RECRUITMENT & SELECTION

Types of Selection Test

 Selection

carefully choosing someone or something as being

the best or most suitable.
 Nature and Charachterstic of tests

Assumptions’i.e attributes, intelligent revealed via test

Validity fit for job or not what to measure i.e valid or not
Content i.e different situation job related or not
knowledge, capability measure or not
Predective i.e test score and job related behaviour is there
any relation
Concurrent validity i.e test related to Job behaviour
Construct validity measure quality and capability
Reliability different candidates same test same results
Standardisation tests how to score uniform
 Basic Testing Concepts

Reliability and Validity

Measurement experts (and many educators) believe

that every measurement device should possess
certain qualities. Perhaps the two most common
technical concepts in measurement are reliability
and validity.
 Reliability

Refers to consistency/accuracy.
The measure of how stable, dependable, trustworthy
and consistent a test is in measuring the same thing
each time.
If you want to measure the length of piece of a wood,
the tape used yield the same measure each time.
Even if you had someone else again measure the
wood, the result should be consistent
 Validity

Validity tells you whether the test is measuring what

you think is it is suppose to be measuring.

The degree to which they accomplish the purpose for

which they are being used.

For a test to be VALID, or truthful, it must first be

RELIABLE.
How to validate the Test?
 Common Types of Pre-Employment Tests

Proficiency Test /Trait Tests- predicts current

Test the level of Job knowledge and proficiency

acquired by the candidate tests measure a
candidate’s technical or theoretical expertise in a
particular field.
capable to perform job with the knowledge and
profeciency he has….e.g typist per minute with
accuracy
Intelligence Test
judge the mental capability of the applicant,
Measure the learning ability
Understand instructions or not
Decision making ability
skilled or unskilled high level or low job applicable to
every level can be either verbal or non verbal
Which number should come next in the pattern?
37, 34, 31, 28

Answer: 25, the numbers are decreasing by 3

Find the answer that best completes the analogy:

Book is to Reading as Fork is to:
a. drawing
b. writing
c. stirring
d. eating
Answer: d.
Aptitutde – predicts future
check the potential of an employee
his capacity
can he be developed in future or not
success rate
Types
Cognitive measure mental and intellectual
aptitutde/capability
Motor . Measure physical dimensions i.e how much
physically fit
Cognitive Ability Tests
Cognitive ability tests measure your reasoning skills
in interpreting written information and
reports, using figures, data and statistics,
and understanding and manipulating abstract or
logical symbols.. General Aptitude Test (GAT) which
measures logical, verbal and numerical reasoning.
In the United States, around 43% of all
companies now use cognitive assessments to
measure a job candidate’s suitability, and the figure
is 70% for FTSE 100 companies
Some have a time limit for completion. Some will
require you to complete all the questions; others will
ask that you complete as many questions as possible
in the time allowed.
Cognitive Test uses the following types of questions:
Verbal reasoning
Numerical reasoning
Abstract reasoning
Spatial awareness
Mechanical reasoning
Types of Cognitive ability Test
1.Verbal reasoning
• Tests tell employers how well a candidate can extract and
work with meaning, information and implications from
text. It's all about logic expressed verbally, critical
analysis It can also be important for work requiring
analytical thinking.
• Classic questions will require you to read a passage then
state whether statements about the passage are ‘true’,
‘false’ or ‘cannot say’.
Test ur understanding and comprehension skill
Verbal reasoning tests are looking to assess how well a
candidate can:
Think critically about a set of information
Come to logical conclusions
Compare different written texts to each other
Articulate relevant details and information to
colleagues and clients
The main test providers are:
CEB SHL
Criterion
Cubiks
Talent Q
cut-e
Mendas
 :
Read the passages and attempt to answer the following
questions

