Selection Methods Chapter.12 Test Questions & Answers - Test Bank | Talent Management Psychology 8e by Wayne F. Cascio by Wayne F. Cascio. DOCX document preview.
Chapter 12: Selection Methods
Test Bank
Multiple Choice
1. To keep application forms legally defensible, it is recommended to omit any question that does any of the following EXCEPT ______.
A. might lead to adverse impact on members of protected groups
B. does not appear job related or to a bona fide occupational qualification
C. might constitute an invasion of privacy
D. indicates a salary expectation or current salary level
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Comprehension
Answer Location: Personal History Data
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
2. All of the following are types of questions you might find on a personal history form EXCEPT ______.
A. historical
B. hypothetical
C. personality
D. internal
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Knowledge
Answer Location: Personal History Data
Difficulty Level: Easy
AACSB: Written and oral communication
3. “How would a previous employer describe your work effort?” is an example of a ______ question.
A. second-hand
B. internal
C. objective
D. equal access
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Application
Answer Location: Personal History Data
Difficulty Level: Medium
AACSB: Written and oral communication
4. In Weighted Application Blanks, a total score is derived for each individual after each item is weighed based on ______.
A. a unit weighting of one
B. the predictive power of each item
C. an estimate of how important each item is
D. a random number generator
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Knowledge
Answer Location: Weighted Application Blanks
Difficulty Level: Easy
AACSB: Application of knowledge
5. Which of the following is NOT a difference between the BIB and the WAB method of selection screening?
A. The BIB frequently includes items not normally covered in a WAB.
B. The WAB uses a smaller sample of items.
C. The BIB is a self-report instrument.
D. The BIB is exclusively multiple-choice.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Comprehension
Answer Location: Biographical Information Blanks
Difficulty Level: Hard
AACSB: Ethical understanding and reasoning
6. Currently, it is possible and has become more popular to make resumes that include animation and text called ______.
A. video resumes
B. traditional resumes
C. social media resumes
D. multimedia resumes
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Knowledge
Answer Location: Résumés
Difficulty Level: Easy
AACSB: Written and oral communication
7. The main reason organizations use credit history as a part of personal history data is to get information about the applicants’ ______.
A. conscientiousness and integrity
B. integrity and financial stability
C. conscientiousness and financial stability
D. financial stability and criminal record
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Comprehension
Answer Location: Credit History
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
8. Research shows that ______ of resumes and job applications include at least one major fabrication.
A. 5–10%
B. 20–25%
C. 35–40%
D. 50–60%
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Knowledge
Answer Location: Response Distortion in Personal History Data
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
9. All of the following are solutions that are meant to limit distortion in personal history data EXCEPT ______.
A. use less option-keyed items
B. warn participants of a lie scale in the measurement
C. ask applicants to elaborate on their answers
D. make the information easily verifiable
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Comprehension
Answer Location: Response Distortion in Personal History Data
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
10. According to the reading, evidence for the validity of personal history data is in the ______ range.
A. .10 to .19
B. .20 to .29
C. .30 to .39
D. .40 to .49
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Knowledge
Answer Location: Validity of Personal History Data
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
11. Which of the following is true about personal history data and adverse impact?
A. They show clear evidence of adverse impact.
B. Most studies of their adverse impact have been done in concurrent validity designs.
C. They can be used in selection even if they are not related to the job.
D. It is wise to use an entirely empirical approach to constructing biodata inventories.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Analysis
Answer Location: Bias and Adverse Impact
Difficulty Level: Hard
AACSB: Ethical understanding and reasoning
12. Which of the following is NOT information provided through recommendations and reference checks?
A. employment and educational history
B. evaluation of the applicant’s character and personality
C. cognitive ability level
D. willingness to rehire
Learning Objective: 12-2: Assess letters of recommendation and reference checks in terms of factors that affect their validity (e.g., degree of writer familiarity with the candidate and job in question).
Cognitive Domain: Comprehension
Answer Location: Recommendations and Reference checks
Difficulty Level: Medium
AACSB: Application of knowledge
13. You are in charge of hiring people for your company and deciding whether to trust reference checks as a measure for hiring. Which of the following is NOT a reason that would make you pause about using them?
A. Employers are not permitted to seek information about potential applicants by law.
B. They provide little variance above measure of cognitive ability.
C. They tend to be highly inflated.
D. The person providing them may not be competent to provide an evaluation.
Learning Objective: 12-2: Assess letters of recommendation and reference checks in terms of factors that affect their validity (e.g., degree of writer familiarity with the candidate and job in question).
