Samplepractice Exam December 2015 Questions and Answers Sample Multiple Choice Text Bank

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Sample/practice exam December 2015, questions and

answers - Sample multiple choice text bank
Staffing Organizations (University of Ottawa)
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Chapter 8 Selection II: Testing
MULTIPLE CHOICE
1. What is psychological testing NOT used for?

a. to hire applicants
b. to classify applicants selected into
the most appropriate positions
c. to assist in screening applicants
d. to identify applicant needs for train-
ing
ANS: C PTS: 1 REF: 319 OBJ: 1

BLM: Remember
2. Which of the following does NOT need to be met to be accepted as a pro-

fessional testing standard?
a. Tests must be reliable and valid.
b. Tests must be fair and unbiased.
c. Tests must have utility.
d. Tests must be cost effective.
ANS: D PTS: 1 REF: 319 OBJ: 2

BLM: Remember
3. Which of the following is NOT considered an aptitude test?

a. Differential Aptitude Test (DAT)
b. General Aptitude Test Battery (GATB)
c. Multidimensional Aptitude Battery—
II
d. Inwald Aptitude Test (IAT)

BLM: Remember
4. Which concept is referred to as enduring, general traits, or characteristics

on which people differ and that they bring to a work situation?
a. aptitudes
b. attributes
c. abilities
d. attitudes

BLM: Remember
5. Which concept is referred to as an individual’s degree of proficiency or

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competency on a given task that develops through performing the task?

a. performance
b. skill
c. proficiency
d. aptitude
ANS: B PTS: 1 REF: 320 OBJ: 2

BLM: Remember

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6. If you are seeking an individual with quick finger dexterity for a keyboard
operator position, what can dexterity be classified as?
a. an aptitude
b. an attribute
c. a skill
d. an ability

BLM: Remember
7. According to the textbook, which of the following is NOT considered a cog-

nitive ability test?
a. California Cognitive Inventory
b. Wonderlic Personnel Test
c. Otis-Lennon Mental Ability Test
d. Wechsler Adult Intelligence Scale
ANS: A PTS: 1 REF: 319 OBJ: 2

BLM: Remember
8. Which psychological test administered by the Southeastern Connecticut

Law Enforcement Consortium for police force applicants rejected numerous high-
scoring applicants?
a. Otis-Lennon Mental Ability Test
b. Wechsler Adult Intelligence Scale
c. Wonderlic Personnel Test
d. California Cognitive Inventory

BLM: Higher Order
9. Which of the following is NOT a psychological test used to select employ-

ees?
a. an emotional intelligence test
b. a cognitive ability test
c. a psychomotor test
d. a genetic test

BLM: Remember
10. What is the term for an enduring, general trait, or characteristic on which
people differ and that they bring to a work situation?
a. skill
b. personality

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c. ability
d. attributes

BLM: Remember

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11. What is the term for an individual’s degree of proficiency or competency on

a given task that develops through performing the task?
a. knowledge
b. abilities
c. attributes
d. skills

BLM: Remember
12. Which of the following is NOT considered to be a cognitive ability?

a. reasoning
b. finger dexterity
c. problem solving
d. numerical ability

BLM: Remember
13. Which term refers to intelligence, general mental ability, or intellectual

ability?
a. job knowledge
b. cognitive ability
c. general knowledge
d. skill and aptitude

BLM: Remember
14. According to researchers Sackett, Borneman, and Connelly, which of the

following was NOT one of their conclusions?
a. Coaching is a major determinant of
test performance.
b. Test-taking motivation is not a major
determinant of test performance in
most high-stakes settings.
c. The validity of these tests is not an
artifact of socioeconomic status.
d. Ability tests are valid for their in-
tended uses in predicting a wide va-
riety of aspects of short-term and
long-term academic and job perfor-
mance.

BLM: Remember

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15. What did Outtz suggest to use in order to avoid the adverse impact of cog-
nitive ability tests?
a. common sense
b. structured interviews
c. aptitude tests
d. field investigation

BLM: Remember

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16. Which term defines knowledge that is derived from experience when learn-
ing is not the primary objective?
a. job knowledge
b. explicit knowledge
c. implicit knowledge
d. tacit knowledge

BLM: Remember
17. If a manager requires an applicant to have the ability to get things done
without the help of others, what test would measure this?
a. a general cognitive ability test
b. a practical intelligence test
c. a multiple aptitude test
d. a tacit knowledge test

BLM: Higher Order
18. Which of the following refers to a set of abilities that include self-control,
zeal and persistence, and the ability to motivate oneself?
a. emotional intelligence
b. practical intelligence
c. organizational citizenship
d. personality

BLM: Remember
19. According to the textbook, which of the following is an example of psy-

chomotor abilities?
a. arm–hand steadiness
b. multilimb coordination
c. oral ability
d. manual dexterity

BLM: Remember
20. Which test has good predictive validity for measuring motor coordination in
many industrial jobs?
a. a general aptitude test
b. a physical ability test
c. a psychomotor ability test

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d. a general ability test

BLM: Remember

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21. What type of test would you use to assess for motor coordination of fire-
fighter applicants?
a. psychomotor ability test
b. skill test
c. physical abilities test
d. sensory and perceptual test

