online videos with realistic job
previews(RJP). Common ones include law enforcement, positions involving helping
people with disabilities or jobs that involve working outside in the elements. Some
organizations that have RJP videos online include Target, Comcast, Bon-Ton (Case 7-B)
and Southwest Airlines. If the technology is available, show a couple of those videos and
survey students as to whether their opinion of the job or employer has changed.
Learning Objective 6: Explain the purpose and legal issues involved in conducting
background investigations.
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Chapter 7 Foundations of Selection
Reliability, validity, and cut scores can all help predict which applicants will be successful on
the job. Consistency in evaluating applicants is essential to finding the best employees and
preventing discrimination or claims of discrimination.
Reliability Slide 25
Reliability is the ability of a selection tool to measure an attribute consistently.
If an organization uses tests to provide input into the selection process, then these tests
must give consistent results.
Validity Slide 26
The relationship between scores on a selection tool and a relevant criterion, such as job
performance. Validity indicates how well a selection tool predicts job performance.
There are three specific types of validity: content, construct, and criterion-related.
Construct validity
Construct validity is the degree to which a particular trait is related to successful
performance on the job.
Construct validity is the most difficulty type of validity to prove because you are
dealing with abstract measures, such as, intelligence.
Criterion-related validity
Criterion-related validity is the degree to which a particular selection device
accurately predicts the important elements of work behavior.
There are two ways to establish criterion-related validity: predictive validity or
concurrent validity (Exhibit 7-2).
Predictive validity which uses selection test scores of applicants to compare with
their future job performance.
If an organization found statistically that employees who scored below a
predetermined score – cut score – were unsuccessful performers, then
management could appropriately state that any future applicants scoring below the
cut score would be ineligible for employment.
Concurrent validity validates tests using current employees as subjects. If a
relationship appears between test scores and performance, a valid test is found.
Validity Analysis
Correlation coefficients (validity coefficients) ranging from +1 to –1 summarize the
statistical relationship between an individual’s test score and his/her job performance.
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Chapter 7 Foundations of Selection
The closer to an extreme 1, the more accurate the test, and therefore, the test is a good
predictor of job performance.
Class Activity: Students may have examples of bad assessments or tests they have taken.
Allow a few to explain their experience and have them which type of validity is missing.
The Offer
At the end of the process, candidates who have successfully completed all steps receive
an employment offer.
Hiring decision is usually made by a manager.
Offer is usually extended to the employee by HR.
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Chapter 7 Foundations of Selection
HRM Workshop
The HRM Workshop includes several different types of activities requiring students to apply
chapter concepts aligned with the learning objectives. Suggested answers are provided.
1. Outline the steps in the selection process and explain which steps you believe are
most important. (LO 1, 2, 3, 4).
The eight-step process consists of initial screening, completion of the application form,
employment tests, comprehensive interview, background investigation, medical or
physical examination, and the job offer. This list is introduced on page 146 and expanded
coverage of each item continues throughout the chapter.
2. Explain guidelines for developing effective interview questions that respect the legal
rights of the applicant. (LO 4)?
Interview questions must be relevant to the applicant's ability to do the job as described in
the essential functions and job specifications in the job description. Legal requirements of
relevant federal, state and local EEO laws must be considered. Any question that creates
an adverse impact must be avoided. Diversity Topics on page 150 explains several of
these concepts.
Advantages: Employers are able to obtain a more comprehensive picture of the candidate,
since social media sources such as Facebook, twitter and LinkedIn will include personal
as well as professional information. Other advantages include the speed at which you
could obtain the background information (click of a mouse) and the no-cost option this
type of search provides.
Topic is covered in Tips for Success: Too Much Information on page 149, coverage of
Preventing Perceptual Errors on page 155-156 and Excelling at the Interview on page
165.
