EXAM 2 GUIDE

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Review Questions for MAN 4301/6305 Lecture 6 Bruce Fortado, Professor of Management Coggin College of Business University of North Florida 1. What does the “recruitment” refer to? What does “selection” refer to? a. Recruitment i. Process of generating applicants b. Selection i. Various means of choosing candidates from the pool of applicants 2. We discussed the strong and weak points of many different recruiting methods. Could you match true statements that we covered with the appropriate recruiting method? a. Employee Referrals: Leveraging existing employees to refer candidates. Advantages include the potential for higher-quality hires due to employee familiarity and cost- effectiveness. However, there may be limitations in diversity and the risk of disgruntlement if referrals aren't hired. b. Rehires: Former employees are considered for re-employment. They offer realistic insights but may lack loyalty. Some return during downturns. c. Promotions: Internal promotions foster loyalty but can lead to inbreeding and stagnation. Methods include managerial nominations and job postings, each with trade- offs in cost and selection quality. d. Transfers: Used for fresh starts or career development, including lateral transfers and star programs to groom future leaders. e. Demotions: Can have negative impacts, but voluntary demotions may be less problematic. The Peter Principle highlights risks of promoting based solely on past performance. f. College Referrals: Utilizing placement centers and teachers for fresh graduates. High motivation but turnover may be high due to unrealistic expectations. g. Walk-ins: Cheap and abundant, but quality and motivation may be questionable. Requires personal interviews. h. Recruiting on the Internet: Rapidly growing source offering efficiency but may yield poorly qualified candidates. Pre-screening tools are available. i. Internships: Provides tangible experience, often leading to job offers. Cost-effective for companies but may lead to resentment among non-hired interns. j. Hiring Nontraditional Employees Full-Time: Similar benefits to internships but requires caution to manage expectations of remaining nontraditional workers. k. Job Fairs: Quick way to reach many potential candidates but lacks pre-screening.

l. Open Houses: Allows candidates to see the work environment but requires bulk processing. m. Advertising: Declining in popularity but still useful for reaching specific demographics. Careful planning needed to manage applicant pool. n. Privately Owned Agencies: Common for clerical positions, offering pre-screening services for a fee. o. Search Firms (Executive Recruiters): Used for upper-level and professional positions, with potential for time-saving but concerns about confidentiality and fit. 3. What percentage of companies in a study had formal evaluation of recruitment efforts? a. 44% 4. In the context of recruitment, what does the “flypaper approach” refer to? a. The "flypaper approach" refers to managers exaggerating the attractiveness of the job, assuming good candidates will stick later even though they may be disappointed 5. In the context of recruitment, what does a “realistic job preview” refer to? a. While more candidates will turn down jobs, providing greater initial role clarity will reduce turnover due to false expectations. This has been used for positions such as bank tellers and phone “service representatives.” 6. How does one compute a Yield Estimate (Yield Ratio)? a. Yield Estimates (Yield Ratios) = Number hired / Number of people contacted 7. What can one do with a Yield Estimate (Yield Ratio)? a. Yield Ratios allow managers to compare the efficiency of different sources. They can also calculate the pool that needs to be generated more easily. As a search proceeds, one can also see if another recruiting source might need to be used. Lastly, one can track changes over time. 8. What type of measures of the effectiveness of recruiters were discussed? Why should one use a combination of recruiting effectiveness measures? a. Site Visits Accepted/Site Invitations b. Might Oversell Job Opportunities c. Job Offers Extended/Site Visits Might d. be Overcautious- Resulting in too small a pool and higher pay due to a bidding war e. Offers Accepted / Offers Extended

9. What type of long-term measures of the effectiveness of recruiting did we discuss? What type of concerns were raised by recruiters? Could long-term measures be used for development instead of performance evaluations? a. Year end performance b. Promotability c. Retention rates d. Absenteeism

