A note from Senior Prof. (Dr.) Henarath H.D.N.P.

Opatha

Note 3

Selection
Session Objectives

After studying this note, the relevant text and lecture successfully, you should be
able to:
1. Define what Selection means.
2. Explain the importance of Selection.
3. Detail interview as a main method of Selection.
4. Understand conspect reliability.
5. Apply methods of Selection.
6. Describe selection process.
7. Understand how to make selection decisions correctly.

Definition

Figure 7-1 Outcomes of the Selection Decision

Success
Criterion
Measures of
Job Performance

False negative
error

True positive
(high hit)

True negative
(low hit)

False positive
error

Failure
Failure
predicted

Success
predicted
Predictor

Inputs and Requirements to Selection

There are several requirements for successful selection. They are:

1. Good Selection Ratio
It is important to have a large pool of job applicants who are suitably qualified
for the job vacancy. Selection ratio is the proportion of job applicants selected
and hired to the number of job applicants for a certain job. It shows the
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

relationship between the number of job applicants hired and the total number
of job applicants available for the job vacancy being considered. It is
computed as follows:
Number of job applicants selected and hired
__________________________________ = selection ratio
Total number of job applicants available
A small selection ratio means that there are many suitably qualified job applicants
from which to select. A larger selection ratio means that there are a few job
applicants from which to select to fill job vacancies. Also in many cases a small
selection ratio means a high quality of job applicants whereas a large selection
ratio means a low quality of job applicants. Refer to the Table given below.
Table 7-1 Selection Ratios
Number of
Total number of
applicants
applicants
selected and
available
hired
05
50
05
25
05
10
05
05

Selection
ratio
0.1
0.2
0.5
1.0

Ratio as a per
cent
10
20
50
100

The first case shows a selection ratio which is 0.1 (10 per cent). It indicates that
each selected person had to be better than 09 persons (05:50 = 1:10). The second
case shows a selection ratio of 0.2 (20 per cent) indicating that each selected
person had to be better than 04 persons (05:25=1:5). The third case has a
selection ratio of 0.5 (50 per cent). It indicates that each selected person had to be
better than 01 only (05:10=1:2). The fourth case that has a selection ratio of 1.0
(100 per cent) shows that each selected person had to be better than none. It
means that all of the job applicants recruited had to be selected. In this case there
may be a job applicant or applicants who is/are only minimally qualified. Hence it
is very important to generate a small selection ratio so that better job applicants in
terms of quality can be selected and hired.

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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Figure 7-2 Inputs and Requirements to Employee Selection

Job analysis
information

Human resource
plans

1. Good selection
ratio
2. Good selectors
3. Good ethical
standards
4. Good budget

Hiring

Induction
Recruits
Employee
Selection
Performance
evaluation

Training

Interviews
Premises of Pseudo-Sciences
A premise is something that the interviewer assumes as true and that he/she uses it as
a basis for making the decision of selection or rejection. Pseudo-sciences refer to
non-sciences such as graphology (examining handwriting of people in order to make
conclusions with regard to their personalities), astrology (the study of movements of
the planets, sun, moon, and stars in the belief that these movements can influence
peoples lives and show what will happen in the future-Collins COBUILD English
Language Dictionary), palmistry (the practice and art of telling what people are like and
what will happen in their future life by examining the lines on the palms of their
hands- Collins COBUILD English Language Dictionary), and physiognomy (examining
features of the face of a person and making conclusions with regard to the character
of that person). The interviewer who uses his/her knowledge of these subjects in
interviewing may do a grave injustice to the interviewee. For instance, a candidate
with a receding forehead is rejected because the physiognomy categorises such an
individual as a criminal.
An error may occur regarding the nature of questions asked by the interviewers.
In other words they may ask poor questions. The interviewer may ask questions
which are leading, irrelevant, compound, obvious, and questions that rarely produce a
true answer. A leading question is a question that is formed so as to give a hint or
hints about the desired or expected answer for that question. It leads to the desired
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