BLM: Higher Order
22. Which “Big Five” personality trait has been found to be related to job suc-
cess across most organizations and occupations?
a. extroversion
b. conscientiousness
c. openness to experience
d. agreeableness
ANS: B PTS: 1 REF: 356-357 OBJ: 4

BLM: Remember
23. Which defines near and far vision, speech recognition, and colour discrimi-
nation?
a. cognitive abilities
b. psychomotor abilities
c. physical abilities
d. sensory or perceptual abilities

BLM: Remember
24. What type of test would you use to assess for strength to lift construction
material and balance to keep from falling off a roof for construction worker appli-
cants?
a. psychomotor ability
b. skill and ability
c. physical and sensory/perceptual
ability
d. general cognitive ability

BLM: Higher Order
25. SeaWave is a company that builds and repairs ocean and lake marinas and
docks in Eastern Canada. The company hires deep-sea divers. What type of test-
ing should SeaWave use to screen its applicants?
a. personality and honesty tests

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b. psychomotor assessment
c. physical ability assessment
d. physical fitness test and medical ex-
amination
ANS: D PTS: 1 REF: 338-339 OBJ: 5

BLM: Higher Order

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26. What are physical fitness and medical examinations designed to do?
a. screen out unhealthy or unfit em-
ployees who pose a liability to the
employer
b. reduce lost productivity, replace-
ment costs, and legal damages from
fellow workers and customers who
have been injured through a
worker’s actions
c. ensure that an applicant meets mini-
mum standards of health to cope
with the physical demands of the job
d. determine how the physical fitness
and medical status of an applicant
relates to the job analysis.
ANS: C PTS: 1 REF: 338-339 OBJ: 5

BLM: Remember
27. When should a fitness test or medical exam be given to applicants?

a. after the applicant has been given
an offer of employment, which is
made conditional on the applicant’s
passing the test or exam
b. prior to the applicant being given an
offer of employment
c. never; they discriminate based on
mental or physical disability
d. never; employers are required to
make accommodations in the work-
place for people with disabilities
ANS: A PTS: 1 REF: 338-339 OBJ: 5

BLM: Remember
28. A school teacher has HIV/AIDS and the parents of many of the children
have asked that their children be transferred to another teacher or school. The
school board has told the teacher that he must transfer to a position where he is
not in contact with children. What legally protected ground may be violated in
this situation?
a. There is no discrimination because
there is a safety concern for employ-
ees and students.
b. There is no discrimination because
the teacher would not be able to do
his job.
c. This is a violation of human rights
legislation, based on physical disabil-

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ity.
d. This is a violation of human rights
legislation, based on sex.

BLM: Higher Order
29. Human rights legislation has accepted only three narrow grounds to justify
treating employees or job applicants with HIV/AIDS differently from other employ-
ees. Which of the following is NOT one of the grounds?
a. The individual carries out invasive
procedures such as surgery.
b. The individual is required to travel to
countries where HIV/AIDS carriers
are denied entry.
c. A sudden deterioration of the brain
or central nervous system would
compromise public safety.
d. The individual works in a hospital or
health-care clinic.

BLM: Remember

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30. Theft is costing Canadian grocery stores millions of dollars a day. Many
have implemented a controversial inexpensive test to screen out potential
thieves that has had a negative impact on public relations and has left applicants
feeling that their privacy has been invaded. What type of test are the grocery
stores using?
a. an integrity test
b. a polygraph test
c. a graphology test
d. a personality test
ANS: A PTS: 1 REF: 366-367 OBJ: 8

BLM: Remember
Scenario 8-1
The Federal Transportation Safety Board recently stated that Provincial Ferries has
failed to effectively enforce its zero-tolerance substance abuse policy. As part of
its investigation into several fatal ferry accidents, the board revealed a pattern of
crew use of cannabis. Data in HRIS showed significant costs associated with em-
ployee accidents, absenteeism, turnover, and tardiness due to workplace drug
and alcohol use. The company president of one of the ferries wants the Trans-
portation Board to implement mandatory employee drug testing. The union op-
poses mandatory testing and states that the issue has never been brought to the
joint safety committee. Management is wondering why no one is standing up for
what is right and reporting coworkers who are impaired on the job.
31. Refer to Scenario 8-1. What jurisdiction do the ferries fall under?
a. national
b. provincial
c. municipal
d. international

BLM: Higher Order
32. Refer to Scenario 8-1. There are many actions the HRM can take. What
would be an important step in dealing with this situation?
a. establish policies and procedures to
support whistle blowers
b. adopt discrimination prevention poli-
cies and practices
c. ensure valid and reliable drug and
alcohol testing
d. educate management on drug and
alcohol testing procedures

BLM: Higher Order

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33. Refer to Scenario 8-1. What two types of legislation are particularly impor-
tant in this situation?
a. the Employment Equity Act and the
Canadian Charter of Rights and Free-
doms
b. provincial human rights laws and
workers compensation acts
c. the Canada Labour Code and the
Canadian Human Rights Act
d. provincial human rights law and pub-
lic transportation legislation

BLM: Higher Order

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34. Refer to Scenario 8-1. What legal protected ground would mandatory em-
ployee drug testing be violating in this situation?
a. health and safety
b. mental and physical disability
c. there is no violation
d. workplace substance abuse

