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› To give the candidates an up-close view of who
you are and what it would be like to work for
you (the organization);
› To provide an opportunity for you (the
organization) to assess their backgrounds and
their fit with the company and your jobs; and
› To continue to build your reputation with
candidates and your internal capability to recruit
top talent into the company.
›
  
  
    
 

How do we recruit, develop, and

keep the best talent?
› !   
  
   
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› Khether vigorously growing or decidedly slowing,
the best and the brightest employees are always in
strong demand by great companies or by those
aspiring to be so.
› It takes strategy, imagination, and execution to
recruit, develop, and keep this talent ± whether new
recruits or your current employees.
› To build a recruiting program from the ground up ±
from determining your hiring needs to researching
and evaluating schools to creating a winning
presence on your chosen campuses.
› To improve significantly, or expand strategically, an existing
recruiting Program.
› To gain insight on best practices across industries in
interviewing, interviewer training, the callback process,
compensation/offers, and job descriptions
› To add to your repertoire, your µµtoolkit¶¶ ± as a manager of
people or as an HR professional ± retention strategies, recruiting
on-the-fly when there¶s no time for planning, and top
employment related websites, among other critical knowledge
and skills
› To benefit from the advice of a diversity of frontline managers ±
a CFO, COO, VPs of HR, marketing, and engineering, among
others ± on what works for them, their philosophies and
approaches, and their proven ideas
à ˜     

  

mesign the Agenda

Involve a mix of levels, functions, and personalities, but the emphasis
is on interviewing
For any events, speeches, interviews, and activities, you also need a
designated timekeeper to keep people on track and moving.
Rate the candidates and decide on offers
à = 
  
mo your homework
mecide on choosing to make offers i.e. sequentially, in waves, or open
Turn up the volume to make the offers feel really special
Make a point, without going over the top, to keep in contact with all
those you¶ve made offers to.
à ÿ   
     

  
› Foundational knowledge: what is total
compensation?
 mefine components of compensation like base
salary, short-term incentives, benefits and
perquisites; long-term incentives etc.
› A macro view: external considerations
› A micro view: internal considerations
› Approach the negotiation as if you are already on the same
side of the table with the candidate and on the same team.
Try to create a win-win situation.
› Ascertain the candidate¶s motivations, what he or she values
most, and what components of the total package, tangible
and intangible, are have-to-haves or give-aways.
› Get a sense of what would make the candidate say yes or
walk away.
› Know your own degrees of freedom²what you can or
cannot negotiate or are willing to do or not to do. Know
your walk-aways as well, since eight out of ten candidates
will try to negotiate for more.
› The sum total of the elements you are
negotiating include:
 ðase salary - Timing of first salary review
 Sign-on bonus - ðonus target
 Stock option grant - Relocation features
 Title - Vesting schedules
 Start dates - ðenefits
 Relocation support - Vacation
› How excited and happy you are to be able to make an offer.
› The main components of the offer. For stock options, any
pertinent information you can share (how many? current
valuation of the company, and the vesting schedule). Any
special circumstances of the job, such as three rotations of 8 to
12 months, each including one international assignment.
› For the compensation components that are more complex or
detailed (relocation or medical benefits), let them know that
someone in HR will be calling to follow up. If your company
has a brochure, a Kebsite address, or a one-pager with this
kind of information, you could give that to them for reading
and they can ask questions later when the HR manager
follows up.
› Time to consider the offer, and the deadline for
responding. It helps here if the deadline is firm, and if you
tell them why. An explanation may be that many
candidates are waiting in the wings, and if the candidate
doesn¶t accept your offer, you need to go to other
candidates before they have already accepted other jobs.
Appeal here to the sense of fair play and responsibility to
peers.
› Ask whether the candidate has questions or needs more
information to make a decision, and indicate how you¶ll
follow up.
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 In any selection process, organizations wish
to distinguish between what applicants can
(i.e. maximum performance) and what they
will (i.e. typical performance) do in terms
of their likely job performance.
˜   ˜  

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under ongoing
work conditions
› Typical and maximum performance to be different
though related constructs, and measures of ability to
be better predictors for maximum than for typical
performance.
› Predictors, such as structured interviews developed
to assess intentions or past choices, may serve
especially well to predict typical performance but
replications of such findings are clearly needed.
› Role of motivation and ability during typical and
maximum performance hold true under at least some
conditions.
à Maximum performance situations may demand some
additional skills needed to a lesser extent during typical
performance, such as self-management skills in the
sense of the ability to regulate one¶s thoughts and
emotions when under pressure.
à As per pedagogical psychology, and feedback
intervention theory, maximum performance conditions
may raise cognitive interference and anxiety, giving
performers additional foes to battle against while they
are asked to concentrate on the task.
=
   