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Chapter 7 Foundations of Selection
Unfortunately, applicants often are not completely honest on resumes and application
forms. It is important to check relevant facts in an applicant's background, such as
educational degrees, number of years of experience, and job-related driving and criminal
records. Background checks verify information provided by the candidate, and also alert
employers to potential negligent hiring issues. Employers need to be particularly careful
that if they obtain background information on candidates that could potentially bias their
job choice decision, they do not use it. In addition, employers need to be careful that they
do not violate employments laws in obtaining this information. The topic is covered
extensively on pages 157-159.
5. What mistakes could employers make that would influence a qualified candidate to
turn down a job offer? (LO 4, 5,8)
Candidates are less likely to accept offers form organizations that fail to pay attention to
creating a positive impression and desirable employment brand, fail to convince the
candidate that the organization will assist the candidate in achieving personal goals, or
have a culture that the candidate does not feel is a good fit. These are covered in The
Employment Offer section on page 164
6. How do the types of validity differ? Explain their use in evaluating testing and in
preventing discrimination. (LO 7).
Reliability is confidence that an indicator will measure the same thing every time.
Validity is the confidence that what is stated as measured is actually measured. For
instance, measuring height with a yardstick is more valid than measuring weight with a
yardstick.
There are three types of validity important in the selection and recruiting phases of
human resource management. Content validity is the degree to which the content of the
test represents the actual work situation. For example, a typing test has high content
validity for a typist. Construct validity refers to the degree to which a particular trait is
related to successful job performance. Honesty would be important for a bank teller.
Criterion-related validity is the degree to which a particular selection device accurately
predicts the important elements of work.
Human resources professionals are concerned with validity because, legally, employment
tests must be shown to be relevant to the job for which a person is hired, as are other
selection criteria. For example, in the Griggs vs. Duke Power case, educational level was
found not to be a valid indicator of performance for the job Griggs applied for.
Evaluating Alternatives
7. What do you think of realistic job previews? Would you be more likely to choose a
position where recruiters emphasized only the positive aspects of the job? (LO 5)
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Chapter 7 Foundations of Selection
Students should recognize that recruiters are generally going to emphasize the positive,
and that there are many benefits to finding out as much information as possible before
accepting a job offer. Students can take an active role in ensuring their own realistic job
previews by asking lots of questions and also taking the initiative to find out more about
the company. Possible resources include the company's Web page, alumni from your
school who work with the company and information interviews with other current
employees. It's better to enter a job with accurate expectations, than to be disappointed
later when the job or employer doesn't meet your needs. Ask for specifics (number of
hours worked, types of job assignments, etc.) rather than generalities, such as whether it's
a "good" company to work for.
The topic is covered on pages 156 - 157.
8. "All former employers will tell me anymore is the dates of employment. Period.
Calling them is a waste of time.” Do you agree or disagree with this statement.
Explain. (LO 6)
Many employers are extremely cautious when answering questions about former
employees. Negative statements have led to law suits, so inquiries to former employers
usually end up with a confirmation the employee worked there and nothing more.
Former employers should always be called to confirm the employee actually worked
there. At the very least, you will have confirmation the applicant is telling the truth about
past employment, and depending on the situation, the concept of qualified privilege
protect the employer who provides accurate information. This is especially true if the
applicant has authorized the background investigation. Failure to check references can
lead to legal problems if an employee with a troubled past makes a costly mistake or
commits a crime.
The topic is covered on pages 157 - 159.
9. "Untrained interviewers can make mistakes that are very costly to the
organization.” Discuss errors in perception and selection that interviewers can
make and how to avoid them. (LO 4)
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Chapter 7 Foundations of Selection
• take notes during the interview and ask questions to clarify any candidate
responses.
• pay attention to a candidate’s interpersonal skills.
• keep biases in check.
The topic is covered on pages 152 - 157.
These activities require students to research a topic and report the findings to the instructor or the
class. They can be assigned to either individuals or groups and are designed to develop critical
thinking, research and presentation skills necessary for HR.
Activities vary in the type of research and presentation required, but evaluation forms or rubrics
may be used to communicate expectations and facilitate easier grading. The form below can be
accessed on the website and contains basic elements for grading activities. You may wish to
customize it by changing requirements or adding point values.
Format Many errors Few errors in grammar Error free Professional quality
punctuation, spelling or product.
typos.
