Chapter 14: Decision Making for Selection

Test Bank

Multiple Choice

1. Personnel selection’s primary goal is to ______ job performance.

A. measure

B. predict

C. unify

D. simplify

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Personnel Selection in Perspective
Difficulty Level: Easy

AACSB: Application of knowledge

2. Personnel selection is based on the rationale of ______.

A. organizational differences

B. personality differences

C. societal differences

D. individual differences

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Comprehension

Answer Location: Classical Approach to Personnel Selection
Difficulty Level: Easy

AACSB: Application of knowledge

3. The process of a solid, useful selection systems begins with ______.

A. selecting the criterion

B. selecting the predictor

C. assessing the criterion–predictor relationship

D. conducting a job analysis

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Analysis

Answer Location: Classical Approach to Personnel Selection
Difficulty Level: Medium

AACSB: Application of knowledge

4. Transcontinental Airlines is assessing how their new aptitude test predicts job performance in pilots for selecting new pilots. Thus, they give it to the pilots working for the airline and correlate the results with their latest performance review scores. This is an example of a ______.

A. concurrent validation study

B. predictive validation study

C. multiple-cutoff approach

D. multiple-hurdle approach

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Application

Answer Location: Classical Approach to Personnel Selection
Difficulty Level: Medium

AACSB: Application of knowledge

5. Once a predictor is found to relate to job performance, it can be ______.

A. tentatively accepted for use pending a cross-validation

B. utilized in selection procedures indefinitely

C. utilized in selection procedures until future measures make it obsolete

D. discarded as job irrelevant

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Comprehension

Answer Location: Classical Approach to Personnel Selection
Difficulty Level: Hard

AACSB: Application of knowledge

6. When a predictor–criterion relationship is confirmed in another, different sample, this is called ______.

A. predictive validation

B. multiple hurdles

C. cross-validation

D. multiple regression

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Classical Approach to Personnel Selection
Difficulty Level: Easy

AACSB: Application of knowledge

7. In the absence of suppressor variables, how many participants are suggested for a regression study utilizing six predictors?

A. 40

B. 85

C. 105

D. 194

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Unit Weighting
Difficulty Level: Easy

AACSB: Application of knowledge

8. Suppressor variables are ______.

A. related to the criterion

B. related to a predictor

C. not related to any of the variables in the regression

D. inflating relationships between other predictors and the criterion

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Comprehension

Answer Location: Suppressor Variables
Difficulty Level: Medium

AACSB: Application of knowledge

9. If a practitioner takes a judgmental approach to data collection, but a mechanical approach to data combination, which strategy are the likely using?

A. pure clinical

B. behavior/trait rating

C. profile interpretation

D. pure statistical

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Data-Combination Strategies
Difficulty Level: Medium

AACSB: Application of knowledge

10. In a study by Sawyer (1966), ______ was seen as the superior strategy more times than not.

A. pure clinical

B. pure statistical

C. clinical composite

D. mechanical composite

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Effectiveness of Alternative Data-Combination Strategies
Difficulty Level: Medium

AACSB: Application of knowledge

11. The multiple regression approach is ______, meaning someone can make up for a low score on one predictor with a higher one on another.

A. concurrent

B. compensatory

C. linear

D. inflective

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Multiple-Regression Approach
Difficulty Level: Easy

AACSB: Application of knowledge

12. All of the following are advantages of the multiple-regression approach EXCEPT ______.

A. it combines the predictors optimally for the most efficient estimate

B. it is very flexible in being able to handle different types of variables

C. equations can be generated for different jobs using the same predictors

D. it ensures that all applicants have a minimum required score for each predictor

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Comprehension

Answer Location: Multiple-Regression Approach
Difficulty Level: Medium

AACSB: Application of knowledge

13. When hiring firefighters, the city of Andersonville needs to require that they all get at least an 8 on their fitness test, as well as get a 5 on the mental acuity test. They would be best to choose a ______ approach

A. simple regression

B. multiple regression

C. multiple cutoff

D. job-oriented

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Analysis

Answer Location: Multiple-Cutoff Approach
Difficulty Level: Medium

AACSB: Application of knowledge

14. All of the following are best practices for determining a cutoff score EXCEPT ______.

A. consider the validity and job-relatedness of the assessment procedure

B. if method is judgment, sample at least 5% of relevant SMEs

C. consider errors of measurement and adverse impact

D. begin with a job analysis that identifies relative levels of proficiency

Learning Objective: 14-2: Set different cutoff scores on predictors to maximize job applicants’ future performance.