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Review Questions for MAN 4301/6305 Lecture 7 Bruce Fortado, Professor of Management Coggin College of Business University of North Florida 1. When managers make selection decisions, what sources of information do they use? When managers look at application forms, what type of predictive information can be found? When drug tests are used, what type of issues are involved? How many applicants have been found making exaggerated or false statements on their resumes or in their interviews? How costly is it to do the recruitment, selection and initial training process to be done a second time if a hiring mistake is made? a. Managers select candidates who they think will succeed in the job. Predictive information can be gathered from application forms, tests, interviews, references, and assessment centers. b. Drug Tests: i. Drug usage history: Drug tests, such as urine tests, can reveal recent substance use, potentially indicating reliability or safety concerns. ii. Attempts to manipulate tests: Efforts to cheat or dilute urine samples can signal dishonesty or substance abuse issues. c. 23% of 7,000 executive resumes and 32% of 600,000 educational verifications contained false or exaggerated information d. poor selections can be costly, ranging from $5,000 to $50,000, depending on the level of the job. This includes the expenses associated with advertising the position, conducting interviews, performing background checks, and providing initial training to the hired candidate. If a mistake is made and the process needs to be repeated, these costs would need to be incurred again, potentially doubling the financial impact on the organization. 2. What is the “successive hurdles approach” (i.e., “the knockout approach”)? What is “the compensatory approach?” What is “the hybrid approach?” a. successive hurdles (i.e., the knockout approach) consists of asking a series of questions, and a wrong answer on any one of the questions bounces the candidate out of consideration b. the compensatory approach involves going through the entire process, and a high score or evaluation in one area may counteract a low score or evaluation in another area, c. the hybrid approach refers to doing some of (1) & (2). 3. What does the term “validation” refer to? a. Validation refers to determining whether a selection method accurately predicts job performance. 4. Lecture 7 covered various types of validities and reliabilities. Could you match each type covered with true statements about them?

a. Criterion Validity (Empirical Validity). A statistically significant relationship exists between a predictor (a test) and job performance criterion b. Content Validity. A work sample test that underlies job performance (e.g., typing and welding). c. Reliability. Test consistency can be checked in several ways. The test-retest estimate stands for the same test being given to the same people at two different times. The equivalent-form estimate stands for the administration of a comparable test. When the same question is repeated within a test, this allows the computation of an internal comparison estimate (Dessler, 2019: 156). Levels of over ninety percent agreement are generally considered desirable d. Validity Generalization. This term refers to the ability to generalize across times, people and settings e. Cross Validating. Revalidating a test on a new sample of employees f. 5. What does “concurrent validity” refer to? What does “predictive validity” refer to? Can you identify the strong and weak points of each? a. Concurrent Validity. Tests are administered to current employees, and the results are measured against their historic job performance b. Predictive Validity. The selection instrument is administered to job applicants, and the results are filed and later measured against the performance of the job applicants who were hired.

c. 6. How many employers percentage wise use employment tests? a. 41% of companies tested applicants for basic skills b. Roughly 80% of the largest U.S. employers use tests 7. Can you identify what an intelligence test, like a Wonderlic test, measures? a. Intelligence tests, like the various Wonderlic tests (e.g., 50 items in 15 minutes), consider among other things memory, vocabulary, logical reasoning and math capabilities 8. Can you identify what dimensions the Big Five personality test measures? a. The “big five” personality dimensions most often measured in selection are extroversion, emotional stability (neuroticism), agreeableness, conscientiousness, and openness to experience 9. How much of the variation in the quality of an applicant pool can a good employment test, like an intelligence test, predict (i.e., r-square or % predictability)?