answer. For instance, You are ready to work even under pressure, arent you? This
question leads to the applicant to give the answer yes. Another instance is, Dont
you agree that annual productivity improvement is necessary? Answer is most likely
Yes. I agree. An irrelevant question is a question that is not related to job duties.
As it is not related to job performance it is invalid. Assume that the interviewer is
supposed to determine suitability of the applicants for the post of Lecturer in
Quantitative Techniques for Management in a University. If the interviewer asks
what are the two major sources of export income in Sri Lanka last year?, that is an
irrelevant question (as what the question tests is not related to knowledge of
Quantitative Techniques in Management). A compound question is a question that
includes more than one question. This type of question can be confusing to the
interviewee. For instance, What do you think and feel about workers or
subordinates in general? Which leadership style do you like to follow? Why? Asking
compound or multiple questions needs to be avoided. An obvious question is one
for which the interviewer already has the answer and the applicant knows it (Mathis
and Jackson, 2000). Asking about qualifications at the interview when the
information about all qualifications has been given in the application form is an
example of this nature. This type of question may cause to waste the limited time and
the interviewer may not have sufficient time to ask more important questions. Hence,
questions already answered on the application form need not to be repeated, but may
need to be probed. Also there are some questions that rarely produce a true
answer (Mathis and Jackson, 2000). An example (Mathis and Jackson, 2000) is,
How did you get along with your coworkers? This question is almost inevitably
going to be answered, Just fine. Another example is, Can you manage successfully
your anger before others? More likely the applicant (who wants to be selected for
the vacancy) answers Yes. I can manage my anger successfully though he/she is
genuinely poor in the aspect of managing anger before others.

The Most Widely Practiced Method Irrespective of Problems

Interview is the most widely used selection method even if its validity and reliability
are generally low. One survey numbered 114, done in 1976 by the Bureau of National
Affairs in USA, reports that 90% of all companies surveyed had more confidence in
interviews than in any other source of selection information (Werther et al, 1985).
According to a survey done by Makin and Robertson (1986) based on a sample of
UK organisations regarding the techniques used for managerial selection shows that,
while the use of assessment centres and biodata is increasing, many organisations still
select managers on the basis of interviews and references. Markin and Robertson
(1986, p.38) state: use of the interview was almost universal. Only one organisation reported
never using interviews. Shackleton and Newell (1998) having done a comparative survey
of methods used in top British and French companies report that interviews are
being used by 93.2% of companies in Britain and 94.3% in France. A study done by
Smith and Abrahamsen (1992) with respect of patterns of selection in six countries
(including UK and Germany) found that the dominant mode of selection is
interviews in practically all the countries. All these evidences show the continued and
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

dominant use of the interviews. As far as Sri Lanka is concerned, it has generally been
observed that the interview is the most dominant method of employee selection.
Almost all the organisations use it. The following explanation gives reasons for why
the interviews as a method of assessment continue to be popular and, not only
survive but also remain dominant.
Lewis (1992) argues that most research has used the term validity in a narrow sense
and if the term is more broadly interpreted there is a justification for the interview.
Also he indicates that much interview research has been laboratory-based ones which
are difficult to apply to real employment situations. Graham and Bennett (1992) state
that the interview is validated by following up successful candidates progress and
behaviour after he or she has been working on the job for some time. Hence there is
no possibility of following up the candidates who were judged as unsuitable resulting
in that interview validity would always be incomplete. Smither (1988) mentions that
two authors namely Arvey and Compion have stated: The interview is really valid. This
line of reasoning holds that validity of the interview cannot be assessed statistically. As with some of
the techniques used by clinical psychologists, it is the person administering the test-not the test itselfthat creates the validity.
Interviewing has some relative distinct advantages over other alternative methods
of selection. (a) It gives the interviewer with an opportunity to assess the candidate in
terms of self-presentation, verbal abilities and behavioural characteristics such as the
way of talking, manners and sociability. (b) It has adaptability: it can be adapted to
various types of employees such as managerial, technical, clerical, skilled, semi-skilled
and unskilled employees. (c) It can fill information gaps and enable to clarify
questionable responses. Dukes (1988) expresses that the most careful study of
application forms, references and the like leaves a rather faint general impression of
the candidate and seeing him sharpens the impression. (d) It allows a two-way
exchange of information where interviewer ascertains about the candidate and the
candidate understands about the job as well as the employer. Through interview, an
opportunity for the interviewer generates to inform the candidates about the
organisation. Also it gives candidates a chance to ask questions about the employer
and the work. (e) Interviews are less costly for many organisations which do not
follow a comprehensive selection procedure as it is more time-consuming and more
costly. Also interviews are practical (less costly) in situations where the number of
candidates is small. (f) In addition to the statistical validity, human judgment based on
knowledge and skills acquired through experience, training and education is essential
to create real validity in the selection process. The use of judgmental or clinical
prediction has to be given serious consideration (Lewis, 1992). Judgemental
prediction has to be exerted through personal contact that requires use of the
interview.
Both employers and candidates have an expectation that there ought to be an
interview, almost regardless of whether it is actually helping the selection process
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