Cognitive Domain: Knowledge

Answer Location: Setting a Cutoff
Difficulty Level: Medium

AACSB: Application of knowledge

15. ______ depicts the likelihood of successful criterion performance for any given level of predictor scores.

A. Inflection point

B. The Angoff method

C. Expectancy charts

D. Unit weighting

Learning Objective: 14-2: Set different cutoff scores on predictors to maximize job applicants’ future performance.

Cognitive Domain: Knowledge

Answer Location: Expectancy Charts

Difficulty Level: Easy

AACSB: Application of knowledge

16. An organization is hiring a new manager for their HR department. They get 200 applicants, and eliminate 100 based on only taking those who have a Master’s degree. Those applicants take a personality test online, and 17 are invited for structure interviews based on hitting a certain cutoff score. This BEST represents which type of selection process?

A. multiple hurdles

B. multiple cutoff

C. multiple regression

D. concurrent validation

Learning Objective: 14-2: Set different cutoff scores on predictors to maximize job applicants’ future performance.

Cognitive Domain: Application

Answer Location: Multiple-Hurdle Approach

Difficulty Level: Medium

AACSB: Application of knowledge

17. The proportion of variance explained by the criterion is represented by ______.

A. multiple R

B. correlation coefficient r

C. χ²

D. the standard error

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Knowledge

Answer Location: Extending the Classical Validity Approach to Selection Decisions: Decision-Theory Approach

Difficulty Level: Easy

AACSB: Application of knowledge

18. If an organization takes the number of people selected who do well enough on the job and then divide it by the total number of people selected, they are calculating a ______.

A. base rate

B. selection ratio

C. success rate

D. multiple regression

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Comprehension

Answer Location: Extending the Classical Validity Approach to Selection Decisions: Decision-Theory Approach

Difficulty Level: Medium

AACSB: Application of knowledge

19. The success ratio is mostly dependent on all of the following EXCEPT ______.

A. validity of the predictor

B. reliability of the predictor

C. selection ratio

D. base rate

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Comprehension

Answer Location: The Selection Ratio

Difficulty Level: Medium

AACSB: Application of knowledge

20. An organization has 100 applicants for a given job. They hire 40 of them, and 20 of those are successful. What is the selection ratio for this example?

A. .50

B. .40

C. .20

D. .10

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Application

Answer Location: The Selection Ratio

Difficulty Level: Hard

AACSB: Evidence-based decision making

21. An organization has 100 applicants for a given job. They hire 40 of them, and 20 of those are successful. What is the success rate for this example?

A. .50

B. .40

C. .20

D. .10

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Application

Answer Location: Extending the Classical Validity Approach to Selection Decisions: Decision-Theory Approach

Difficulty Level: Hard

AACSB: Evidence-based decision making

22. The ______ approach compels HR managers to consider explicitly the kinds of judgments he or she has to make.

A. classic

B. person-oriented

C. multiple regression

D. decision-theory

Learning Objective: 14-4: Calculate the precise inflection point where the predictor-criterion relation is no longer positive.

Cognitive Domain: Knowledge

Answer Location: Evaluation of the Decision-Theory Approach

Difficulty Level: Easy

AACSB: Application of knowledge

23. Calculate the proportion of total correct decisions given the following numbers (and no additional weighting): correct rejections--20, erroneous rejections--15, correct acceptances--40, erroneous acceptances--25.

A. .20

B. .40

C. .50

D. .60

Learning Objective: 14-4: Calculate the precise inflection point where the predictor-criterion relation is no longer positive.

Cognitive Domain: Application

Answer Location: Evaluation of the Decision-Theory Approach

Difficulty Level: Medium

AACSB: Evidence-based decision making

24. When we determine how much actual performance ratings differ from the predictions made by our selection procedures (as opposed to not using relevant knowledge for prediction), we use what statistics?

A. multiple R

B. standard error of estimate

C. correlation coefficient

D. multiple regression

Learning Objective: 14-4: Calculate the precise inflection point where the predictor-criterion relation is no longer positive.

Cognitive Domain: Comprehension

Answer Location: Evaluation of the Decision-Theory Approach

Difficulty Level: Medium

AACSB: Application of knowledge

25. Utility is defined as the degree to which a selection device’s use ______.

A. enhances the recruitment efforts to include more individuals to choose from

B. creates opportunities for applicants to get a more realistic job preview

C. improves the quality of the individuals selected beyond what would have occurred without using it

D. makes the organization more efficient overall

Learning Objective: 14-5: Conduct a utility analysis to understand the financial impact of selection decisions.