Even though the minimum age for obtaining a driving license

has increased in recent years a substantial increase in car sales
over the corresponding years has resulted in a staggering rise
in fatal car accident numbers. As the latest figures show, fatal
car accidents are especially prevalent among young drivers
who have less than five years of driving experience. Last winter
50 percent of all fatal road accidents involved drivers with up to
five years driving experience and an additional 15 percent were
drivers who had between six to eight years of experience. The
interim figures of the current year show that the massive
advertisement campaign 'fighting accidents' has resulted in
some improvements but the truth is that the number of younger
drivers involved in fatal accidents is intolerably high.
Question 1
Fatal car accidents are more prevalent amongst
young drivers with six to eight years of experience
than older drivers with similar experience.
True
False
Cannot Say
According to the passage, 'Last winter 50% of all fatal road
accidents involved drivers with up to 5 years driving experience
and an additional 15% were drivers who had between 6 to 8 years
of experience.
This piece of data only mentions experience, not age. Although
the main idea of the passage is that younger drivers are generally
more likely to be involved in fatal car accidents, we cannot
assume all relatively inexperienced drivers are young.
We do not know how many of those 15% with 6 to 8 years of
experience are younger drivers and how many are older drivers.
As this comparison is impossible to make on the basis of the
information provided in the passage, the answer is cannot say.
2.Numerical Reasoning Tests
Numerical reasoning tests demonstrate your ability to
deal with numbers quickly and accurately. These tests
contain questions that assess your knowledge of ratios,
percentages, number sequences, data interpretation,
financial analysis and currency conversion.
Time Limit
generally have between 45 seconds and 2
minutes per question on average.
In particular, make sure you’re comfortable with:
Addition
Subtraction
Division
Multiplication
Working with percentages
Working with ratios
Working with fractions
Converting currency
What percentage of the workforce was
employed in distribution in year 2?

A. 20.57%
B. 18.26%
C. 15.11%
D. 17.07%
Correct Answer: 15.11%
Abstract reasoning (also known as inductive
reasoning or diagrammatic reasoning tests) questions
test your ability to work with abstract ideas and
concepts. Questions often include visual diagrams,
which you must use to identify missing information or
complete a sequence.
 widely used within selection processes to assess a
candidate's general intellect and ability to work out
new concepts and abstract ideas, rather than testing
their prior knowledge.
Abstract reasoning questions is independent of
educational experience and cultural background
 can be used to provide an objective indication of
intellectual potential.
They are particularly useful for jobs where problem-
solving and initiative are important
where candidates will need to deal with complex
data, or perform non-routine tasks where initiative is
required.
Ans B
There are two characteristics in this question: the number of chords (lines) drawn, and
shading. First, look at the chords. In each frame, an additional chord is drawn from
one corner (vertex) of the pentagon to another corner directly across from it. If you
label each corner of the pentagon with a number, it is easier to see.
The first chord is drawn from vertex one (to vertex three).
The next chord is drawn from vertex two (to vertex four).
The next from vertex three (to vertex five).
The final one is drawn from vertex four (to vertex one).
Therefore, the missing shape is the one with the chord drawn from vertex five, creating
the star shape inside the pentagon.
This eliminates answer choices one and four as they do not contain the star shape.
Next, look at the shading in the shape. Each time a new chord is drawn, it reduces the
amount of grey shading. The shading always lies on the inside of the chord boundaries.
When drawing the final chord from vertex five, the remaining space inside that chord
is just in the centre of the star. Therefore, it can only be answer choice two.
Spatial awareness questions test your ability to
work with patterns and shapes. Common questions
include mentally rearranging shapes to make new
ones, or visualizing patterns and images when they
are rotated or flipped.
Assess your ability to think spatially and mentally
manipulate images, and perceive patterns between
them.
These are important skills – we use them every day
as we position and orientate ourselves in the world.
People with highly developed spatial skills are able to
remember shapes and objects in their mind and
mentally ‘see’ them from different perspectives and
in different formats.
This can be particularly useful in careers such as
engineering, design, architecture and the military.