BLM: Higher Order
35. Refer to Scenario 8-1. What type of drug and alcohol testing is acceptable?
a. pre-employment drug and/or alcohol
testing
b. random drug testing
c. random alcohol testing of employees
in non-safety-sensitive positions
d. random alcohol testing of employees
in safety-sensitive positions
ANS: D PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order
36. Refer to Scenario 8-1. If employers can establish a bona fide occupational
requirement, which of the following CANNOT be administered?
a. random alcohol testing of employees
in safety-sensitive jobs
b. drug or alcohol testing for reason-
able cause or post-accident discov-
ery
c. periodic or random testing following
disclosure of a current or past drug
or alcohol dependency or abuse
problem
d. pre-employment and random drug
testing
ANS: D PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order
37. Refer to Scenario 8-1. As the HRM, what are the three types of legislation
that require clear policies in dealing with substance abuse and selection?
a. health and safety, human rights, and
privacy legislation
b. human rights, employment equity,
and labour legislation
c. constitutional, criminal, and civil leg-
islation

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d. privacy, labour, and employment

standards legislation
ANS: A PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order
38. Refer to Scenario 8-1. Which of the following legal and ethical best prac-
tices are NOT permissible in dealing with substance abuse in the workplace?
a. drug and alcohol policies
b. training and education for managers
and employees
c. confidential channels to access as-
sistance
d. drug and alcohol testing
ANS: D PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order

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39. Refer to Scenario 8-1. Which ethical issue is particularly relevant to drug
testing methods?
a. privacy
b. discrimination
c. addiction
d. costs
ANS: A PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order
40. Refer to Scenario 8-1. According to the Canadian Human Rights Act, which
of the following does NOT prohibit discrimination?
a. physical or mental disability
b. an employer’s perception that a dis-
ability makes an individual unfit to
work
c. a previous drug or alcohol problem
d. excessive drinking of alcohol
ANS: D PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order
41. Refer to Scenario 8-1. All of the following are proactive measures to ad-
dress workplace drug and alcohol problems EXCEPT which one?
a. introducing an employee assistance
program and/or health promotion
program
b. training staff to identify a person’s
state of impairment
c. training supervisors to confront em-
ployees about substandard perfor-
mance that may be drug or alcohol
related and offer to help the em-
ployee through the Employee Assis-
tance Program
d. discipline; if substance abuse behav-
iours continue, termination of the
employee
ANS: D PTS: 1 REF: 342-343 OBJ: 5

BLM: Higher Order
Scenario 8-2
A new call centre, Quantum Inc., is hiring individuals with call centre telephone
experience and skills. The minimum qualifications are a grade 12 diploma. Appli-
cants must possess the ability to learn new skills and adapt to new situations.
Turnover in the call centre industry is very high so the CEO of Quantum wants to

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ensure that the company’s testing process ensures that Quantum hires the most
qualified applicants for the positions.
42. Refer to Scenario 8-2. How would Quantum Inc. test for the minimum edu-
cational qualifications?
a. it would not test, but would screen
for school transcripts/certificates
b. an aptitude test
c. a reference check
d. an employment interview

BLM: Higher Order

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43. Refer to Scenario 8-2. Which test method could Quantum Inc. use to test
for the ability to learn new skills and adapt to new situations?
a. a general cognitive ability test
b. a practical intelligence test
c. a multiple aptitude test
d. a tacit knowledge test

BLM: Higher Order
44. Refer to Scenario 8-2. Which test method could Quantum Inc. use to test
for telephone skills?
a. integrity test
b. an telephone-based interview
c. a personality test
d. an emotional intelligence test

BLM: Higher Order
Scenario 8-3
Bill, who has an arthritic condition, applied for a position as a private bus driver.
He met all the conditions of the selection process but was rejected by the com-
pany on the advice of the doctor who performed the mandatory medical examina-
tion.
45. Refer to Scenario 8-3. Before requiring the medical exam, which of the fol-
lowing did the employer need to establish?
a. The absence of arthritis was a bona
fide occupational requirement for a
private bus driver.
b. The medical exam was valid.
c. The medical exam was reliable.
d. Physical ability was a bona fide occu-
pational requirement for a private
bus driver.

BLM: Higher Order
46. Refer to Scenario 8-3. What protection does Bill have under human rights
law in this situation?
a. Bill is not being discriminated
against as public safety requires a
high standard of driving skills.
b. Bill is protected on the grounds of
physical disability.

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c. Bill is protected by employment eq-

uity legislation.
d. Bill is not being discriminated
against as driving requires quick re-
sponse of his hands and feet.

BLM: Higher Order
47. Refer to Scenario 8-3. Which legislation applies in this case?

a. the Canada Labour Code
b. the Employment Equity Act
c. provincial human rights law
d. the Canadian Human Rights Act
ANS: C PTS: 1 REF: 341-342 OBJ: 2

BLM: Higher Order
48. Refer to Scenario 8-3. What legally protected ground may be violated in
this situation?
a. privacy
b. mental and physical disability
c. safety
d. physical health

BLM: Higher Order
49. Refer to Scenario 8-3. At which staffing stage does the HRM have to be ex-
tremely careful not to discriminate due to subjectivity and susceptibility to error?
a. screening
b. selection
c. recruitment
d. testing

BLM: Higher Order
50. Which term refers to testing procedures that require job candidates to pro-
duce behaviours related to job performance under controlled conditions that ap-
proximate those found on the job?
a. proficiency
b. aptitude test
c. realistic job preview
d. work sample