  

meclarative knowledge Maximum
General mental ability (GMA) Maximum
Fluid intelligence/reasoning Maximum
Visual perception Maximum
Perceptuel speed Maximum
Memory Maximum Maximum
Ideational fluency Maximum
Crystallized intelligence Maximum
Psychomotor skill Maximum
Physical skill Maximum
Interpersonal skill Maximum
Self-management skill Maximum
Practical intelligence Maximum
Openness to experience Maximum
Extroversion Maximum
Assessment centers Interest Maximum Typical
Conscientiousness Typical
Integrity Typical
Self-efficacy Typical
 O   

  
 
 
Productivity This dimension typically refers to the actual counts of the units produced or
or task ratings of the same, as well as ratings of behaviors deemed to constitute the
performance core tasks of jobs.
Interpersonal This refers to how well an individual behaves interpersonally at work as well
competence as builds and maintains relationships in the work environment; can variously
include
Leadership ðehaviors associated with inspiring others, taking charge of situations for
groups, bringing out extra performance in others, motivating others to scale
great heights. Sometimes specific components such as leadership judgment
and decision making could be stressed.

Effort The persistence and initiative shown by individuals in getting tasks done.
Sometimes lack of effort is reflected in facets of the counterproductive
behavior dimensions such as tardiness, absences.
Job meclarative and procedural knowledge to perform the job, including explicit
knowledge and implicit rules and procedures to follow.
O   m
 
 


Counterproductive Negative behaviors that detract from the value of

behaviors
employees to the organization, that are disruptive as they
disrupt work-related activities, that are antisocial as they
violate social norms, and that are deviant as they diverge
from organizationally desired behaviors. Includes
withdrawal behaviors, rule breaking, theft, violence,
substance abuse on the job, sabotage, etc. Originally
conceptualized as the polar opposite of citizenship
behavior, recent empirical findings indicate that this is a
separate dimension from citizenship behaviors.
Citizenship Also referred to as contextual performance, pro-social
behaviors
behavior, altruism, etc. Refers to the extent an individual
contributes to the welfare of the organization in ways not
formally stated in job descriptions.
à Identifying level of team aggregation
à Identifying dimensions of job performance that are common
across levels of aggregation
à Identifying dimensions of job performance that are unique to
one level
à Specifying composition models
à Assessing equivalence of rater techniques and methods across
levels
à Assessing equivalence of rater cognitive processes/biases in
individual and team evaluations
à mistinguishing between assessing individual performance of
employees in teams from team performance.
à Are existing dimensions the same in different cultures? Are there new
dimensions of job performance when assessing performance in
international contexts?
à Are the behaviors associated with performance dimensions the same
in different cultures?
à Are measurement techniques/rating scales comparable across
cultures?
à Are the relative weights given to the different dimensions in assessing
overall performance the same across cultures?
à Khich raters (i.e., rating sources) have face validity and are deemed
acceptable in different cultures?
à Khat dimensions should be used in validating predictors for
expatriate selection?
à Khat factors differentially influence the collection of performance
appraisal data across cultures?
› Contextual performance supports the larger
environment in which task performance occurs
› Contextual performance differs from task
performance in three important ways.
 First, task behavior varies across jobs, whereas contextual
behavior is fairly similar across jobs
 Second, task activities are more likely to be formally
expected as a job requirement than contextual activities.
 Finally, antecedents of task performance are more likely
to involve cognitive ability, whereas antecedents of
contextual performance are more likely to be dispositional
or personality-related.
› Contextual performance is important for
contemporary organizations.
› There is evidence that contextual performance on
the part of organization members is linked to
individual and organizational effectiveness.
› Attending to and researching contextual
performance and all of its antecedents is likely to
enhance even more levels of organizational
effectiveness.
› Khile selection measures themselves may show good
predictive validity and thus provide for excellent predictions
of future job performance of candidates, problems can occur
during the Ú
 
    