Cognitive Domain: Application
Answer Location: Recommendations and Reference checks
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
14. Useful recommendations should provide all of the following information to be useful EXCEPT ______.
A. specific examples of performance
B. glowing praise for the candidate
C. degree of writer familiarity with the candidate
D. individuals or groups to whom the candidate is being compared.
Learning Objective: 12-2: Assess letters of recommendation and reference checks in terms of factors that affect their validity (e.g., degree of writer familiarity with the candidate and job in question).
Cognitive Domain: Knowledge
Answer Location: Recommendations and Reference checks
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
15. Reference checks should be ______, meaning they are applied equally for all potential applicants.
A. consistent
B. written
C. based on public record
D. relevant
Learning Objective: 12-2: Assess letters of recommendation and reference checks in terms of factors that affect their validity (e.g., degree of writer familiarity with the candidate and job in question).
Cognitive Domain: Knowledge
Answer Location: Recommendations and Reference checks
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
16. Which type of selection device has been severely limited by the U.S. government, and is only allowed to be used government or security service jobs?
A. unstructured interviews
B. integrity tests
C. cognitive ability tests
D. polygraph tests
Learning Objective: 12-5: Implement drug screening and polygraph testing using appropriate legal guidelines.
Cognitive Domain: Comprehension
Answer Location: Polygraph Tests
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
17. Which type of honesty test does NOT directly ask theft and other types of dishonesty?
A. overt
B. polygraph
C. cognitive
D. personality-oriented
Learning Objective: 12-3: Choose an appropriate honesty test (e.g., overt vs. personality oriented).
Cognitive Domain: Knowledge
Answer Location: Honesty Tests
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
18. Which of the following is an issue involving the use of honesty tests and their prediction of performance facets?
A. Men tend to score higher than women on them.
B. It is not possible for someone to change their past honesty behaviors.
C. A greater understanding of construct validity of the tests is needed.
D. They do not have high enough relations to performance-related variables to be useful.
Learning Objective: 12-3: Choose an appropriate honesty test (e.g., overt vs. personality oriented).
Cognitive Domain: Comprehension
Answer Location: Honesty Tests
Difficulty Level: Hard
AACSB: Ethical understanding and reasoning
19. You give your applicants a problem to solve, but your true purpose is to discover their implicit biases and assess honesty. This is an example of a ______.
A. conditional reasoning test
B. situational judgment test
C. cognitive ability test
D. leaderless group test
Learning Objective: 12-3: Choose an appropriate honesty test (e.g., overt vs. personality oriented).
Cognitive Domain: Application
Answer Location: Honesty Tests
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
20. The ______ is an objective method for evaluating applicants training and experience.
A. overt honesty test
B. accomplishment record
C. behavioral consistency method
D. resume
Learning Objective: 12-4: Use valid and reliable measures of past training and experience.
Cognitive Domain: Knowledge
Answer Location: Evaluation of Training and Experience
Difficulty Level: Easy
AACSB: Application of knowledge
21. Which of the following is true about drug screening?
A. Employees who test positive are more than 50% more likely to be absent or be fired.
B. Most agree they are particularly valid for jobs that involve public safety.
C. Only about 20% of employers currently utilize drug screening.
D. It is illegal for most companies to use it as a part of the hiring process.
Learning Objective: 12-5: Implement drug screening and polygraph testing using appropriate legal guidelines.
Cognitive Domain: Comprehension
Answer Location: Evaluation of Training and Experience
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
22. To avoid legal challenges for drug screening, employers should do all of the following EXCEPT ______.
A. present the program in a medical and safety context--namely, that drug screening will help to improve the health of employees and also help to ensure a safer workplace
B. inform all employees and job applicants, in writing, of the company’s policy regarding drug use
C. use urine tests over blood or hair as they are less invasive and more valid
D. include the drug policy and the possibility of testing in all employment contracts
Learning Objective: 12-5: Implement drug screening and polygraph testing using appropriate legal guidelines.
Cognitive Domain: Knowledge
Answer Location: Evaluation of Training and Experience
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
23. The digital divide is problem for the use of computer-based screening because it means ______.
A. there are gaps in the technology that don’t allow companies to test what they want
B. men and women use technology differently and thus have differential scoring
C. paper-and-pencil methods do not always translate into computer-based screening
D. low-income individuals have relatively lower access to the Internet
Learning Objective: 12-8: Use caution in relying on social media and other big data and technological advancements (e.g., mobile and Web-based technology, computer scoring of text, remote interviewing, and virtual reality technology) for selection purposes.