Mechanical reasoning questions test your ability to
use basic principles of mechanics, such as working with
cogs, levers, springs and pulleys.
Assess your ability to apply specific mechanical or
engineering principles to novel situations in order to
identify the correct answer. They are usually used as
part of an assessment process for engineering or
technical roles.
they measure what you know rather than your
underlying potential
ANS 4kg.
The calculation required is:
f = (w x d1)/d2
f = (10 x 2)/5
f = 20/5
f = 4kg
4.Checking skills - these are designed to measure
your ability to quickly and accurately detect errors in
data.
Memory span
  Almost. Always,Often,Sometimes,Rarely,Almost never
1.  Do you have difficulty remembering people's names or phone numbers?
2.  How often do you find yourself trying to remember the location of everyday
items (e.g. your keys, wallet, glasses, etc.)?
3.  How often do you have to replace passwords (numerical or verbal) because
you've forgotten the original one?
4.  How often do you find yourself asking questions like, "What was I about to
do next?"
5.  How often do you end up double-booking yourself because you forgot you
had made previous plans with someone else?
6.  How often do you have to ask someone to repeat instructions or a story
because you can't remember what was said the first time around?
7.  How often do you have difficulty remembering where you parked your car?
Vase
Teapot
 Tiger
Camera
 Book
 Ice Cream
Cushion
Spade
Piano
 House
 Hat
 Orange
Sensory memory refers to information received
through our five senses, which is then passed into
working memory and filtered so that we ignore
stimuli that either isn't important, or doesn't really
interest as at the time. Our short-term or working
memory allows for temporary recall and therefore,
tends to be forgotten really easily. When we
implement a memorization technique however, the
information we receive is encoded in our long-term
memory.
 Interest Test
pattern of interest that is area in which candidates
work with dedication ….satisfied and commited
The first widely used interest inventory was the Strong
Vocational Interest Blank, developed in 1927 by E.K.
Strong. The original test was designed for men only; a
version for women was developed in 1933.
In 1974 the Strong test was merged into the Strong-
Campbell Interest Inventory, which was further revised
in 1981. The test contains 325 activities, subjects, etc.
Takers of this test are asked whether they
 like
 dislike
 indifferent to 325 items representing a wide variety of
school subjects, occupations, activities, and types of people.
They are also asked to choose their favorite among pairs of
activities and indicate which of 14 selected characteristics
apply to them.
The Strong-Campbell test is scored according to 162 separate
occupational scales as well as 23 scales that group together
The other most commonly administered interest
inventory is the
Kuder Preference Record
Guilford-Zimmerman Interest Inventory
 G-S-Z Interest Survey
 California Occupational Preference Survey
Jackson Vocational Interest Survey
Ohio Vocational Interest Survey.
Holland Code Test system
The test is based on the which focuses on figuring out which
on of the 6 personality types you are:
Realistic,
 Investigative,
Artistic,
Social,
 Enterprising
 Conventional.
Based on that, you’re given career options that best suit your
personality and interests.
Realistic: practical, physical, concrete, hands-on,
machine, and tool-oriented
Investigative: analytical, intellectual, scientific,
explorative, thinker
Artistic: creative, original, independent, chaotic,
inventive, media, graphics, and text
Social: cooperative, supporting, helping,
healing/nurturing, teaching
Enterprising: competitive environments, leadership,
persuading, status
Conventional: detail-oriented, organizing, clerical
Test Instructions
The test consists of 48 tasks that you will have to rate
by how much you would enjoy performing each on a
scale of (1) dislike (2) slightly dislike (3) neither like
not dislike (4) slightly enjoy (5) enjoy. The test will
take most five to ten minutes to complete.
ANS .Your scores for each of the 6 basic interest areas
are below.
Realistic   14
Investigative   17
Artistic   13
Social   17
Enterprising   17
Conventional   12
Integrity tests
avoid hiring dishonest, unreliable or undisciplined people.

1. Background Check that are used to assess the likelihood that

employees will engage in dishonest behavior.
2. polygraph, popularly referred to as a lie detector (test), is a
device or procedure that measures and records several physiological
indicators such as blood pressure, pulse , respiration while a
person is asked and answers a series of questions
3."stim test" is often conducted: the subject is asked to deliberately lie
and then the test reports that he was able to detect this lie
4. Guilty Knowledge Test (GKT),
The two types of tests related to integrity testing in
practice are called Overt and Personality-based
measures
Overt
An overt integrity test is a self-report paper and
pencil test that asks a subject directly about their
honesty, attitudes towards thefts by other people,
and general questions that show integrity.
Overt split into two sections
The first being a series of questions evaluating the
subject's attitude towards theft, their beliefs on
the frequency of theft, punishment of theft and the
assessment of the subject's own honesty.
The second section asks the subject what type and
amount of theft and/or counter-productive
behavior they have been a part of with past
employers or any other illegal behaviors
 Criticisim