Research Relevant concepts are Concepts from the text Relevant concepts from Thoughtful and
not applied or are are mentioned, but the chapter material are insightful discussion of
applied on a surface explanation and applied in adequate the concepts learned in
level that does not application indicate a depth to indicate chapter material as they
indicate depth of minimal level of understanding of the apply to the activity.
understanding beyond understanding of concepts and issues.
knowing the relevant concepts and
definitions. issues.
Activity Summaries:
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Chapter 7 Foundations of Selection
10. Students will use a job description presented in chapter 5 to develop a list of interview
questions, decide how to evaluate answers to the questions and stage a mock interview.
The interview is to be critiqued and a summary of the experience is to be presented in a
paper or video. (LO 4)
11. Students will research the topic of employer use of a candidate's social media profile as a
selection device. Both sides of the issue are to be presented with 3 to 5 presentation
slides. (LO 6)
12. Students will obtain a copy of your college's guide to job interviews and compare it to a
guide obtained from another college. If you college does not have such a guide, students
can create one for them. (LO 9)
Overview: Service Learning Projects provide students with opportunities to develop and
demonstrate HR skills and build a professional network that will assist in getting a job in HR.
The activities that relate to this chapter on Selection are a variety of projects that range from
helping middle school students get summer jobs to helping non-profits screen volunteers.
A sample assignment with requirements and grading materials is available at the front of the
Instructor's Manual and as a download from the text website.
Case Summary
Western Motors has coasted along, like many companies, allowing experienced managers
do their own interviewing. Problems arise at Western Motors when the service manager's
interviewing philosophy results in hiring a few "bad apples" that put the dealership's
reputation at stake. What can the HR director do to put the brakes on a dealership that is
speeding downhill?
1. Evaluate Greg's “hire for attitude, train for skill” approach to hiring. (LO 1, 4, 5)
Greg seems to hire based on his perception of an applicant's attitude and it turns out he
isn't a very good judge of attitude. He seems make a lot of perceptual errors such as being
easily influenced by applicants making a good first impression (impression management)
and interviewer bias created when candidates like Justin emphasize impressive
accomplishments like volunteering for his church and presenting photos of race cars.
2. How could preemployment testing improve the hiring process for the service tech
position? What type of validity would be the best predictor of job success? (LO 3, 7)
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Chapter 7 Foundations of Selection
Work sampling and performance simulation tests would determine how well candidates
can perform some of the tasks that are required for success in the service tech position.
(page 151)
Criterion - related validity determines how well a selection device such as the work
sampling and performance simulation tests predict success on the job. (page 161)
3. What type of interview does Greg seem to use? How can his interview process
improve? (LO 4, 5)
A more structured interview process with specific questions that relate to skills and
experience would allow consistent comparison of applicants. Behavioral interviewing
could address the type of problem solving skills that may be necessary for the position.
(page 153)
Reference checks could help determine if applicants have the background and
accomplishments they claim such as the volunteer work and building race cars. Former
employers will verify work history at a minimum. If they are willing to offer more
information as they are allowed by qualified privilege, they may address attendance,
attitude, productivity and other issues. Education may be relevant if the service tech
position has an education requirement. Legal status to work in the U.S. is required of all
employees. Western Motors is obligated to check status of new employees. Criminal
records may be relevant if the candidate has a conviction for a related offense such as
theft or driving under the influence. Online checks of search engines such as Google may
turn up useful information as well as information that requires caution such as age,
religion, marital status, race and others that should not be considered in the hiring
process. (page 157-159)
5. Research: What mistakes were made in the hiring process by Greg and Kara?
Research common hiring mistakes and how to avoid or fix them.(LO 1, 4, 5, 6, 7)
Perhaps if HR did the initial screening, a few of his problem employees would have
been screened out. Checks with references and former employers would also provide
valuable screening information. Kara also needs to do some training on what questions
to ask and what to look for when conducting the interview. (page 155 - 156)
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Chapter 7 Foundations of Selection
Case Summary
It turns out that being a successful "Beauty Advisor," also called cosmetic associates, takes
different skills than other types of sales positions. Turnover for the Beauty Advisor position at
Bon-Ton stores was much higher than other sales positions although they received more
extensive training and had higher income potential. The selection process needed a quick make-
over before things got ugly.