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BLM: Remember
51. According to the textbook, which concept refers to a simulation exercise

designed to assess leadership, organizational, and communication skills?
a. an organization-wide simulation
b. a leaderless group discussion
c. a Markov analysis
d. a situational exercises

BLM: Remember
52. Which of the following integrity tests has high faking potential, is available
in French, but violates APA recommendations for category scoring?
a. Employee Reliability Inventory
b. Reid Report
c. Personnel Reaction Blank
d. Inwald Personality

BLM: Remember

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53. Which of the following integrity tests has weak evidence of dimensionality,
reliability, and validity?
a. Personnel Decisions Incorporated
Employment Inventory
b. Hogan Personality Inventory—Re-
vised
c. Stanton Survey New Edition
d. London House Personnel Selection
Inventory

BLM: Remember
54. Which of the following is NOT a guideline for balancing validity and diver-
sity in selection?
a. Use job analysis to define carefully
the nature of performance on the
job.
b. Enhance applicant reactions.
c. Use well-established predictor mea-
surement methods when feasible.
d. Decrease the cognitive loading of
predictors and minimize verbal abil-
ity and reading requirements.

BLM: Higher Order
TRUE/FALSE
1. Psychological testing is a standardized procedure used to obtain a sample

of a person’s behaviour and to describe the behaviour with the aid of some mea-
surement scale.
ANS: T PTS: 1 REF: 319 OBJ: 1
2. Most Canadian companies use tests to select employees.
ANS: F PTS: 1 REF: 319 OBJ: 1
3. Testing as a stand-alone program doesn’t provide employers with the best

results.
ANS: T PTS: 1 REF: 318-319 OBJ: 1
4. The central requirement for any selection tests or assessment procedures

is that they accurately assess the individual’s performance or capacity to perform
the essential components of the job in question safely, efficiently, and reliably.

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5. The employer’s goal for employment testing is to select those candidates

who best possess the knowledge, skills, abilities, and other attributes that lead to
successful job performance.
ANS: T PTS: 1 REF: 317-318 OBJ: 1
6. The common wisdom in the literature on employee selection—that cogni-

tive ability testing is not biased against minority group members—is now being
significantly challenged.

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7. There is minimal evidence that cognitive ability measurements can serve

as a consistent predictor in training and on the job.
8. A disability cannot be used to screen out applicants unless it can be

demonstrated that the ability in question is a bona fide occupational requirement.
9. A specific, narrow ability or skill that may be used to predict job perfor-
mance is also called cognitive ability.
10. General cognitive ability is among the most powerful predictors of success
in training and job performance for a variety of occupational groups.
11. Being very intelligent is actually a disadvantage at a low-skilled job.
12. Physical requirements for occupational tasks usually fall into three cate-
gories: strength, endurance, and speed.
13. The intent of physical fitness tests is to ensure that an applicant meets
minimum standards of health to cope with the physical demands of the job.
14. Employers have an obligation to accommodate all workers with medical or

physical conditions.
ANS: F PTS: 1 REF: 341-342 OBJ: 2
15. Fitness testing or physical or medical examinations should be administered

only after the applicant has been given an offer of employment, which is made
conditional on the applicant’s passing the test or exam.
16. The Human Rights Commission will not accept being free from HIV/AIDS as
a bona fide occupation requirement unless it can be proven that such a require-
ment is essential to the safe, efficient, and reliable performance of the essential
functions of a job or is a justified requirement for receiving programs or services.

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17. Positive drug test results always lead to dismissal of the tested employee
from the job.
18. Canadian employers can discriminate on the basis of medical, genetic, or

physical condition if the condition poses a serious and demonstrable impediment
to the conduct of the work or poses serious threats to the health and safety of
people.
ANS: T PTS: 1 REF: 338-339 OBJ: 5
19. Employers have an obligation to accommodate workers with medical or

physical conditions on an individual basis.
ANS: T PTS: 1 REF: 341-342 OBJ: 5
20. Despite the popularity of drug testing, there is no clear evidence that appli-
cants who score positive on drug tests are less reliable or productive employees.
ANS: T PTS: 1 REF: 342-343 OBJ: 5
21. Work samples and simulations are testing procedures that require job can-
didates to produce behaviours related to job performance under controlled condi-
tions that approximate those found in the job.
22. Situational exercises assess aptitude or proficiency in performing important

job tasks by using tasks that are abstract and less realistic than those performed
on the actual job.
23. Although people use many terms to describe personalities, there are only
four basic dimensions of personality as captured by the Myers-Briggs Type Indica-
tor (MBTI).
24. There is very little difference among personality inventories in terms of

how well they predict an employee’s performance.
ANS: T PTS: 1 REF: 355-360 OBJ: 4
25. Integrity tests that try to predict whether employees will steal, be absent,
or otherwise take advantage of an employer don’t work very well in practice be-
cause so many people lie on them or fake their answers.