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10. What is an “assessment center?” What are three basic characteristics of an assessment center? a. Assessment centers are a methodology for making staffing decisions for managerial positions 11. When AT&T pioneered assessment centers, the results were far stronger than other historic methods at predicting who would be promoted. What accounts for these strong results? Can you explain the concept of “triangulation?” a. Multiple Methods and Raters: Assessment centers typically involve multiple assessment methods (such as role plays, in-basket exercises, and structured interviews) and multiple raters evaluating candidates. This approach helps to provide a more comprehensive and nuanced evaluation of candidates' abilities and behaviors. b. Long-Term Perspective: AT&T's pioneering use of assessment centers involved waiting eight years to assess the predictive validity of their selection methods. This longer timeframe allowed for a more accurate assessment of candidates' potential for success in middle management roles. c. Triangulation: The practice of "triangulation," which involves using multiple assessment methods to corroborate findings, helps to increase confidence in decision-making by ensuring that results converge and point in the same direction. d. Simulations Reflecting Job Reality: It is essential for assessment center simulations to closely resemble actual job tasks and challenges. This ensures that candidates' performance in the assessment center accurately predicts their performance on the job. e. Feedback and Development: Providing candidates with detailed feedback after assessment center exercises allows for personal and professional development. While some companies may be hesitant to provide detailed feedback due to concerns about candidates "faking" behavior, constructive feedback can lead to genuine improvement and growth. f. Breadth of Assessment: Assessment centers often evaluate candidates across multiple dimensions or competencies, providing a more comprehensive assessment of their strengths and weaknesses compared to traditional job interviews. 12. Should the participants in an assessment center be given detailed feedback on how they were scored? Is there a tradeoff here that needs to be appreciated? a. Since simulations are expensive to develop, some companies are reluctant to give detailed feedback. Some managers fear that future candidates will learn how to "fake it" via the grapevine. On the other hand, if development is an objective, detailed feedback should be given. If people practice "faking" improved behavior, maybe some of it will stick. b. It is the in-basket exercise that will probably need to be replaced, because it has correct answers. When feedback is given, candidates get about an hour of oral feedback and a written report after the program is over.

Review Questions for MAN 4301/6305 Lecture 8 Bruce Fortado, Professor of Management Coggin College of Business University of North Florida 1. What four things should an employment interviewer do? a. evaluate the information provided by the candidate to assess his/her fit with the job, b. provide information about the job, c. sell the organization d. establish goodwill 2. In the context of employment interviewing, what does reliability refer to? a. Reliability refers to consistency. One can think in terms of an interviewer making consistent judgments at two points in time. In other words, it should not matter when a candidate is interviewed. 3. In the context of employment interviewing, what does validity refer to? a. Validity refers to assessing job interview judgments with some measure of job related performance. Job analysis should be the foundation for the questions. Reliability is necessary, but not on its own sufficient 4. Lecture 8 reviewed numerous criticisms and concerns regarding common employment interview practices. Are you familiar enough with each to identify examples on a multiple choice exam? a. Interviewers often make snap decisions, spending minimal time per resume and forming judgments within the first few minutes of an interview. b. Psychological distortions, such as the primacy and recency effects, contrast error, stereotyping, and halo error, can influence interviewer perceptions and lead to biased evaluations of candidates. c. Interviewers may be influenced by personal experiences, candidate similarities, and upbringing values, leading to subjective interpretations of candidate behavior. d. Market conditions can affect interviewer behavior, with some shifting between rigorous questioning and leniency based on the number of applicants. e. Interviewers may exhibit a bias toward negative information, preferring to avoid controversial candidates and favoring well-accepted individuals. f. A lack of standard and job-related questions in interviews can lead to inconsistency in evaluation and may not accurately assess candidates' suitability for the position.

g. Common non-job-related questions include inquiries about personal traits, hypothetical scenarios, and unrelated topics, which may not provide relevant information for evaluating candidates. h. Failing to use job-related questions could stem from poor job analysis efforts or lack of knowledge among interviewers, leading to ineffective candidate evaluations. 5. Historic research has shown employment interviews as they are typically conducted tend to be low in reliability and validity. Can you identify six ways to improve the reliability and validity of interviews? a. Implement structured interviews: Utilize a set series of job-related questions for all candidates to increase reliability and ensure that relevant information is consistently assessed. b. Require interviewers to take notes and explain conclusions: Encouraging interviewers to document their observations and tie them back to job criteria can reduce false judgments and improve consistency. c. Conduct sequential or serial interviews: Have candidates interviewed by multiple individuals in succession to gather diverse perspectives and explore different areas of expertise. d. Utilize group (panel) interviews: Ask candidates the same job-related questions in front of multiple interviewers, followed by a group discussion to mitigate biases and errors. e. Incorporate behavioral and situational interviews: Ask candidates to provide examples of past work behaviors or react to standardized work incidents to assess their abilities and reactions in relevant situations f. Provide comprehensive feedback to interviewers: Expand the range of feedback interviewers receive to include positive, fair, and poor choices, helping them make more accurate long-term judgments about candidates' qualifications. 6. What methods can be used to raise the percentage predictability (r-square) of an interview to about 25%? a. Implement Structured Interviews b. Enhance Interviewer Training c. Use Multiple Interviewers d. Collect Comprehensive Feedback e. Incorporate Objective Scoring Methods f. Employ Behavioral and Situational Interviews:

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7. Multiple eyes and ears are used in sequential interviews, group interviews and mass interviews. Which of these three had the highest potential to raise reliability and validity? a. In sequential interviews, candidates are interviewed by a series of different people one after the other. Each interviewer brings their own perspective and expertise to the evaluation process, which can help uncover biases and provide a more comprehensive assessment of the candidate's qualifications. 8. What is a stress interview? Why would this be used? What issues arise in carrying out stress interviews? a. , the interviewer repeats questions, interrupts, surprises, and may imply negative things about the candidate b. This stress test hopes to show whether the candidate has a high or low stress tolerance (Dessler, 2020: 209). This has been used in the selection of police, customer service representatives, and other areas where people may challenge the applicant. c. This is a risky method. People you want to hire may no longer be interested in working for you. This erosion in goodwill may also be spread as they talk to other people. 9. What does “self - selection” refer to in the context of employment interviewing? a. encouraging the wrong kind of people to either not apply for positions at all or withdraw from the process voluntarily 10. We covered two different ways to carry out a “behavioral interview.” Can you identify both? a. The interviewer can ask the candidate to give examples of how he/she handled a problem employee, major projects he/she has handled, how he/she dealt with a customer complaint, and the like. b. Some organizations use “the STAR method.” This refers to the interviewer documenting a Situation, Task, Action, and Result that reflects a complete case 4 example of how the interviewee handled a work situation (Dessler, 2020: 209). Hence, candidates should prepare some case examples to convey before going to an interview. 11. What is a “situational interview?” What are the strong and weak points of this method? a. situational interviews, each candidate is given the same critical work incident to react to b. Since each candidate must react to the same incident, reliability should be enhanced. If the incidents reflect critical work issues that typically arise, validity should be enhanced. A key question, though, is how do you score the interviewees responses? It is also critical that the scoring truly represent the culture of the organization. Otherwise, grave problems are likely to arise. Some people have suggested using video situations. Further, the possible responses could be specified just like a multiple-choice exam. While this relieves the difficulties posed by unanticipated answers, it also removes important aspects of human judgment.

12. Interviewers currently tend to only get feedback on big mistakes. What issues does this raise? What could be done to improve matters? a. the range of feedback interviewers receive could be improved, so they hear about great choices, fair choices and poor choices. This would help interviewers to reach more accurate long-term analytic conclusions.

Review Questions for MAN 4301/6305 Lecture 9 Bruce Fortado, Professor of Management Coggin College of Business University of North Florida 1. Do you understand what an “ideal” performance appraisal system” should do? a. 2. Lecture 9 reviewed many different appraisal systems. Each had strong and weak points. Are you familiar enough with each to select the accurate answer in a multiple choice exam? a.

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d. 3. What do “relevance,” “deficiency” and “contamination” refer to? a. Relevance i. meaningful relationship existing between a performance rating and some measure of work outcomes b. Deficiency i. relevant factors being left out c. Contamination i. improper factors being considered 4. Lecture 9 covered some psychological errors: such as, self-comparisons, proximity errors and halo/horns error. Are you familiar enough with each to correctly pick from multiple choice options? a. Self-Comparison