For more information on how Bon-Ton solved this hiring problem, go to www.shrm.org and
search for "Hire Intelligence - Use data to discover what really makes a top performer." From
May, 2011.
1. What attributes should be included in the Bon-Ton assessment? Explain how you
would structure an interview to determine if a candidate possesses those attributes.
(LO 3, 7)
Students may assume that friendliness, good customer service and a love of beauty
products would be important attributes, but when successful beauty advisors were
surveyed, factors such as problem-solving ability, situational judgment skills, cognitive
ability, even math and logic had higher correlations with success and longevity in the
position.
The interview process may include screening that emphasizes accuracy in completion of
the application. A structured interview process would include questions that address the
specific skills shown to correlate with success in the position. Behavioral interviews
could determine the problem solving ability of applicants and how they have resolved
problems in the past. (page 152 - 154)
2. Explain whether impression management and interviewer bias would be more of a
concern when hiring beauty advisors than when hiring for other sales positions. (LO
5)
When the term "beauty" is in the job title, interviewer bias toward attractive candidates
that influences perception of ability could be a real problem. Candidates may assume that
attractiveness is a qualification and attempt impression management with artful
application of cosmetics for the interview encounter. Attractiveness probably shows a
poor correlation with effective cosmetic sales and reduced turnover, so interviewers
should be careful to not let appearance interfere with assessing the candidate's
qualifications. (page 155 - 156)
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Chapter 7 Foundations of Selection
3. What type of validity is indicated by the findings that Beauty Advisors now remain
in their jobs 12 percent longer and sell 2.1 percent more than candidates hired
before the new assessment? Explain your choice. (LO 7)
Content Validity exists when skills tested accurately represent the job. The skills tested
in the assessment are not explained, but since the candidates are more successful as
evidenced by the 2.1 percent increase in sales, they probably have Content Validity.
Construct Validity evaluates how well a particular test measures a specific behavior or
construct. We don't know if the new assessment measures any specific trait or "construct"
such as persuasiveness or agreeableness so we can't say it's relevant with any certainty.
Criterion Validity exists when a selection device accurately predicts a specific level of
performance and is the most clearly indicated from the facts given. Applicants passing
the assessment stay longer and sell more, proving the assessment is successful to a degree
in predicting performance. Predictive validity was probably used to determine whether
candidates who passed the test performed better and by how much. If current beauty
advisors took the test and the results were compared to their length of time on the job and
sales ability, concurrent validity would be relevant too.
4. Research: Are Bon-Ton and other retailers making efforts to recruit and hire
candidates with that cognitive and problem-solving ability? Search videos, realistic
job previews, job postings, and articles for evidence and summarize your findings.
Include your sources in your answer. (LO 1, 2, 3)
Sources such as Bon-Ton's careers site, Glassdoor, Indeed and even Bon-Ton's YouTube
channel may be good sources of information. A search for "Bon-ton beauty advisor" will
turn up quite a bit of information.
Case Summary
Team Fun!, a sporting goods manufacturer and retailer are ready to expand into south Florida
and are shocked to find that they have over 1000 applicants. Students will apply concepts from
chapter 7 to develop plans for screening, testing, interviewing, conducting background checks
and selecting all staff in a two week timeframe.
Questions:
1. Devise a screening mechanism for each job category.(LO 1)
2. What kinds of performance simulation tests would be appropriate? (LO 3, 7)
3. Set up an interview protocol for each job category. (LO 4)
4. Should Bobby select the managers himself? Should Bobby select all the other
employees? (LO 4)
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Chapter 7 Foundations of Selection
5. If you want Tony to try again with background checks and drug testing, prepare a
carefully worded statement for him to present to Kenny and Norton. If you think these
steps are undesirable, explain your position.(LO 4, 6)
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Chapter 7 Foundations of Selection
Case Summary
Life+Style, a sportswear apparel manufacturer and online retailer emphasizes style, sustainable
business practices and ethical behavior. When Carson, HR Director uncovers hiring practices
that may expose the company to legal problems, he has to explain the situation and the potential
problems to Isabella, the founder and COO. Students will apply concepts of selection from
chapter 7 to identify the problems and explain a safer process to screen candidates.