Cognitive Domain: Knowledge

Answer Location: Understanding Outcomes of Selection Decisions: Utility Analysis

Difficulty Level: Easy

AACSB: Application of knowledge

26. The ______ utility model assumes a linear relationship between validity and utility.

A. Taylor–Russell

B. Brogden–Cronbach–Gleser

C. Cascio–Aguinis

D. Naylor–Shine

Learning Objective: 14-6: Use different procedures for calculating utility--each with different assumptions, advantages, and disadvantages.

Cognitive Domain: Knowledge

Answer Location: The Naylor–Shine Model

Difficulty Level: Easy

AACSB: Application of knowledge

27. The equation used in the Naylor–Shine method can answer all of the following questions EXCEPT ______?

A. given a certain selection ratio, how much money is saved over past selection procedures

B. given a desired improvement in the average criterion score of those selected, what SR and/or predictor cutoff value (in standard score units) should be used

C. given a specified SR, what will be the average performance level of those selected

D. given a desired SR, what will the mean criterion score be

Learning Objective: 14-6: Use different procedures for calculating utility--each with different assumptions, advantages, and disadvantages.

Cognitive Domain: Comprehension

Answer Location: The Naylor–Shine Model

Difficulty Level: Hard

AACSB: Financial theories, analysis, reporting, and markets

28. If an organization is seeking to learn the increase in average dollar-valued payoff resulting from the use of a specific test (over selecting randomly), the best approach to use would be the ______.

A. Taylor–Russell

B. Brogden–Cronbach-Gleser

C. Angoff method

D. Naylor–Shine

Learning Objective: 14-6: Use different procedures for calculating utility--each with different assumptions, advantages, and disadvantages.

Cognitive Domain: Comprehension

Answer Location: The Naylor–Shine Model

Difficulty Level: Medium

AACSB: Financial theories, analysis, reporting, and markets

29. Your supervisor asks you to examine a certain job by its key tasks, creating an importance weight for those tasks, and then create the relative worth of each of those tasks by multiplying the weights by average salary. The supervisor is probably using which method to calculate SDy?

A. percentile method

B. average-salary method

C. Cascio–Ramos estimate

D. superior equivalents and system effectiveness techniques

Learning Objective: 14-7: Calculate SDy (standard deviation of performance measured in dollars--a key component of a utility analysis) based on different procedures available.

Cognitive Domain: Application

Answer Location: Alternative Methods of Estimating SDy
Difficulty Level: Medium

AACSB: Financial theories, analysis, reporting, and markets

30. Any procedure that exceeds the ______ value for an organization is considered positive because it is providing monetary value.

A. break-even

B. utility

C. minimal acceptable

D. normally distributed

Learning Objective: 14-7: Calculate SDy (standard deviation of performance measured in dollars--a key component of a utility analysis) based on different procedures available.

Cognitive Domain: Knowledge

Answer Location: Alternative Methods of Estimating SDy
Difficulty Level: Easy

AACSB: Financial theories, analysis, reporting, and markets

31. Utility =

A. Returns – Cost

B. Cost – Returns

C. Profits – Salary

D. Salary – Profits

Learning Objective: 14-8: Adopt a broader multiattribute, compared to a single-attribute, utility analysis that considers multiple stakeholders and success criteria.

Cognitive Domain: Knowledge

Answer Location: Integration of Selection Utility with Capital-Budgeting Model
Difficulty Level: Easy

AACSB: Financial theories, analysis, reporting, and markets

32. Which of the following is NOT a limitation of the Brogden–Cronbach–Gleser Model?

A. it ignores the concept of risk

B. it ignores the impact of taxation of payoffs

C. it ignores the time value of money (aka the discount rate)

D. it ignores the expected tenure of those being selected

Learning Objective: 14-8: Adopt a broader multiattribute, compared to a single-attribute, utility analysis that considers multiple stakeholders and success criteria.

Cognitive Domain: Comprehension

Answer Location: Integration of Selection Utility with Capital-Budgeting Model
Difficulty Level: Medium

AACSB: Evidenced-based decision making

33. Expected utility of a selection measure will likely be lower than anticipated/calculated in real life because ______.

A. the tests/device do not work as well as we think

B. inflation plays a role that isn’t being anticipated

C. some of the highest scoring applicants will turn down the offers

D. the selection ratio may be too low

Learning Objective: 14-8: Adopt a broader multiattribute, compared to a single-attribute, utility analysis that considers multiple stakeholders and success criteria.