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i. supervisor might say "When I was your age, I .... " Since each supervisor’s past experiences are different, each is using a different ruler, which means low reliability. If this is combined with intolerance of ways that are different, the situation is made even worse. b. Proximity Errors i. Does the employee the supervisor knows the best get rated differently? Did the best known employee get the highest rating? Does familiarity breed contempt? c. Halo/Horns Error i. The rater only notes the positive aspects of the best employee and the negative aspects of the worst employee. Ideally, the rater would see the positive and negative aspects of both. 5. What two ways of organizing data do you need to carry out the performance appraisal process? a. Assessments require two types of data. In order to make pay decisions, you need broad comparative aggregate rankings. Frequently this is all that is generated. For development, you need the specific positives and negatives of each individual. 6. How do managers often cope with their concerns about defensive employee reactions in the performance appraisal process? a. Managers often avert this by rating everyone highly or using "code words" to fool subordinates. The "sunflower effect" refers to the need to give superiors information that will not embarrass the appraiser 7. Why do some managers view performance appraisals as a secondary concern? a. Most organizations have little if any formal training on how to carry out the appraisal interviews. These are not inherent skills. Furthermore, the supervisor’s rewards are seldom contingent on the appraisal process (no measurement normally occurs). 8. Can you explain the different viewpoints of Edward Deming and Jack Welch on performance appraisal? a. Deming accordingly argued for the elimination of traditional performance appraisal. He believed in focusing instead on training, communication tools and supervision b. to identify the bottom 10% of your current employees, and tell them they will either improve in say 90 days or they will lose their jobs. GE’s former CEO Jack Welch thought it was “cruel” to tell a low performer that his/her work was satisfactory (Dessler, 2020: 298). At some companies, if they are still in the bottom 10% after 90 days, they can resign and receive severance pay, or they will be fired. 9. What are SMART goals? What benefits do these offer? 10. Why would an organization use multiple raters in performance appraisal? Do some of the options involve tradeoffs?

a. b. 11. Why would executives consider using multiple evaluation methods? How does one decide the proper number of methods to use? a. Using multiple evaluation methods can lessen the limitations of the individual methods b. Eventually, the added accuracy of using one more method is not worth the added time and expense 12. How can the performance appraisal feedback process be improved?

a. 13. Can you identify ways to reduce employee defensive reactions to performance appraisal feedback?

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Review Questions for MAN 4301/6305 Lecture 10 Bruce Fortado, Professor of Management Coggin College of Business University of North Florida 1. A job applicant for a training and development job states some people are good at designing training and some people are good at delivering training, and she was good at both. Was this a good way to promote herself to get this job? a. No 2. Lecture 10 reviewed my training methods. Are you familiar enough with each to answer multiple choice questions about these method?

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b. 3. A series of training principles were covered. Are you familiar with each of these principles? a. Distributed Learning . This refers to conducting the program over a long enough period of time for the trainees to be able to digest and apply the material (i.e., not trying to do too much, too fast). b. Rewards . The trainees should be able to see what is in it for them c. Feedback . Trainees need to know what progress they are making and what mistakes need correction. d. Motivation. One must distinguish between “can’t do” and “won’t-do” problems (Dessler, 2019: 204). Trainees must want to learn. Some people do not believe it is very easy to motivate people. If so, you better pick people who are already motivated. e. Transfer . The training should apply to the job activities f. Opportunity to Practice . Trainees should be able to try the techniques they are being taught in order to make these methods part of their repertoire. g. Learning from Many Sources . This heightens the probability you will get the material through by (a) hitting the mode the person computes on, and (b) providing

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a broad base for the points being made which provides helpful reinforcement. h. Individual Differences . The trainee's intelligence, motivation, aptitudes and interests should be taken into account. This is much easier to do in smaller classes. 4. A training system should have ongoing measurement and revision. Are there any reasons to be concerned about what is going on in practice? What might be measured? What is being measured? What is the most common measure? What is the best measure? a.

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5. What risk do managers take when expensive training is implemented? What can be done to limit the risks involved? a. Another problem is big ticket training involves a very real risk that you will become the talent supplier for your competitors . b. explore "string options," “restrictive covenants” or “non-compete clauses” to hold people long enough to make it worthwhile 6. Over time have managers reduced the amount of internal training and more external training has been relied upon. Why did this occur? What steps can be taken to try to obtain high quality external training? a. third concern has been the pressure to reduce costs has led many managers to consider outsourcing training programs to save money b. key question is whether the trainer is supplying his/her own limited knowledge or what the organization really wants and needs . 7. What type of mixed or improper signals might be given when training is carried out? a. The work stacks up on the trainees’ desks during the training. They must train others and answer questions upon returning. New projects may be brought to them by superiors, because of their new knowledge 8. Should an organization use one training method or is it better to use a variety of methods? What are the strong and weak points of using a variety of training methods? 9. Can the meaningfulness of a training program be improved by rotating experienced employees, such as salesmen, into training? What are the strong and weak points of following such a rotation plan?

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