Cognitive Domain: Knowledge
Answer Location: Computer-Based Screening
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
24. Which of the following is NOT a vital function of the interview in selection as mentioned in the reading?
A. To fill information gaps from other selection devices such as incomplete application blanks.
B. Give the supervisor a chance to surprise the applicant and assess their reaction.
C. Provide the applicant with a favorable impression of the organization.
D. Assess factors that can be measured only via face-to-face like appearance.
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Comprehension
Answer Location: Employment Interviews
Difficulty Level: Medium
AACSB: Written and oral communication
25. Interviewees often want to present themselves in a positive light, which is called ______.
A. influence tactics
B. social desirability bias
C. impression management
D. cognitive reasoning
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Knowledge
Answer Location: Response Distortion in the Interview
Difficulty Level: Easy
AACSB: Written and oral communication
26. The extent to which the similarity between the interviewer and applicant affects decision-making is considered which kind of factor according to the reading?
A. social/interpersonal
B. cognitive
C. individual differences
D. structure
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Knowledge
Answer Location: Interviewer–Applicant Similarity
Difficulty Level: Easy
AACSB: Application of knowledge
27. An interviewer already has a positive view of an applicant before the interview because of their resume and the fact they attended the same school. During the interview, the interviewer interprets all of the applicants’ answers in a positive light, even though many of them do not make sense or fully answer the question. This is an example of ______.
A. prototypes
B. first impressions
C. contrast effects
D. confirmatory bias
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Application
Answer Location: Interviewer–Applicant Similarity
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
28. You interview three candidates for a job to be a truck driver for your company. The first candidate does horribly, including telling you about all of accidents they have been in. The next two candidates perform about the same, but you judge second person to interview to be by far the best. This is likely due to the ______.
A. prototypes
B. first impressions
C. contrast effects
D. confirmatory bias
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Application
Answer Location: Contrast Effects
Difficulty Level: Hard
AACSB: Ethical understanding and reasoning
29. Interviewers develop their own biases about what a good applicant looks like and then look for those who match that description. This is called a ______.
A. prototype
B. stereotype
C. contrast effect
D. confirmatory bias
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Knowledge
Answer Location: Prototypes and Stereotypes
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
30. In a study on information recall, the managers who were least accurate in their recollections of the interview information rated the interview as ______.
A. generally favorable
B. relatively nondescript
C. generally unfavorable
D. null because they admitted they hadn’t paid attention
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Comprehension
Answer Location: Prototypes and Stereotypes
Difficulty Level: Medium
AACSB: Written and oral communication
31. Which of the following is NOT true about applicant appearance in interviews?
A. Race effects are generally attributed to interview–applicant similarity.
B. Being obese has a negative effect on interview perceptions.
C. Being attractive is an advantage for all types of jobs.
D. Evidence on disability status affecting perceptions is mixed.
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Analysis
Answer Location: Applicant Appearance and Other Personal Characteristics
Difficulty Level: Hard
AACSB: Ethical understanding and reasoning
32. Which personality trait has the strongest relationship to receiving a job offer according to Caldwell and Burger?
A. neuroticism
B. openness to experience
C. extraversion
D. agreeableness
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Knowledge
Answer Location: Applicant Appearance and Other Personal Characteristics
Difficulty Level: Easy
AACSB: Written and oral communication
33. Which of the following is NOT true about the interviewer in the interview process?
A. Experience has little to no effect on rating ability.
B. Mood had almost no effect on ratings when the interviewee was highly qualified.
C. They prefer people who are similar to them and rate them higher.
D. Cognitive complexity of the interviewer was associated with greater accuracy for all genders.
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Comprehension
Answer Location: Interviewer Experience
Difficulty Level: Hard
AACSB: Application of knowledge
34. All of the following are ways to add structure to an interview EXCEPT ______.
A. using detailed rating scales
B. using a single interviewer
C. not allowing applicants to ask questions until after the interview
D. asking the same questions to each candidate
Learning Objective: 12-7: Administer structured employment interviews that maximize validity and reliability.
Cognitive Domain: Knowledge
Answer Location: Effects of Structure
Difficulty Level: Medium
AACSB: Application of knowledge
35. Which of these is the best predictor of job performance?
A. structured interviews
B. polygraph tests
C. reference checks
D. unstructured interviews
Learning Objective: 12-7: Administer structured employment interviews that maximize validity and reliability.
Cognitive Domain: Analysis
Answer Location: Effects of Structure
Difficulty Level: Hard
AACSB: Written and oral communication
36. Which of these is NOT a recommendation you would give to your interviewer/company when it comes to making hiring decisions?
A. Tie your interview questions tightly to a job analysis.
B. Ask specific and unique questions to each applicant based on their individual experiences.
C. Use interview panels as opposed to an individual when possible.
D. Use example and illustrations to anchor the rating scales.
Learning Objective: 12-7: Administer structured employment interviews that maximize validity and reliability.
