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Chapter 7 – Selection 7-1
CHAPTER 7
SELECTION
LEARNING OUTCOMES
• DEFINE selection and DISCUSS its strategic importance.

• DEFINE reliability and validity and EXPLAIN their importance in selection techniques.
• DESCRIBE at least four types of testing used in selection, and ANALYZE the conflicting
legal concerns related to alcohol and drug testing.
• DESCRIBE the major types of selection interview by degree of structure, type of content,
and manner of administration.
• EXPLAIN the importance of reference checking, DESCRIBE strategies to make such
checking effective, and ANALYZE the legal issues involved.
REQUIRED PROFESSIONAL CAPABILITIES
 Analyzes position and competency requirements to establish selection criteria

 Establishes screening and assessment procedures
 Determines the appropriate selection tools and develops new tools as required
 Administers a variety of selection tools, including tests, interviews, reference checks, and so
on
 Supports manages in the selection of candidates
 Evaluates the effectiveness of selection processes, tools, and outcomes
 Establishes appointment procedures for candidates selected through the recruitment
process, ensuring that conditions of employment are documented and consistent with
established policies
 Supports manages in the negotiation of terms and conditions of employment
CHAPTER SUMMARY
Selection is the process of choosing among individuals who have been recruited to fill existing
or projected job openings, and has considerable strategic importance. Reliable (consistent) and
valid (accurate) selection methods are critically important to effective and legally defensible
selection of the best candidate. HR professionals need to provide hiring managers with
guidance in regards to choosing among the many different types of selection tests and the
various ways to conduct selection interviews. Reference checking is an important source of
information, which if ignored can lead to negligent or wrongful-hiring lawsuits. However, feat of
civil litigation has led some Canadian companies to adopt a policy of “not references” or only to
confirm former position and dates of employment
Copyright © 2014 Pearson Canada Inc.

LECTURE OUTLINE
I. THE STRATEGIC IMPORTANCE OF EMPLOYEE SELECTION
Selection is the process of choosing among individuals with the relevant qualifications to fill
existing or projected job openings. The purpose of selection is to find the “best” candidate for
the job – an individual who possesses the required KSAs and personality, who will perform well,
embrace the corporate mission and values, and fit the organizational culture. Hiring the wrong
people means strategic objectives cannot be met due to underperformance, and additional cost
(time and money) has to be spent in starting over with recruitment and selection for that
vacancy. Ineffective selection can also mean increased legal liability in regards to failure to
protect human rights, liability for negligent hiring and wrongful dismissal.
Suggested guidelines for avoiding these negative legal consequences (see p. 175) are:
1. Ensuring all selection criteria and strategies are based on the job description and
specification.
2. Adequately assessing the applicant’s ability to meet performance standards or expectations.
3. Carefully scrutinizing all information supplied on application forms and résumés.
4. Obtaining written authorization for reference checking from prospective employees, and
check references carefully.
5. Save all records and information obtained about the applicant during each stage of the
selection process.
6. Rejecting applicants who make false statements on their application forms or résumés.
1. Supply Challenges
Although it is desirable to have a larger, rather than smaller pool of recruits there may be
labour shortages for some positions and labour surpluses for others.
Selection ratio = # of applicants hired/total # of applicants
Teaching Tip: have students discuss the pros and cons of having too many and too few
qualified recruits. Discuss the problem of not being able to know who saw your
posting/advertisement but did not apply, for whatever reason.
2. The Selection Process
Most firms use a sequential selection system involving a series of successive steps –
multiple hurdle strategy. Candidate only move forward in the process if they meet each
hurdle in turn.
Teaching Tip: An alternate less common strategy is the compensatory strategy where
selection decisions are not made until a number of pieces of information have been
collected about each candidate. This way a higher score on a later assessment can
compensate for a lower score on an early assessment. Have students discuss the pros and
cons in regards to GPA being used as an early hurdle.
The selection process involves drawing on multiple sources of information acquired through
a range of selection instruments/tools/devices; processes vary across organizations. Six

common steps are shown in Fig. 7.1 on p. 178; at each step carefully selected selection
criteria should be used.
Designing an effective selection process involves:

• Deciding who will be involved in the selection process and developing selection criteria
• Specifying must criteria and want criteria, and weighting the wants
• Determining assessments and developing an evaluation form (see Fig. 7.2, p. 179)
• Developing interview questions for each KSA (e.g. job-knowledge, worker requirements)
• Developing candidate-specific questions based on application form/résumé
Teaching Tip: Discuss the possibility that must and want criteria will vary by members of the
selection committee; what a must is for someone may only be a want for someone else. Also
discuss the challenges of weighting education and experience (e.g. 2 years versus 5 years of
experience).
Teaching Tip: Discuss the ordering of interviews, tests, and background

investigations/reference checks. Identify situations in which the order shows in Fig. 7.1 (p. 178)
might be different.
3. Acquiring Employees and the Law
The entire recruitment and selection procedures must comply with human rights legislation.
All information collected from time an ad is posted to selection decision must be free from
questions that would directly or indirectly classify candidates on the basis of any of the
prohibited grounds under human rights legislation or an unsuccessful candidate may
challenge the legality of the process.
There are four guidelines for managing a legally defensible process:

• Do not ask questions that would violate human rights indirectly or directly (see Appendix
7.1, p.205 – 207)
• Treat all candidates in exactly the same manner, offering accommodation where
warranted (see Workforce Diversity box, p. 181)
• Do not cut interviews short based on pre-conceived views
• Use the phrase “this job requires…” to stay focused on the job description and
specifications
Teaching Tip: This is a great point at which to have students in pairs or groups discuss past
experiences (self or relatives/friends) that they believe were legally questionable.
STEP 1: PRELIMINARY APPLICANT SCREENING
First contact is often through the Web. Initial applicant screening is generally performed by
members of the HR department. Application forms and résumés are reviewed. Those
candidates not meeting the "must have" selection criteria are eliminated first. Then the
remaining applications are examined, and those candidates who most closely match the
remaining job specifications are identified and given further consideration.
Teaching Tip: Bring in or have students research the use of HRIS to automate pre-screening
and discuss how students can improve the chances of their application making it through the

first cut. You may want to have review to the campus career centre website for relevant tips and
available workshops.
STEP 2: SELECTION TESTING
Approximately 2/3 of Canadian organizations report using selection tests; tests are efficient,
standardized procedures for screening large numbers of applicants. Organizations can
purchase pre-made tests or develop their own in-house tests, however, all tests and other
selection techniques are only useful if they can be shown to be reliable and valid. Information on
reliability and validity is available for reputable tests.
Teaching Tip: The Entrepreneurs and HR Discussion Box (p. 176) shows a streamlined
approach suited to small businesses.
1. The Importance of Reliability and Validity
a. Reliability captures the degree to which interviews, tests, and other selection
procedures yield comparable data over time; in other words, the degree of dependability,
consistency, or stability of the measures used. Diminished when applicant is tired/unwell,
test setting is noisy or uncomfortable, or questions are just answered randomly
b. Validity, in the context of selection, captures the accuracy with which a predictor
measures what it is intended to measure. There are three distinct types of validity: criterion-
related; content; and construct validity.
i. Criterion-Related validity is the extent to which a selection tool predicts or

significantly correlates with important elements of work behaviour
ii. Content validity is the extent to which a selection instrument adequately samples
the knowledge and skills needed to perform the job
iii. Construct validity – The extent to which a selection tool measures a theoretical
construct or trait deemed necessary to perform the job successfully (e.g. intelligence,
or leadership)
Teaching Tip: You can assume students acquired knowledge of reliability and validity in a
previous course, but many are shaky, so some quick examples may be needed to close the
gap. For example a weigh scale may give same result every time (reliable) but is of no use for
predicting future job performance in most cases (criterion-related validity). Even so those who
are overweight regularly experience fat discrimination.
Experts also recommend that separate validation studies be administered for different
subgroups, such as visible minorities and women. If differential validity is not assessed, it
is possible for a test or other procedure to be a valid predictor of job success for one group
(such as white male applicants) but not for all candidates, thereby leading to systemic
discrimination.
Teaching Tip: Discuss why test results would be different for different groups (not different
individuals) to uncover issues associated with experience-based content and second language
literacy and fluency. For instance, many tests assume domestic education (e.g. historical facts)
and are timed for a native speaking audience.

2. Tests of Cognitive Abilities
Cognitive (mental) abilities capture various aspects of the power of the brain (e.g.
intelligence, emotional intelligence, memory, and inductive reasoning).
a. Intelligence tests (IQ) tests (e.g. Wonderlic, Stanford-Binet, Wechsler) are tests of
general intellectual abilities. They measure not a single "intelligence" trait, but rather a
number of abilities including memory, vocabulary, verbal fluency, and numerical ability.
Easy to administer via pen & paper or online and Wonderlic can be used with groups.
b. Emotional intelligence (EI) tests (e.g. EQ-I), EQ Map, MSCEIT), and EIQ) provide a
score referred to as the emotional quotient (EQ) which measures a person’s ability to
monitor his or her own emotions and the emotions of others and to use that knowledge
to guide thoughts and actions. Someone with a high emotional quotient (EQ) is self-
aware, can control his or her impulses, motivates him or herself, and demonstrates
empathy and social awareness; however, EI tests have limited and controversial
empirical evidence to support validity claims.
c. Specific cognitive abilities tests, often called aptitude tests (e.g. GATB), include tests of
thinking skills such as inductive and deductive reasoning, verbal comprehension,
memory and numerical ability (see example in Fig. 7.3, p. 184). Aptitude measures an
individual’s potential to perform a job, provided s/he is given proper training.
3. Tests of Motor and Physical Abilities (e.g. Stromberg Dexterity Test, Minnesota Rate of
Manipulation Test, Purdue Pegboard, and the Crawford Small Parts Dexterity Test (see Fig.
7.4, p. 185)) assess abilities such as finger dexterity, manual dexterity, speed for arm
movement, and reaction time. Functional ability evaluations (FAE) measure abilities related
to lifting, pulling, pushing, sitting, squatting, climbing, and carrying
Avoid problems by making sure all motor and physical ability tests are based on job duties
identified through an up to date job analysis.
Teaching Tip: Have students identify the motor and physical abilities necessary for a past or
current job, and whether this requirement could be reasonably accommodated without undue
hardship for someone who was disabled in this regard.
4. Measuring Personality and Interests focuses on motivational forces that would explain why
one candidate would be more suited to a job than another.
Personality tests (e.g. Myers-Briggs Type Indicator, MMPI, and Big Five) measure basic
aspects of an applicant's personality, such as introversion, stability, motivation, neurotic
tendency, self-confidence, self-sufficiency, and sociability). The Big Five measures
extraversion, emotional stability (neuroticism), agreeableness, openness to experience and
conscientiousness, with conscientiousness being the number one predictor of job
performance across all performance criteria for every occupation. Openness and
extroversion predict training proficiency and extraversion predicts performance for managers
and sales employees. Applicants do try to fake personality tests when they are motivated to
do so but individual differences exist in the ability to fake.