Questions:
1. Explain how online background information should be used to Isabella. (LO 1, 4, 5)
2. What perceptual errors could occur as a result of Cara's screening? (LO 5)
3. What legal liability does Cara's screening expose the company to if the group of hired
candidates is ethnically diverse? (LO 6)
4. What background information should be checked for the sales representative position and
at what point should HR conduct the background investigation? What does HR have to
tell the candidates about the background checks? (LO 2, 6)
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Das Theater 'Ammān.
Torweg 'Ammān.
Aber das Wort »Gast« ist geheiligt vom Jordan bis zum Euphrat,
und Namrūd wußte wohl, daß er seine Stellung und seine Sicherheit
vornehmlich der Gastfreundschaft verdankte, die er auf jeden
erstreckte, mochte er noch so ungelegen kommen. Ich steuerte auch
einen Beitrag zu dem Gelage bei, indem ich ein Kistchen Zigaretten
verteilte, und ehe ich mich zurückzog, waren freundschaftliche
Beziehungen zwischen mir und den Beni Sachr hergestellt.
Belkaaraber.
Als ich vor fünf Jahren Kastal besuchte, war es unbewohnt, und
das Land unbebaut, aber jetzt hatten sich ein paar Bauernfamilien
unter den zerbröckelnden Gewölben angesiedelt, und junges Korn
sproßte zwischen den Mauern, — lauter Dinge, die wohl das Herz
eines Menschenfreundes erwärmen, dem Archäologen aber einen
kalten Schauer durch die Brust jagen müssen. Kein größerer
Vernichter als der Pflug, kein schlimmerer Zerstörer als der Bauer,
der nach behauenen Steinen zum Bau seiner Hütte Ausschau hält.
Ich bemerkte noch ein anderes Zeichen der sich ausbreitenden
Zivilisation, zwei ausgehungerte Soldaten nämlich, die Wärter der
nächsten Haltestelle der Haddjbahn, die nach der einige Meilen
weiter westwärts gelegenen Ruine den Namen Zīza erhalten hat.
Veranlassung zu ihrem Besuch war die magere Henne, die einer der
beiden Soldaten in der Hand trug. Er hatte sie aus der Mitte ihrer
noch dürftigeren Gefährtinnen im Festungshof gerissen — gegen
welchen Preis, wollen wir lieber nicht erforschen, denn der Hungrige
kennt kein Gesetz. Es lag mir nicht besonders viel daran, den
Behörden in 'Ammān meine Anwesenheit im Grenzgebiet merken zu
lassen, deshalb brach ich schnell auf und ritt ostwärts nach Zīza.
Der Regen hatte die Wasserläufe der Wüste gefüllt, nur selten
sind sie so tief und fließen so schnell, wie der eine, den wir an jenem
Nachmittag durchkreuzen mußten. Auch die große Römerzisterne
von Zīza war bis zum Rande gefüllt, so daß die Suchūr den ganzen
kommenden Sommer hindurch Wasser genug haben würden. Die
Ruinen von Zīza sind viel zahlreicher als in Kastal; es muß hier eine
große Stadt gestanden haben, denn ein weiter Raum ist mit den
Mauerwerken zerfallener Häuser bedeckt. Vermutlich war Kastal das
jene Stadt schützende Fort und teilte den Namen Zīza. Hier befindet
sich auch ein sarazenisches Kal'ah, ein Fort, welches Soktan, ein
Scheich der Suchūr — so erzählte Namrūd — wiederherstellen und
mit einer in der Wüste ganz unbekannten Pracht ausstatten ließ.