(Lewis, 1992). The interview is regarded as a part of the ritual. Interviewers believe
that they have the knowledge, and skills to select the best candidates. They maintain
great faith and confidence in their judgment (Lewis, 1984).
Finally, there is a possibility of improving the effectiveness and efficiency of the
interviews by using them in a systematic and planned way. If the interviews are
systematically planned both the reliability and validity are good. Tripathi (1978, p.157)
notes:
Newman, Bobbit and Cameron report correlations ranging from 0.8 to 0.89 between the rating of
pairs of interviews. MaMurry found validity coefficients ranging from 0.61 to 0.68 for various
groups of industrial workers when a systematically planned interview was used.
According to Graham and Bennett (1982) the majoritys opinion is that selection
interview is in any case unavoidable, so the best possible use should be made of it. By
studying and describing the job vacancy being considered; planning questions in
advance and framing them properly; developing desired answers for structured
questions properly; developing a more objective evaluation scheme that contains a set
of clear selection criteria, distinct definitions of the criteria, clear and adequate rating
levels and quantitative evaluation; holding more than one interview, having more than
one interviewer; establishing a relaxed rapport with candidates; creating a proper
physical arrangement; and training interviewers adequately for interviewing reliability
and validity of the interview can be improved considerably.
Exhibit 7-15 Common Selection Interview Questions by Areas
General Questions
1. What are your strengths and weaknesses?
1. Why did you leave your last job?
2. Why should we hire you?
3. What is most important to you in a job?
4. What questions do you have for me?
Questions about Motivation
1. What have you done that shows initiative?
2. What career objectives have been met?
3. How do you measure success?
4. What rewards mean most to you?
5. What projects make you excited?
Working with Others
1. What kind of people do you like to work with?
2. Tell me about a conflict with a fellow worker-how was it resolved?
3. Describe your management style?
1. How do others see you?
2. What three words describe you?

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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Problem Solving
1. What is the most creative work-related idea you have had?
2. Describe a difficult problem you faced and solved.
3. What approach to problem solving works best for you?
4. Describe a sale you could not make and explain why.
Integrity Questions
1. Tell me about a time when you were not honest.
2. How would you react if you were asked to do something unethical?
3. If you saw a co-worker doing something dishonest, what would you
do?
4. When did you last break a rule?
5. When I call your previous employer, what will they say about you?
Source: Adapted from Mathis and Jackson, 2000
Exhibit 7-16 An Example of Interview Evaluation Sheet
Dingiri Manike Ltd
Interview Evaluation Sheet
Interviewers Name and
Position.......................................

Candidates
Name
Date of Interview
Place of Interview..
Part I

Evaluation on Structured Questions

Questions

1.
2.
3.
4.
5.
6.

Desired Answer Scores

Fully
Partly
Not given
given (10) given (05) at all (0)

Total marks

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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Part II

Evaluation on Unstructured Questions

Questions
1.
2.
3.
4.
5.

Answered
as expected
(10)

Partially
answered as
expected (05)

Not
answered
at all (0)

Total marks
Part III

Evaluation on Traits
Trait

Excellent
(10)

Good
(08)

Fair
(06)

Poor
(04)

1. Education
2. Experience
3. Appearance
4. Way of talking
5. Listening
6. Visible interest
7. Patience
8. Timely availability
9. Reasonable expectations

Very
Poor
(02)

Total marks
Total marks of the three sections
Part IV

Date..