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SHORT ANSWER
1. What is psychological testing and how are psychological tests used?
ANS:
Psychological testing is a standardized procedure used to obtain a sample of a
person’s behaviour and to describe the behaviour with the aid of some measure-
ment scale. Psychological testing is one of the oldest and most common methods
used to quantify how individuals differ with respect to some variable of interest.
Psychological tests are used for many different purposes in a variety of settings
such as schools, counselling centres, clinical settings, hospitals, and business or-
ganizations. In business or organizational settings, psychological tests are used to
hire people, to classify those selected into the most appropriate positions, to as-
sist in the promotion of people, and to identify needs for training.
PTS: 1 REF: 317-319 OBJ: 1
2. What is the goal of employment testing?
ANS:
The employer’s goal is to select those candidates who best possess the knowl-
edge, skills, abilities, other attributes (KSAOs), and competencies that lead to
successful job performance. KSAOs must be related to job performance require-
ments that are identified through a job analysis. The central requirement for any
tests or assessment procedures is that they accurately assess the individual’s
performance or capacity to perform the essential components of the job in ques-
tion safely, efficiently, and reliably.
PTS: 1 REF: 317-319 OBJ: 1
3. The only tests with any value in terms of hiring decisions are those that
meet accepted professional standards for their development and use. Describe
these testing standards.
ANS:
The development of reliable and valid tests takes considerable time and effort.
Tests must be reliable, valid, fair, and unbiased, as well as have utility.
PTS: 1 REF: 319 OBJ: 1
4. It is important to evaluate the effectiveness of selection tests. Define all

the ways in which one might compare integrity tests.
ANS:
Integrity tests can be compared with the following dimensions:
• reliability
• validity
• faking potential
• availability in other languages
• whether there are technical manuals to learn how to implement the test
• whether the test can be applied in Canada according to Canadian legisla-
tion
• whether some aspects of the test are up to standard or not up to standard

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• definition of the desired user—applicants vs. current employee.

• whether the test has been upgraded or revised
• whether the test meets the available standards for testing
• whether the test can be applied globally
• whether the test is outdated or obsolete
• whether the test is theoretically sound
PTS: 1 REF: 370-372 OBJ: 7
5. What do aptitude or ability tests measure? Explain the difference between

an ability, skill, and aptitude, providing an example of each. Describe one test
and its relationship to employment testing for selection decisions.
ANS:
Selection programs seek to predict the degree to which job applicants possess
the KSAOs related to the job. Many different tests have been developed to mea-
sure specific human abilities and aptitudes.
Ability is an enduring, general trait or characteristic on which people differ and

that they bring to the work situation (e.g., finger dexterity required to operate a
keyboard).
Skill refers to an individual’s degree of proficiency or competency on a given task

that develops through performing the task (e.g., different skill levels or proficien-
cies in using a keyboard).
Aptitude is a specific, narrow ability or skill that may be used to predict job perfor-
mance. (e.g., being able to predict that a job applicant has an aptitude for operat-
ing a keyboard based on finger dexterity).
Cognitive ability refers to intelligence, general cognitive or mental ability, or intel-

lectual ability (e.g., numerical ability, reasoning, memory, and problem solving).
Practical intelligence is knowing how to get things done without the help of oth-
ers. This can also be characterized as “street smarts” or “common sense.”
Emotional intelligence is a set of abilities that include self-control, zeal and persis-
tence, and the ability to motivate oneself. It is the ability to perceive accurately,
appraise, and express emotion; access and/or generate feelings when they facili-
tate thought; understand emotions and emotional knowledge; and generate emo-
tions to promote emotional and intellectual growth. Daniel Goldman expresses
this as the ability to persist in the face of frustration; control impulse and delay
gratification; regulate one’s moods; and keep distress from swamping the ability
to think, empathize, and hope.
General cognitive or mental ability is thought to be the primary ability among

those that make up intellectual capacity. General cognitive ability is thought to
promote effective learning. Measures of general cognitive ability (i.e., the ability
to learn) are among the most powerful predictors of success in training and job
performance for a variety of occupational groups.
Tacit knowledge is knowledge derived from experience when learning is not the
primary objective.

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Job knowledge is the degree to which a job applicant or employee is knowledge-

able about issues or procedures that are essential for successful job performance.
Psychomotor abilities are traits or characteristics that involve the control of mus-
cle movements (e.g., motor coordination)
Physical abilities are traits or characteristics that involve the use or application of
muscle force over varying periods of time either alone or in conjunction with an
ability to maintain balance or gross body coordination.
Sensory/perceptual abilities are traits or characteristics that involve different as-

pects of vision and audition, as well as the other senses.
PTS: 1 REF: 320-336 OBJ: 2 | 3
6. Selection programs seek to predict the degree to which job applicants pos-
sess the knowledge, skills, abilities, and other attributes related to the job. De-
fine, describe, and give an example of two work samples and/or simulation tests
and how they predict particular job-relevant knowledge, skills, abilities and other
attributes.
ANS:
Work samples and/or simulation tests are used to assess the competencies that
are less amenable to traditional cognitive ability and personality testing. Work
samples and simulations are testing procedures that require job candidates to
produce behaviours related to job performance under controlled conditions that
approximate those found in the job. Work samples produce a closer approxima-
tion to the work environment and actual job. Situational exercises assess aptitude
or proficiency in performing important job tasks by using tasks that are abstract
and less realistic than those performed on the actual job. Situational judgment
tests are a type of situational exercise designed to measure an applicant’s judg-
ment in workplace or professional situations. Leaderless group discussions are
simulation exercises designed to assess leadership, organizational, and communi-
cation skills. An in-basket test is a simulation exercise designed to assess organi-
zational and problem-solving skills.
Some examples include the following: written communication skills are best as-
sessed by obtaining a sample of the candidate’s writing, oral communication
skills are best assessed by watching the candidate give an oral presentation, and
leadership and influence within teams are best assessed by observing the candi-
date participate in a simulated unstructured group situation.
PTS: 1 REF: 344 OBJ: 6