Aber da es in dem Gebiet liegt, auf dem das neue Landgut erstehen
soll, ist es in Besitz des Sultans gekommen und geht nun wieder
dem Verfall entgegen. Die Erhebungen dahinter sind mit Mauerwerk
bedeckt, darunter die Überreste einer Moschee, deren Kuppel noch
nach Süden zu sichtbar ist. Zīza war zu Ibrahim Paschas Zeit noch
ägyptische Garnison, und es waren vornehmlich seine Soldaten, die
die Zerstörung der alten Bauten vollendeten. Ehe sie kamen,
standen viele Baudenkmäler, so z. B. mehrere christliche Kirchen,
noch vollständig gut erhalten, wie die Araber erzählen. Unser
Heimweg führte uns längs des Eisenbahndammes hin, und die
Unterhaltung drehte sich um die möglichen Vorteile, die dem Lande
aus eben dieser Bahnlinie erwachsen konnten. Namrūd hegte
Zweifel in dieser Hinsicht. Er sah scheel auf alle Beamten und
Soldaten; hatte er doch wirklich mehr Grund, diese offiziellen Räuber
zu fürchten, deren Habgier nicht durch Gastfreundschaft entwaffnet
werden konnte, als die Araber, die ihm zu sehr verpflichtet waren,
um ihm großen Schaden zuzufügen. Er hatte im vergangenen Jahre
einige Wagenladungen Korn nach Damaskus geschickt; ja, es war
ein billigeres und schnelleres Transportmittel als die Kamele,
solange die Waren überhaupt ankamen, aber gewöhnlich waren die
Kornsäcke bei ihrer Ankunft in der Hauptstadt soviel leichter
geworden, daß der Vorteil dadurch wieder aufgehoben wurde. Das
würde später vielleicht besser werden, später, wenn man auch
Lampen, Kissen und die übrigen Ausstattungsstücke der
Wüstenbahn an dem Platz belassen würde, für den sie gekauft und
bestimmt waren. Wir sprachen auch von Aberglauben und von
Furcht, die das Herz bei Nacht befallen. Es gibt gewisse Orte,
erzählte Namrūd, an die kein Araber im Dunkel zu gehen wagt —
unheimliche Brunnen, denen sich der Durstige nicht nähert, Ruinen,
wo der Müde nicht Obdach sucht, Höhlen, die dem Einsamen
verhängnisvolle Ruhestatt bieten würden. Was fürchten sie? Ja, wer
weiß, wovor die Menschen sich fürchten? Er selbst hatte einst einen
Araber um den Verstand gebracht, als er im Zwielicht nackt vor ihm
aus einem einsamen Wassertümpel hervorsprang. Der Mann rannte
entsetzt nach seinen Zelten, versicherte, einen Djenn gesehen zu
haben und beschwor seine Leute, die Herden nicht zur Tränke an
das Wasser zu führen, in dem der Djenn wohnte, bis endlich Namrūd
kam, ihn auslachte und die Sache aufklärte.
Wir kehrten nicht unmittelbar zu den Zelten zurück. Ich war
diesen Abend zu Scheich Nahār von den Beni Sachr geladen,
demselben, der die Nacht vorher in Namrūds Höhle verbracht hatte,
und nach einer Beratung hatten wir uns dahin entschieden, daß
selbst eine Person von meiner hohen Würde eine solche Einladung
recht wohl annehmen könnte, ohne sich dadurch etwas zu vergeben.
Christliches Zeltlager.
»Im allgemeinen,« fügte Namrūd hinzu, »sollten Sie nur die Zelte
großer Scheichs besuchen, sonst könnten Sie Leuten in die Hände
fallen, die Sie nur um des Geschenkes willen einladen, das Sie
spenden. Nahār gut; er ist ein ehrlicher Mann, obgleich Meskin,« —
eine Bezeichnung, die alle Formen leiser Verachtung in sich schließt,
mag diese sich nun erstrecken auf unverschuldete Armut, Dummheit
oder die ersten Stufen des Lasters.