Total Evaluation and Comments

..
Signature of Interviewer

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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Conspect Reliability and Strategies for its Improvement

Conspect reliability is an important aspect to be considered for the purpose of

improving the effectiveness of interview as a method of employee selection.
Conspect reliability is the extent to which two raters agree in their evaluations
(Cherrinton, 1987). It indicates the degree of agreements of two interviewers with
regard to their evaluations of candidates rankings for a job vacant. A correlation
coefficient between the two evaluations of two interviewers needs to be computed in
order to test the conspect reliability. The appropriate statistic for measuring the
correlation is a rank order correlation coefficient (technically called a Spearman Rank
Order Correlation) (Cherrinton, 1987). The relevant formula for computing a
correlation coefficient of ranked data is given below.

rs

1 -

D2i

___________

N3 - N

N = number of candidates ranked

Di = difference between the two rankings
It is essential to have higher conspect reliability in order to make the interview more
effective in selecting right candidates. As a rule, the reliability of a selection
instrument should be at least .80 to be useful (Cherrinton, 1987). A hypothetical
example of conspect reliability: HR Manager and General Manager of the NNPP
Company ranked seven candidates who had applied for a post of Management
Trainee in the following way:
Table 7-6 Candidates and Their Ranks
Applicants
HR Manager
Pooja
1
Kumudu
2
Nilantha
3
Hashantha
4
Arundathi
5
Ramani
6
Gunasena
7

General Manager
2
1
6
4
7
5
3

Table 7-7 Workings of the Correlation Coefficient

Applicants
HR Managers
General Managers
Ranking
Ranking
Pooja
1
2
Kumudu
2
1
Nilantha
3
6
Hashantha
4
4

Di

D2i

-1
+1
-3
0

1
1
9
0
9

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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Arundathi
Ramani
Gunasena
1-

rs
rs

1-

5
6
7
6

7
5
3

D2i

-2
+1
+4

4
1
16
D2i = 32

___________
N3 - N

6 (32)
________ = 192/ 336
343 -7

= 1- .57

= .43//

Rank Order Correlation Coefficient is .43 that is less than .80. Hence, conspect
reliability is poor and the interview is not a useful one for selecting a right candidate
to fill the job vacancy. How to improve the conspect reliability of an interview?
Following strategies are useful for improving the conspect reliability.
1. Interviewers should be trained properly about the science and art of
interviewing.
2. Structured interview type should be used rather than unstructured (nonpatterned) type.
3. A more objective evaluation scheme should be developed and used for
evaluation of suitability of each candidate.
4. Interviewers can do the evaluation of the candidate through an objective
discussion. This has to be led by the chairman of the interview board.

Critical Incident
The Employment Interview
Janaka is the underwriting manager for a large insurance company located in the C
city. Recently one of his best employees had given two weeks notice of her intention
to leave. She was expecting a baby soon, and she and her husband had decided that
she would quit work and stay at home with her new baby and her other two young
children. Today Janaka was scheduled to start interviewing applicants for this job.
The first applicant was Delki Pushpa. She arrived at the companys office promptly at
9 a.m., the time scheduled for her interview. Unfortunately, just before she arrived,
Janaka received a phone call from his boss, who had just returned from a three-week
vacation. He wanted Janaka to bring him up to date on what had been going on. The
telephone conversation lasted 30 minutes. During that time, Delki was seated in the
companys reception room.
At 9:30, Janaka went to the reception room and invited her into his office. The
following conversation occurred:
Janaka: Would you like a cup of tea?
Delki: No, Ive already had one.
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

J: You dont mind if I have a cup, do you?

D: No, go right ahead. (Janaka pauses, and rings his secretary Manjalee.)
J: Manjalee, would you prepare a cup of tea for me?
M: Ill bring it in shortly. You have a call on line 1.
J: Who is it?
M: Its Tony Patabathi, our computer company representative. He wants to talk to
you about the delivery date on our new computer set.
J: Id better talk to him. (Turning to Delki.) Id better take this call. Ill only be a minute.
(He picks up his phone.) Well, Tony, when are we going to get our machines?
This phone conversation goes on for almost 10 minutes. After hanging up, Janaka
turns again to Delki to resume the interview.
J: Im sorry, but I needed to know about those machines. We really do need them.
We only have a short time, so why dont you just tell me about yourself.
At that point, Delki tells Janaka about her education, which includes an
undergraduate degree in Commerce and an MBA, which she will be receiving shortly.
She explains to Janaka that this will be her first full time job. Just then the phone
rings, and Janakas secretary tells him that next interviewee is waiting.
J: (Turns to Delki.) Thank you for coming in. Ill be in touch with you as soon as I
interview the other applicants for this job. However, I need to ask a couple of quick
questions.
D: OK.
J: Are you married?
D: I am divorced.
J: Do you have children?
D: Yes, two boys.
J: Do they live with you?
D: Yes.
J: The reason I am asking is that this job requires some travel. Will this pose a
problem?
D: No.
J: Thanks, and Ill be in touch with you.
Questions:
1. Outline the inadequacies of this interview.
2. What do you suggest to deal with the inadequacies?
Source: Adapted from Rue and Byars, 1988