lOMoARcPSD|7261193
7. What is personality and what are two ways that personality can be mea-
sured?
ANS:
Personality is a set of characteristics or properties that influence, or help to ex-
plain, an individual’s behaviour. Personality traits are stable, measurable charac-
teristics that help explain ways in which people vary. The Big Five Personality Di-
mensions are five major personality dimensions that relate to job performance.
Refer to Recruitment and Selection Notebook 8.4—The Big Five Personality Di-
mensions on page 359.
Self-report inventory involves short, written statements related to various person-

ality traits. For example, “I constantly interrupt other people when they are
speaking.” Polygraph and honesty (integrity) tests involve measuring those hon-
esty or integrity personality traits that can be measured. The polygraph test is
based on the assumption that measurable, physiological changes occur when
people lie, and that no matter how hard they try to control their responses,
changes take place in heart rate, breathing, and blood pressure. In Canada, On-
tario prohibits the use of mandatory polygraph tests under its Employment Stan-
dards Act. Polygraph testing has no place in any selection program.
Refer to Recruitment and Selection Today 8.5—Buyer Beware on page 356.
PTS: 1 REF: 355-356 OBJ: 4
8. Which of the commonly used predictors used in selection are best? Which
should be considered for adoption as part of a selection system?
ANS:
The answer is in the job analysis: the selection measures must provide informa-
tion that is related to a specific job, or class of jobs, being staffed. Selection mea-
sures must meet prevailing psychometric and professional standards. They must
also be viewed in the context of fairness and legal and organizational policies.
Refer to Table 8.3—Mean Validities for Predictors Used in Selection with Overall
Job Performance as the Criterion on pages 373 to 374 and Table 8.4—Reported
Use of Pre-Employment Assessment Procedures in Canadian Organizations on
page 376.
PTS: 1 REF: 373-374 | 376 OBJ: 8

lOMoARcPSD|7261193
9. Why are distortion and faking important to consider when using self-report
inventories for personnel selection?
ANS:
• Distortion occurs in self-report inventories when job applicants attempt to
improve their chances of being hired by purposefully responding to the questions
with answers they feel would be more acceptable than their own interpretation.
• When this occurs, the applicants might be rank-ordered to a higher level
than had they not responded with a fictitious answer. This may potentially lead to
the hiring of an individual who would normally have been screened out of the se-
lection process with inadequate results.
• Some tests have been reviewed for their ability to fake the response. See
Table 8.2—Comparison of Integrity Tests on page 371as something to consider
when applying the test to potential applicants.
• Faking occurs when individuals respond to inventory questions with an-
swers that do not reflect their true beliefs or feelings.
• Essentially these concepts reveal that it is statistically possible to have
high reliability and validity yet also have high faking potential. Therefore, it is im-
portant to focus on not only the quantitative aspects of testing but also the be-
havioural aspects of potential applicants taking the tests and their motivations for
skewing their results.
PTS: 1 REF: 357 | 371 OBJ: 7
10. Refer to an organization and job position you are familiar with. Describe a
selection test you would use as part of your hiring process and your rationale for
using the test. Describe the critical points you would consider in selecting the
test.
ANS:
Ability and Aptitude Tests
Selection programs seek to predict the degree to which job applicants possess
the KSAOs related to the job. Many different tests have been developed to mea-
sure specific human abilities and aptitudes.
Ability is an enduring, general trait or characteristic on which people differ and

that they bring to the work situation (e.g., finger dexterity required to operate a
keyboard).
Skill refers to an individual’s degree of proficiency or competency on a given task

that develops through performing the task (e.g., different skill levels or proficien-
cies in using a keyboard).
Aptitude is a specific, narrow ability or skill that may be used to predict job perfor-
mance. (e.g., being able to predict that a job applicant has an aptitude for operat-
ing a keyboard based on finger dexterity).
Over the years, Fleishman and his associates have identified 52 distinct human
abilities that can be grouped into four broad categories: cognitive, psychomotor,
physical, and sensory/perceptual abilities.

lOMoARcPSD|7261193
Cognitive ability refers to intelligence, general cognitive or mental ability, or intel-

lectual ability (e.g., numerical ability, reasoning, memory, and problem solving).
Practical intelligence is knowing how to get things done without the help of oth-
ers. This can also be characterized as “street smarts” or “common sense.”
Emotional intelligence is a set of abilities that include self-control, zeal and persis-
tence, and the ability to motivate oneself. It is the ability to perceive accurately,
appraise, and express emotion; access and/or generate feelings when they facili-
tate thought; understand emotions and emotional knowledge; and generate emo-
tions to promote emotional and intellectual growth. Daniel Goldman expresses
this as the ability to persist in the face of frustration; control impulse and delay
gratification; regulate one’s moods; and keep distress from swamping the ability
to think, empathize, and hope.
General cognitive or mental ability is thought to be the primary ability among