Cognitive Domain: Comprehension
Answer Location: Summary of Evidence-based Suggestions for Improving the Interview Process and Outcome
Difficulty Level: Hard
AACSB: Written and oral communication
37. While emerging as a potential tool for selection of employees, drawbacks of which type of technology include the potential for sopite syndrome and its current cost/lack of availability?
A. virtual reality technology
B. social media
C. remote interviewing
D. mobile-based selection
Learning Objective: 12-8: Use caution in relying on social media and other big data and technological advancements (e.g., mobile and Web-based technology, computer scoring of text, remote interviewing, and virtual reality technology) for selection purposes.
Cognitive Domain: Knowledge
Answer Location: Virtual Reality Technology
Difficulty Level: Medium
AACSB: Systems and processes in organizations
Short Answer
1. Briefly give an argument for and against using only historical and verifiable experiences and events for biographical items.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Comprehension
Answer Location: Personal History Data
Difficulty Level: Easy
AACSB: Ethical understanding and reasoning
2. Briefly discuss how some states limit the use of credit histories in screening and why this does or doesn’t makes sense as a policy.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Comprehension
Answer Location: Credit History
Difficulty Level: Hard
AACSB: Ethical understanding and reasoning
3. Provide some evidence for the existence of distortion in personal history data.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Knowledge
Answer Location: Response Distortion in Personal History Data
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
4. Briefly discuss the rational approach to biodata and what is actually being measured by biodata answers.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Analysis
Answer Location: Bias and Adverse Impact
Difficulty Level: Hard
AACSB: Application of knowledge
5. What are the preconditions that must be satisfied for a recommendation to meaningful for an employer?
Learning Objective: 12-2: Assess letters of recommendation and reference checks in terms of factors that affect their validity (e.g., degree of writer familiarity with the candidate and job in question).
Cognitive Domain: Knowledge
Answer Location: Recommendations and Reference checks
Difficulty Level: Medium
AACSB: Application of knowledge
6. Describe the procedure for developing an accomplishment record method and briefly discuss its reliability and validity.
Learning Objective: 12-4: Use valid and reliable measures of past training and experience.
Cognitive Domain: Comprehension
Answer Location: Evaluation of Training and Experience
Difficulty Level: Medium
AACSB: Application of knowledge
7. What are the findings regarding if a coaching program helps applicants make better impressions and have better outcomes?
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Comprehension
Answer Location: Applicant Appearance and Other Personal Characteristics
Difficulty Level: Medium
AACSB: systems and processed in organizations
8. Describe one or two characteristics/findings about remote interviewing.
Learning Objective: 12-8: Use caution in relying on social media and other big data and technological advancements (e.g., mobile and Web-based technology, computer scoring of text, remote interviewing, and virtual reality technology) for selection purposes.
Cognitive Domain: Comprehension
Answer Location: Remote Interviewing
Difficulty Level: Medium
AACSB: Systems and processes in organizations
Essay
1. Discuss some of the ways applicant resumes can potentially be rated in a bias manner, as well as provide two solutions to these biases.
Learning Objective: 12-1: Gather personal history data from job applicants in a manner that minimizes distortions and embellishments.
Cognitive Domain: Analysis
Answer Location: Personal History Data
Difficulty Level: Medium
AACSB: Ethical understanding and reasoning
2. Discuss how polygraphs test use is limited currently and the reasoning behind why organizations generally should not use them.
Learning Objective: 12-5: Implement drug screening and polygraph testing using appropriate legal guidelines.
Cognitive Domain: Analysis
Answer Location: Polygraph Tests
Difficulty Level: Hard
AACSB: Application of knowledge
3. Explain the difference between an electric page turner and a computer adaptive test. What is the advantages of computer-based screening?
Learning Objective: 12-8: Use caution in relying on social media and other big data and technological advancements (e.g., mobile and Web-based technology, computer scoring of text, remote interviewing, and virtual reality technology) for selection purposes.
Cognitive Domain: Analysis
Answer Location: Computer-Based Screening
Difficulty Level: Medium
AACSB: Application of knowledge
4. Describe the evidence for validity and reliability of employment interviews.
Learning Objective: 12-6: Design and implement employment interviews taking into account possible response distortion and considering social/interpersonal, cognitive, and individual differences that affect the process and outcomes of interviews.
Cognitive Domain: Comprehension
Answer Location: Reliability and Validity
Difficulty Level: Medium
AACSB: Application of knowledge
Document Information
Connected Book
Test Bank | Talent Management Psychology 8e by Wayne F. Cascio
By Wayne F. Cascio