Critical Incident
The Super Management Trainee
Kathy had been employment office manager for just ten weeks. She had spent the
first weeks acquainting herself with office procedures and trying to get a feel for the
needs of the employment office. The employment office handles the recruiting and
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

selecting for a large corporation employing about 10000 persons. It screens about
10000 people a year and hires 10-15 percent of those screened.
Kathy noticed a position requisition for a management trainee for one of the offices
on the south side of the city. This requisition had been on file for six weeks and had
remained unfilled. Kathy took it upon herself to fill the requisition as soon as
possible. Two days later, a very likely looking candidate for the position was referred
to her from testing.
The individual who had been referred to Kathy was Willson, an aggressive Young
man of age 22. He had not finished college but had come within one semester of
graduating. When questioned, Willson revealed that he had quit school to support his
terminally ill mother after his father had died of cancer. Willson was an impressive
young man and his firm handshake, pleasant smile, and quick wit impressed Kathy
immediately. His scores on the aptitude test were not as high as Kathy would have
liked, but she felt that personal qualities exhibited by Willson overcame these
difficulties. Kathy felt it was very obvious that this individual was the kind of person
who would make a good manager and saw no need to contact Willsons former
employers. Kathy sent Willson to the manager of the office where the position was
located. Shortly thereafter, Kathy received a phone call from the manager indicating
that he shared her high opinion of this young man and Willson was hired.
Three weeks later Kathy got a telephone call from the manager. The manager most
angrily suggested that Kathy ought to be a bit more careful in the kinds of candidates
chosen to be considered as management trainee prospects. Willson had been
discovered stealing from the company and had been fired last week.
Kathy was mystified and amazed that she could have misjudged someone so badly.
She decided to check with Willsons former employers and found that the reasons
why he had left the college were not true at all. She also found out that Willsons
father and mother were alive and well. Kathy spent a rather melancholy day reflecting
on the difficulty of selecting good employees.
Questions:
1. Identify and figure out the selection process applied by the company.
2. Critically evaluate the selection process.
3. What are the errors associated with Kathy? How can they be prevented in
future?
Source: Adapted from Mathis and Jackson, 1988

Skill Builder

SON Consumer Product Ltd. is a manufacturing firm that produces personal

products, detergents and foods. Mr. New is the Human Resource Manager of the
company who assumed his duties in this company last year. He is an effective and
efficient manager of people and started to systematize and rationalize many Human
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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Resource management functions for better HRM and better productivity. One of his
attempts is a development of interview evaluation sheets for the jobs. Following is
the interview evaluation sheet prepared for the job of Light Vehicle Driver.
Son Consumer Products Ltd
Interview Evaluation Sheet
(Light Vehicle Driver)
Interviewers Name and Position..........

Candidates Name
Date of Interview
Place of Interview..
Part I
Evaluation on Structured Questions
Question
1. Do you enjoy by driving arent you?
2. What is a daily running chart?
3. What is the speed limit within urban areas for a
motor car?
4. At a T junction, do you have to give way to
traffic approaching from either left or right?
5. Where traffic light signals are used for regulating
traffic what does AMBER mean?
6. If there are double lines drawn on the middle of
the road, what do they mean?

Scores of Desired Answers

Fully given Partly
Not given
(10)
given (05) at all (0)

Total marks
Part II
Questions
1.
2.
3.
4.

Evaluation on Unstructured Questions

Answered as Partially
expected
answered as
(10)
expected (05)

Not
answered at
all (0)

Total marks

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A note from Senior Prof. (Dr.) Henarath H.D.N.P. Opatha

Part III

Evaluation on Traits
Trait

1. Education
2. Experience
3. Appearance
4. Way of talking
5. Listening
6. Visible interest
7. Manners
8. Height

Excellent
(5)

Good
(4)

Fair (3)

Poor (2) Very

poor (1)

Total marks
Part IV

Total Evaluation

Any special comments:

Date..

..
Signature of the Interviewer

Questions:
1. What are the aspects of the evaluation sheet with which you agree? Why?
2. What are the aspects of the evaluation sheet with which you do not agree? Why?
3. Re-design the evaluation sheet as an improved version.

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