Cognitive Domain: Comprehension

Answer Location: Top Scorers May Turn Down the Offer

Difficulty Level: Hard

AACSB: Evidenced-based decision making

34. For managers to accept utility results and put policies in place to utilize them, it should be presented in ways that are ______.

A. informational and complicated

B. informational and simple

C. persuasional and complicated

D. persuasional and simple

Learning Objective: 14-8: Adopt a broader multiattribute, compared to a single-attribute, utility analysis that considers multiple stakeholders and success criteria.

Cognitive Domain: Comprehension

Answer Location: Top Management May Not Believe the Results

Difficulty Level: Medium

AACSB: Evidenced-based decision making

35. Key additions provided to a utility analysis by the multi-analysis approach include all of the following EXCEPT ______.

A. organizational flexibility

B. the score-performance correlation

C. increased diversity

D. the organization’s public image

Learning Objective: 14-8: Adopt a broader multiattribute, compared to a single-attribute, utility analysis that considers multiple stakeholders and success criteria.

Cognitive Domain: Comprehension

Answer Location: Utility and Usefulness

Difficulty Level: Medium

AACSB: Evidenced-based decision making

36. Which is the proportion of persons judged successful using current selection procedures?

A. base rate

B. selection ratio

C. success rate

D. multiple regression

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Knowledge

Answer Location: Extending the Classical Validity Approach to Selection Decisions: Decision-Theory Approach

Difficulty Level: Easy

AACSB: Evidenced-based decision making

Short Answer

1. Briefly describe the steps of the traditional model of personnel selection.

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Classical Approach to Personnel Selection
Difficulty Level: Medium

AACSB: Evidenced-based decision making

2. What is unit weighting and when is it appropriate to use?

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Comprehension

Answer Location: Unit Weighting
Difficulty Level: Medium

AACSB: Evidenced-based decision making

3. What are some of the reasons for the relative superiority of the mechanical prediction strategies?

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Knowledge

Answer Location: Effectiveness of Alternative Data-Combination Strategies
Difficulty Level: Medium

AACSB: Evidenced-based decision making

4. Describe how the multiple regression and multiple cutoff differ in who each selects and predicts will be successful.

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Analysis

Answer Location: Multiple-Cutoff Approach
Difficulty Level: Hard

AACSB: Evidenced-based decision making

5. Describe how the Angoff method is used to create a cutoff score.

Learning Objective: 14-2: Set different cutoff scores on predictors to maximize job applicants’ future performance.

Cognitive Domain: Knowledge

Answer Location: Setting a Cutoff
Difficulty Level: Medium

AACSB: Evidenced-based decision making

6. Explain how the multiple-hurdle approach affects the estimation of criterion-related validity given each step.

Learning Objective: 14-2: Set different cutoff scores on predictors to maximize job applicants’ future performance.

Cognitive Domain: Comprehension

Answer Location: Multiple-Hurdle Approach

Difficulty Level: Medium

AACSB: Evidenced-based decision making

7. Name and describe ways that the utility of a selection device can be specifically defined.

Learning Objective: 14-5: Conduct a utility analysis to understand the financial impact of selection decisions.

Cognitive Domain: Application

Answer Location: Understanding Outcomes of Selection Decisions: Utility Analysis

Difficulty Level: Medium

AACSB: Evidenced-based decision making

Essay

1. Describe how personnel selection programs are used to make informed decisions about human resources being brought into the organization, and how this might affect utility.

Learning Objective: 14-1: Implement multiple-regression, multiple-cutoff, and multiple-hurdle approaches to forecast future performance.

Cognitive Domain: Analysis

Answer Location: Personnel Selection in Perspective
Difficulty Level: Hard

AACSB: Evidenced-based decision making

2. What is a base rate, and how is it calculated? What do really high and really low base rates mean in general and for organization looking to improve selection? How does the level of base rate affect selection and success rates? At what BR are selection measures most useful, and why?

Learning Objective: 14-3: Calculate selection ratios and base rates—critical components of any forecasting system.

Cognitive Domain: Analysis

Answer Location: The Base Rate

Difficulty Level: Hard

AACSB: Evidenced-based decision making

3. Describe the four alternative methods of estimating SDy and how they differ.

Learning Objective: 14-7: Calculate SDy (standard deviation of performance measured in dollars--a key component of a utility analysis) based on different procedures available.

Cognitive Domain: Analysis

Answer Location: Alternative Methods of Estimating SDy
Difficulty Level: Hard

AACSB: Financial theories, analysis, reporting, and markets