those that make up intellectual capacity. General cognitive ability is thought to
promote effective learning. Measures of general cognitive ability (i.e., the ability
to learn) are among the most powerful predictors of success in training and job
performance for a variety of occupational groups.
Tacit knowledge is knowledge derived from experience when learning is not the
primary objective.
Job knowledge is the degree to which a job applicant or employee is knowledge-

able about issues or procedures that are essential for successful job performance.
Psychomotor abilities are traits or characteristics that involve the control of mus-
cle movements (e.g., motor coordination).
Physical abilities are traits or characteristics that involve the use or application of
muscle force over varying periods of time either alone or in conjunction with an
ability to maintain balance or gross body coordination.
Sensory/perceptual abilities are traits or characteristics that involve different as-

pects of vision and audition, as well as the other senses.
Work Samples and/or Simulation Tests
Work samples and/or simulation tests are used to assess the competencies that
are less amenable to traditional cognitive ability and personality testing. Work
samples and simulations are testing procedures that require job candidates to
produce behaviours related to job performance under controlled conditions that
approximate those found in the job. Work samples produce a closer approxima-
tion to the work environment and actual job. Situational exercises assess aptitude
or proficiency in performing important job tasks by using tasks that are abstract
and less realistic than those performed on the actual job. Situational judgment
tests are a type of situational exercise designed to measure an applicant’s judg-
ment in workplace or professional situations. Leaderless group discussions are
simulation exercises designed to assess leadership, organizational, and communi-
cation skills. An in-basket test is a simulation exercise designed to assess organi-
zational and problem-solving skills.

lOMoARcPSD|7261193
Some examples include the following: written communication skills are best as-
sessed by obtaining a sample of the candidate’s writing, oral communication
skills are best assessed by watching the candidate give an oral presentation, and
leadership and influence within teams are best assessed by observing the candi-
date participate in a simulated unstructured group situation.
Refer to Recruitment and Selection Today 8.3—A Sample Situational Judgment

Test Item on page 347.
Assessment Centres
Assessment centres are a standardized procedure that involves the use of multi-
ple measurement techniques to evaluate candidates for selection, classification,
and promotion. Assessment centres generally include tests or procedures from
each of the following categories: ability and aptitude tests; personality tests, both
objective and projective; situational exercises; and interviews.
Refer to Recruitment and Selection Today 8.4—Essential Elements of an Assess-

ment Centre on page 350.
Physical Fitness and Medical Examinations
The intent of physical fitness and medical examinations is to ensure that an appli-
cant meets minimum standards of health to cope with the physical demands of
the job. Fitness testing or physical or medical examinations should be adminis-
tered only after the applicant has been given an offer of employment, which is
made conditional on the applicant’s passing the test or exam.
Canadian organizations are prohibited from testing job applicants for the pres-
ence of either HIV or AIDS. The Canadian Human Rights Commission has ac-
cepted only three narrow grounds to justify treating employees or job applicants
with AIDS differently from other employees: the individual carries out invasive
procedures such as surgery, the individual is required to travel to countries where
AIDS carriers are denied entry, and a sudden deterioration of the brain or central
nervous system would compromise public safety.
Genetic testing or monitoring of genetic material to determine a genetic propen-

sity or susceptibility to illness resulting from various workplace chemicals or sub-
stances raises ethical and legal considerations. Refer to Recruitment and Selec-
tion Notebook 8.3—Requirements That Must Be Met in the United States Before
Offering Voluntary Genetic Testing to Employees on page 341.
Canadian employers cannot discriminate on the basis of medical, genetic, or

physical condition unless that condition poses a serious and demonstrable imped-
iment to the conduct of the work or poses serious threats to the health and safety
of people. Employers have an obligation to accommodate workers with medical or
physical conditions on an individual basis.
Drug and Alcohol Testing
Employers often believe that workplace drug and alcohol use is an added ex-
pense through costs associated with employee accidents, absenteeism, turnover,
and tardiness. There also may be costs associated with reduced product quality

lOMoARcPSD|7261193
and productivity on the part of employees who use drug and alcohol in the work-
place. The Canadian Human Rights Act prohibits discrimination on the basis of
disability or an employer’s perception that a disability makes an individual unfit
to work. A previous or current drug or alcohol problem is a disability. The following
types of testing are not acceptable: pre-employment drug testing, pre-employ-
ment alcohol testing, random drug testing, or random alcohol testing of employ-
ees in non-safety-sensitive positions.
If employers can establish a BFOR, the following types of drug or alcohol testing
can be administered: random alcohol testing of employees in safety-sensitive
jobs, drug or alcohol testing for reasonable cause or post-accident discovery, pe-
riodic or random testing following disclosure of a current drug or alcohol depen-
dency or abuse problem, and mandatory disclosure of present or past drug de-
pendency or alcohol abuse.
Personality Tests
Personality is a set of characteristics or properties that influence, or help to ex-

plain, an individual’s behaviour. Personality traits are stable, measurable charac-
teristics that help explain ways in which people vary. The Big Five Personality Di-
mensions are five major personality dimensions that relate to job performance.
Refer to Recruitment and Selection Notebook 8.4—The Big Five Personality Di-
mensions on page 359.
Self-report inventory involves short, written statements related to various person-