 Integrity tests can violate legal and ethical privacy

standards, because some questions may not be
related to specific duties of the job, and there is no
protection for the illegal use of the data.
 If a client learns of their own score, it may have an
adverse effect on their morale,
If the scores were only shown to the employers, it
could affect the employers attitude towards the
employee which could hurt the effectiveness of the
employee.
Personality-oriented
Temperament
Personality-oriented tests include items that assess
personality characteristics that have been shown to
relate to counterproductive work behavior. The test
items assess dependability, social conformity, thrill
seeking, and conscientiousness
Personality tests
Personality assessments can offer insight into
candidates’ cultural fit and whether their personality
can translate into job success. Personality traits have
been shown to corelate to job performance in
different roles. For example, salespeople who score
high on extraversion and assertiveness tend to do
better.
The Big Five personality traits
16 personality Tests
Graphology Test
Thematic appreciation Test
Openness to experience
curious, open to emotion, sensitive to beauty and
willing to try new things. creative and more aware of
their feeling
High openness can be perceived as unpredictability
or lack of focus, and more likely to engage in risky
behaviour.
E.g
 I have excellent ideas.
I am quick to understand things
Conscientiousness
  The way in which people control, regulate, and direct their
impulses.
High conscientiousness is often perceived as being
stubborn and focused.
 Low conscientiousness is associated lack of reliability
e.g
I like order.
I follow a schedule.
I am exacting in my work.
I never forget my belongings
Extraversion
Engagement with the external world
Extroverted people may appear more dominant in social settings
Introverts
 Their lack of social involvement should not be interpreted as shyness or
depression, instead they are more independent of their social world than extraverts
 This does not mean that they are unfriendly or antisocial; rather, they are
reserved in social situations
E.g of extrovert people
I feel comfortable around people.
I start conversations.
I talk to a lot of different people at parties
We are introverting when we:
Read a book
Agreeableness
They are generally considerate, kind, generous,
trusting and trustworthy, helpful, and willing to
compromise their interests with others
E.g
I have a soft heart.
I take time out for others.
I feel others' emotions.
I make people feel at ease.
Neuroticism
negative emotions, such as anger, anxiety, or
depression
I get irritated easily.
I get stressed out easily.
I get upset easily.
I have frequent mood swings
I worry about things
 Myerbergs Personality

Introversion vs. Extraversion

Sensing vs. Intuition
Thinking vs. Feeling
Judging vs. Perceiving
Do you prefer to focus on the outer world or on your
own inner world i.e Extraversion (E) or Introversion
 Sensing (S) or Intuition (N). focus on the basic
information you take in or do you prefer to interpret
and add meaning?
information-gathering (perceiving) functions.
Thinking (T) or Feeling (F). When making decisions,
prefer to first look at logic and consistency or first
look at the people and special circumstances?  
Decision-making (judging) functions
Judging (J) or Perceiving (P).
In dealing with the outside world, do you prefer to
get things decided or do you prefer to stay open to
new information and options 
Graphology
 Thematic appreciation Test

It uses a series of provocative yet ambiguous pictures

about which the subject is asked to tell a story.
Story Design measures the examinee's ability to
identify and formulate a problem situation.
Story Orientation assesses the examinee's level of
personal control, emotional distress, confidence and
motivation.
Story Solutions assesses how impulsive the examinee
is.
Assesment Centres The hiring organisation is likely to have aligned the exercises against
the criteria they are measuring in a matrix like this
E-tray exercises
 will be done on computer and will simulate a work place
and position relevant scenario. The assumed position of
the candidate in the exercise will be a managerial role, and
possibly even senior management. Candidates will be
provided with background data relevant to the exercise
such as memos, newspaper clippings and abstracts which
will be required at some stage in the exercise. Typically
answers will be in multiple choice format and will
progress in difficulty throughout the exercise, and some
exercises will require a written element.
A common e-tray scenario
is the candidate has come back from a holiday and
needs to get re-organised. As a result emails have piled
up and the workload needs catching up with. Candidates
will be given tasks of varying difficulty and priority, and
must decide which to tackle, postpone and which to
delegate to another member of staff. The candidate will
need to respond to emails, faxes, phone calls and solve
problems as if they were employees in that organisation.
Based on information provided to the candidate
Typical skills and attributes assessed are:
Managerial ability and taking responsibility
Decision making and prioritisation
Organisational skills
Interpersonal skills
Time management and awareness
Computer literacy
Understanding of organisational issues i.e.
organisational culture/change
BENEFITS LIMITATIONS

Eliminate biasness Measure only part of

Identification of talent total
Reduction inthe cost Not able to predict
Aptitude and predict Not able to measure
success complex combination
Healty basis for of charachterstic
comparison required in numerous
positions
How much should Tests count?