Building Performancebased Tests for Hiring, Promotion, and Cultural Alignment

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Building Performance-based Tests for Hiring,
Promotion, and Cultural Alignment

• Kenneth Yusko, Ph.D.
• August 2008

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Performance Management Model

• Degree of Effectiveness
• (Ability Motivation)

Organizational Context Practices
Individual Level
Organizational Level
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Elevating Performance Through Selection

• Enhancing Fit
• Increasing performance through a strong climate
  and culture
• Retention of highly talented people
• Enhancing Competence
• KSAs

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Climate/Culture Related to Performance
Culture Dimensions Respect Communication Issue
Resolution Confidence Teamwork Overall Culture
P-Standard Safety Environmental Quality Cost Overa
ll P-Standard

• Note While it is proposed that the culture
  dimensions predict the P-Standard, a reverse
  relationship is also possible.

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Summary of Climate/Culture and Performance
Standard Relationship Study 2003-2008
Strong
Moderate Weak
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Retaining Top Performers Assessing Fit

• Measure preferences for aspects of organizational
  culture, including
• Tolerance for ambiguity
• Pace amount of work
• Customer orientation
• Speed of decision making
• Need for supervision
• Preference for working independently

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Climate/Culture Match Instrument Sample Items

• I prefer a work environment that values
• Recognizing shades of gray
• Black and white answers
• I prefer a work environment where
• There are standard procedures to follow
• There are few rules and regulations

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Outcomes Based on Climate/Culture Preference

• Intent to turnover .30
• Job satisfaction .25
• Perceived fit .31

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Extra BenefitOrganizational Citizenship
Behaviors

• Behaviors that are not formally required but are
  desired by unit/organization
• Volunteering/going the extra mile
• Covering for coworkers when theyre busy
• Making helpful suggestions/fostering positive
  work environment

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Competence Predicting Job Performance

• Correlation of Supervisor Overall Performance
  Rankings and Subtest Score
• Situational Judgment Test r .41
• Reasoning Test r .27
• Arithmetic Comprehension Test r .33
• Reading Comprehension Test r .35
• Biodata/Personality Test r .38
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• Plt.001

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Types of Tests

• Interview
• Work samples
• Biodata
• Intelligence/Cognitive Tests
• Motivation
• Personality
• Integrity

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Types of Tests (contd)

• TE
• Graphology
• References
• Physical ability
• Past performance appraisals/grades
• Specific aptitude or ability

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Properties of Effective Selection Systems

• Validity
• Legal Defensibility/Diversity
• Cost Effectiveness/Utility
• Acceptability
• Information for Development
• Realistic Job Preview

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Biographical Data Tests (Biodata)

• Measures preferences and educational, employment,
  and life experiences

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Sample Biodata Items

• How often do you tend to tinker with things
  compared to following preset directions (e.g.,
  using a manual)?
• I most often tinker through I most often
  follow preset directions
• What would you do if you came up with a new idea
  at work?
• Take it from conception to a working model on my
  own
• Discuss it with other employees to try to improve
  the idea
• Keep it to myself for a time to see if it makes
  sense
• Give it to the "experts" to carry it out

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Intelligence/Cognitive Ability Tests

• Measures ability to reason, manipulate
  information, solve problems, think critically,
  etc.

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Supervisory Leadership Development Center

• Used to select and develop candidates for
  Production Manager
• Simulation exercises (Day in the Life) to
  assess key leadership competencies

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Designing A Day in the Life of a Production
Manager

• In-basket Issues
• Role Play Subordinate Counseling Session
• Role Play Crisis Exercise Drop-Ins
• Role Play Supervisor Meeting
• Video simulation Line Meeting with Production
  Team
• Group Discussion among LDC Participants

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Situational Judgment Test

• Measures practical intelligence/good judgment

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Situational Judgment Test

• Sample Item
• You are a newly hired employee. Your supervisor
  assigns you to work with Alex, who is a more
  experienced security guard. Alex is supposed to
  show you how to do a critical task. However,
  Alex is busy and does not spend enough time
  properly demonstrating how to do the task. He
  then says he has to leave to go do some other
  work. You are supposed to start doing this task
  independently tomorrow. What would you do?
• A. Call your supervisor and ask for additional
  help.
• B. Review the applicable guidelines regarding the
  task and hope that reading the policy will be
  sufficient to do the task.
• C. Attempt the task and learn as you go.
• D. Demonstrate the task for Alex and ask him if
  you are performing it correctly.
• E. Ask to work with someone else.

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Development

• How can selection technology be applied to
  individual development?

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Assessment-based Development

• Identify key competencies
• Analytical thinking
• Business acumen
• Decision Making and Judgment
• Cross-functional communication
• Service Orientation
• Integrity
• Directs and Influences Others

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Vehicles for Assessment-based Development

• Multi-source feedback
• Individual assessment

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Development Principles

• General Points
• High priority
• Own the process
• Change is gradual, the payoff is not
• Continuous

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Development Principles

• Learning
• Learning windows
• Reflect to learn
• Learn in different ways
• Wide range of learning experiences

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Wide range of learning experiences
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Development Principles

• Development plans
• Targeted and competency focused
• Reasonable scope
• Specific and tangible action steps
• Time bound
• Measured outcomes

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Development Plan