ality traits. For example, “I constantly interrupt other people when they are
speaking.” Polygraph and honesty (integrity) tests involve measuring those hon-
esty or integrity personality traits that can be measured. The polygraph test is
based on the assumption that measurable, physiological changes occur when
people lie, and that no matter how hard they try to control their responses,
changes take place in heart rate, breathing, and blood pressure. In Canada, On-
tario prohibits the use of mandatory polygraph tests under its Employment Stan-
dards Act. Polygraph testing has no place in any selection program.
Refer to Recruitment and Selection Today 8.5—Buyer Beware on page 356.
Critical points to consider in selecting a test include the following:
• Determine the knowledge, skills, abilities, or other qualities that have been
related to job success through a job analysis.
• Consult an information resource on testing to identify tests that are rele-
vant to your job needs. Obtain information from several sources including test
publishers or developers and human resources consultants knowledgeable about
testing.
• Obtain information on several tests related to what you want to measure.
Read through the materials provided by the test developers. Reject out of hand
any test for which the publisher or developer presents unclear or incomplete in-
formation.
• Read the technical documentation to become familiar with how and when
the test was developed and used. Does the technical documentation provide in-
formation on the test’s reliability and validity? Does it address the issue of test
fairness? Does it include normative data based on sex, age, and ethnicity that are
comparable to your intended test takers? Does it include references for indepen-

lOMoARcPSD|7261193
dent investigations of the test’s psychometric properties? Eliminate from consid-

eration any tests whose documentation does not allow you to answer “yes” to
these questions.
• Read the independent evaluations of the tests that you are considering
adopting. Does the independent evidence support the claims of the test develop-
ers? Is the test valid and reliable? Eliminate those tests that are not supported by
this evidence.
• Examine a specimen set from each of the remaining tests. Most publishers
will sell a package that includes a copy of the test, instructions, test manual, an-
swer sheets, and sample score report at a reasonable cost. Is the test format and
reading level appropriate for the intended test takers? Is the content of the test
appropriate for the intended test takers? Eliminate those tests that you do not
feel are appropriate.
• Determine the skill level needed to purchase the test, to administer the
test, and to interpret test scores correctly. Do you have the appropriate level of
expertise? If not, does someone else in your organization meet the test’s require-
ments, or can you contract out for the services of a qualified psychologist or hu-
man resources professional that does?
• Select and use only those tests that are psychometrically sound, that meet
the needs of your intended test takers, and that you have the necessary skills to
administer, score, and interpret correctly.
Refer to Recruitment and Selection Notebook 8.1—Points to Consider When Se-

lecting a Test on page 318.
PTS: 1 REF: 318-360 OBJ: 2-6

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Chapter 8 Selection II: Testing

1. What is psychological testing NOT used for?

ANS: C PTS: 1 REF: 319 OBJ: 1

2. Which of the following does NOT need to be met to be accepted as a pro-

ANS: D PTS: 1 REF: 319 OBJ: 2

3. Which of the following is NOT considered an aptitude test?

ANS: D PTS: 1 REF: 319 OBJ: 2

4. Which concept is referred to as enduring, general traits, or characteristics

ANS: C PTS: 1 REF: 320 OBJ: 2

5. Which concept is referred to as an individual’s degree of proficiency or

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competency on a given task that develops through performing the task?

ANS: B PTS: 1 REF: 320 OBJ: 2

Downloaded by amit negi (amitnegi250@gmail.com)

ANS: D PTS: 1 REF: 320 OBJ: 1

7. According to the textbook, which of the following is NOT considered a cog-

ANS: A PTS: 1 REF: 319 OBJ: 2

8. Which psychological test administered by the Southeastern Connecticut

ANS: C PTS: 1 REF: 324 OBJ: 2

9. Which of the following is NOT a psychological test used to select employ-

ANS: D PTS: 1 REF: 319 OBJ: 1

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ANS: C PTS: 1 REF: 320 OBJ: 4

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11. What is the term for an individual’s degree of proficiency or competency on

ANS: D PTS: 1 REF: 320 OBJ: 2

12. Which of the following is NOT considered to be a cognitive ability?

ANS: B PTS: 1 REF: 320 OBJ: 3

13. Which term refers to intelligence, general mental ability, or intellectual

ANS: B PTS: 1 REF: 320 OBJ: 3

14. According to researchers Sackett, Borneman, and Connelly, which of the

ANS: A PTS: 1 REF: 325 OBJ: 3

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ANS: B PTS: 1 REF: 327 OBJ: 3

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ANS: D PTS: 1 REF: 331 OBJ: 3

ANS: B PTS: 1 REF: 330 OBJ: 3

ANS: A PTS: 1 REF: 332 OBJ: 3

19. According to the textbook, which of the following is an example of psy-

ANS: C PTS: 1 REF: 335 OBJ: 2

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d. a general ability test

ANS: C PTS: 1 REF: 335 OBJ: 2

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ANS: A PTS: 1 REF: 335 OBJ: 3

ANS: B PTS: 1 REF: 356-357 OBJ: 4

ANS: D PTS: 1 REF: 336 OBJ: 3

ANS: C PTS: 1 REF: 336 OBJ: 3

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ANS: D PTS: 1 REF: 338-339 OBJ: 5

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ANS: C PTS: 1 REF: 338-339 OBJ: 5

27. When should a fitness test or medical exam be given to applicants?

ANS: A PTS: 1 REF: 338-339 OBJ: 5