Der Meskin empfing mich mit der Würde eines Fürsten und
geleitete mich an den Ehrenplatz auf dem zerlumpten Teppich
zwischen dem viereckigen als Feuerstelle dienenden Loch im
Fußboden und der Scheidewand, die das Frauengelaß von dem der
Männer trennt. Wir hatten unsre Pferde an die langen Zelttaue
gebunden, die dem schwachen Gebäude eine so wunderbare
Festigkeit verleihen, und unsre Augen schweiften von unserm
Sitzplatz aus nach Osten hin über die Landschaft — Wellenberg und
Wellental — sie hob und senkte sich, als atme die Wüste leise und
ruhig in der hereinbrechenden Nacht. Die dem Winde abgekehrte
Seite eines Araberzeltes ist stets offen; dreht sich der Wind, so
nehmen die Weiber die Zeltwand ab und drehen es nach einer
anderen Himmelsrichtung; in einem Augenblick ist die Lage
verändert, und die Wohnung blickt nach der günstigsten Seite hin.
Das Häuschen der Araber ist so klein und leicht, und doch so fest
verankert, daß der Sturm ihm wenig anhaben kann. Das grobe
Gewebe aus Ziegenhaar quillt in der Feuchtigkeit auf und filzt so
zusammen, daß nur fortgesetzter, vom Sturm heftig gepeitschter
Regen in die Wohnstätte eindringen kann.
Die Kaffeebohnen waren geröstet und gestoßen, und die
Kaffeetöpfe summten am Feuer, als von Osten her drei Reiter
kamen und vor dem offnen Zelt hielten. Es waren untersetzte,
breitschulterige Männer mit auffallend unregelmäßigen Gesichtern
und vorstehenden Zähnen. Während Platz im Kreis um das Feuer
gemacht wurde, und die frierenden, durchweichten Männer ihre
Hände über die Glut streckten, ging die Unterhaltung
ununterbrochen weiter, denn es waren ja nur Scherarātmänner, die
herab nach Moab gekommen waren, um Korn zu kaufen, und die
Scherarāt sind zwar einer der größten und mächtigsten Stämme und
die berühmtesten Kamelzüchter, sind aber von unreinem Blut, und
kein Belkaaraber würde in ihren Stamm hineinheiraten. Sie haben
keine bestimmten Weideplätze; selbst zur Zeit der großen
Sommerdürre durchstreifen sie nur die innere Wüste, unbesorgt
darum, daß sie oft tagelang kein Wasser finden. Die Unterhaltung an
Nahārs Feuer drehte sich um meine Reise. Ein Suchūrneger, ein
kräftiger Mann mit klugem Gesicht, wollte mich sehr gern als Führer
in das drusische Gebirge begleiten, gestand aber, daß er sicherlich
würde umkehren und fliehen müssen, sobald er das Gebiet jener
tapferen Bergbewohner erreichte, denn es besteht unaufhörlich
Fehde zwischen den Drusen und den Beni Sachr. Die Negersklaven
der Suchūr werden von ihren Herren, die ihren Wert kennen, gut
behandelt und genießen, da ein Abglanz von dem Ruhme des
großen Stammes, dem sie dienen, auch auf sie fällt, einen gewissen
Ruf in der Wüste. Schon war ich halb geneigt, trotz der Aussicht,
meinen Neger im ersten Drusendorf möglicherweise als Leiche vor
mir zu sehen, sein Anerbieten anzunehmen, als meine Gedanken
durch die Ankunft eines neuen Gastes in eine neue Bahn gelenkt
wurden. Es war ein großer, junger Mann mit feinem, hübschem
Gesicht, ziemlich heller Gesichtsfarbe und langen, fast braunen
Locken. Schon bei seiner Annäherung erhoben sich Nahār und die
anderen Suchūrscheiche und küßten ihn, noch ehe er das Zelt
betrat, jeder auf beide Wangen. Namrūd stand ebenfalls auf und rief
ihm entgegen:
»Alles gut? Geb's Gott! Wer ist bei dir?«
Der junge Mann erhob die Hand und erwiderte:
»Gott.«
Er war allein.