› 
   individuals make final
hiring decisions in a less than optimal way; for instance,
under conditions of time pressure and an overload of
information.
› Additional problems may emerge when conditions under
which the hiring decisions take place are difficult; for
instance, when relatively few or poorly qualified candidates
apply for a large number of vacancies.
› There is a range of choices for organizations
faced with decisions regarding person±job fit:
 The degree to which the organization is open to the
external labor market; and
 mecisions about internal movement ± internal
selection or promotion ± are based on individual or
group criteria
› Typology of cost reduction, innovation,
and quality enhancement strategies
› Classification implies that even if the decision on one job is to
³not hire,´ individuals can still be considered for other jobs. The
approach to decision making also varies depending on the
number of jobs to be filled.
› The classic selection problem involves identifying the ³best´
person for a single job and is based on top-down selection from a
surplus of applicants on a continuum of ability and suitability for
that job
› large employers show less concern for person±job fit and short-
term decision making about specific vacancies
› Khen a group of applicants is considered for more than one job
simultaneously, or if an individual who is rejected for one job can
also be considered for a different job, the problem becomes one
of differential classification or placement
› The importance of classification decisions is most visible in the
military context, where the hiring problem involves a continual
flow of untrained youths who must be channeled into different
types of specialized training programs or jobs.
 
  
› Many factors will influence recruiters¶ decision making
at this stage.
› Examples of such factors are the capacity of a firm to
attract high-quality applicants and to retain them once
they are on the job
 
 

› Khen candidates are hired, promoted, or placed in new
jobs to achieve maximal productivity levels, the
accuracy of the prediction of their job performance is at
stake.
› A prediction is different from a decision, as a prediction
involves estimating a criterion (the candidate¶s future
job performance), and a decision involves choosing
among several courses of action.
› The validity of a prediction is of great importance for
the decision outcomes.
› Three stages of selection decision making:
 £
Khat ways assessors combine candidate
information into a rating on a specific subjective selection
 ë
Ú
 How, subsequently, candidate scores on a set of
selection measures are combined in a prediction of future job
performance
  ÚÚ
mo alternative ways of combining
information differ in their accuracy?
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› The



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rational decision
maker who is completely aware of all possible
alternative choices, is able to work with probability
calculations, and can deal with unlimited complex
computations to determine the best alternatives and to
reach the maximum outcome.
 ëÚ ÚÚ ë 

states that decision makers will satisfice and do not
have the ability to maximize; that is, they will choose an action
that is ³good enough.´
› OÚ
  
 Cognitive psychological
research into judgmental heuristics and biases has led to
more insight into which biases may influence human
decision making.
 Three major and well-known biases that are at work when humans
are making decisions and that will hinder a fully rational decision-
making process
° The availability heuristic (the assessment of probability of an event
depends on how readily it is remembered);
° The representativeness heuristic (the assessment of probability of an event
depends on its resemblance to similar events that have occurred); and
° The anchoring and adjustment heuristic, where a judgment is made by
starting from an initial value (this may be some accidental information,
some historical precedent, etc.)
› ë
 
 This phenomenon refers to
decision makers sticking with faulty decisions. Social
forces such as the need to save face, but also
defensively ignoring information, are some of the
reasons thought to be behind the occurrence of
commitment escalation.
› ë !  "  
Ú  

Ú
Ú   


! Úaffective
influences impact upon the decisions made.
› As employment is viewed more from a societal than
from an organizational perspective, classification and
placement along with other human resource practices,
such as training, replace selection by definition .
›     
models away from selection to
placement and classification is not only a desirable
goal, it is the only goal.
› Multilevel model of selection decision making outlines three layers of
influence on the decision strategies adopted by organizations and
selectors.
 The micro level of the selector highlights the potential for affective
and cognitive distortions, particularly as decision tasks become
more complex or uncertain.
 The organizational context of selection decision making comprises
various sources of information and pressures, which not only dictate
the direction that an organization may take in terms of hiring
strategy but also directly frames the task of the selector to either
facilitate or constrain decision making.
 And recognition of the environment and its role in shaping
organizational selection practice illustrates more macro-structural
forces on decision making, and in turn how selection practice at the
level of organizations has implications for society.
Predictive bias for four of the most popular types of
selection measures:
› Cognitive ability tests: mifferences in mean scores for
various ethnic groups in terms of :
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› Kork sample tests,
› Personality inventories, and
› Selection interviews
› Research findings have shown that equal representation
of all ethnic groups in all jobs is unrealistic, as long as
these groups differ in job-related skills and abilities.
› A more valid strategy would be to try to reduce the
differences in skills and abilities themselves by
providing special training and education, bearing in
mind that these differences have appeared to be rather
stubborn (Gottfredson, 1988).
› For the moment, the best a personnel psychologist can
do is to optimize the predictor measures used, realizing
that ³fairness´ ± in terms of equal representation ±
cannot be achieved at present.
In today¶s time, the contextual knowledge
of the company and markets is a must
prerequisite to attract recruiters¶ attention
towards you as the potential talent
required by all organizations