Thematic apperception tests present an ambiguous stimulus (see Fig. 7.5, p. 186) and ask
for applicant’s interpretation which supposedly projects existing established attitudes.
Interest inventories (e.g. Strong-Campbell Interest Inventory) compare a candidate’s

interests with those of people already in various occupations, as a good fit means new
employees are more likely to be successful.
Teaching Tip: Use a show of hands to find out how many students have taken a personality
test of some kind (M-B, Big Five or something in a magazine). Assign students to take an
interest inventory offered online by the campus career centre, before class and discuss the
results.
5. Achievement Tests are widely used in selection to measure what an individual has learned
to date through education and/or experience; achievement tests capture both knowledge
(know about) and proficiency/skill (know how).
6. Work Sampling is among the best predictors of job performance, because it is based on
having the applicant perform actual key tasks. Work samples are validated by comparing
applicant scores to later job performance scores to establish nature of relationship and cut-
off-scores (i.e. once a baseline has been established, there is no need to validate every
time).
Teaching Tip: Have students describe the most important work sample test they would use if
they were hiring their replacement.
7. Management Assessment Centres are not a place, but are comprehensive, systematic
procedures used to assess the management potential of groups of candidates (often 10 –
12). This is done using a combination of realistic exercises and management games (e.g. in-
basket exercise, leaderless group discussion, problem-solving/simulations) in combination
with objective testing, presentations and interviews
8. Situational Testing presents candidates with hypothetical situations representative of the

job for which they are applying and are evaluated on their responses. Situational tests are
one way of providing a realistic job preview and tend to be an integral part of management
assessment centres. They have high validity for predicting overall job performance as well
as core technical proficiency, job dedication and interpersonal facilitation. They provide valid
predictive information over and above cognitive ability tests, personality tests, and job
experience.
Teaching Tip: Have students relate past situations in which the job they got did not match the
description given by the recruiter.
9. Micro-Assessments are a series of verbal, paper-based, or computer-based questions and

exercises that a candidate is required to complete covering the range of activities required
on the job for which s/he is applying (entirely performance-based).
10. Physical Examination, Substance Abuse Testing, and Polygraph Tests
The use of medical examinations has decreased, due to decline in manufacturing but also
legal concerns. They are only permitted after a written offer of employment has been
extended (except in the case of bona fide occupational requirements). Three main reasons

why firms may include a medical examination as a step in the selection process: (1) to
determine that the applicant qualifies for the physical requirements of the position and, if not,
to document any accommodation requirements; (2) to establish a record and baseline of the
applicant’s health for the purpose of future insurance or compensation claims; and (3) to
reduce absenteeism and accidents by enabling the applicant and physician to identify any
health- or safety-related issues or concerns that need to be addressed.
Substance Abuse In Canada employers are not permitted to screen candidates for
substance abuse, because addiction to drugs or alcohol is considered to be a disability, and
an applicant cannot be discriminated against during selection based on a disability. Pre-
employment alcohol and drug testing is only permitted after a written job offer has been
extended and a bona fide case has been established, although this is rare even in safety
intensive industries.
Teaching Tip: Discuss recent news stories that the Canadian oil and gas industry are regularly
testing for substance abuse despite being on shaky legal ground. Compare the perspective on
drug testing by American organizations (pervasive) versus the limited perspective of Canadian
organizations. Discuss the issue of use versus abuse and whether selection tests can make the
distinction (without condoning use of illegal substances). Another potential topic is performance-
enhancing versus performance-impairing substances.
STEP 3: THE SELECTION INTERVIEW
Both interviewers and applicants have objectives that they try to fulfil through a selection
interview. Interviewer objectives include: assessing applicants' qualifications; observing relevant
aspects of applicants' behaviour, such as verbal communication skills, degree of self-
confidence, and interpersonal skills; gathering information about applicants that helps to predict
future performance (how long they are likely to remain in the organization); providing candidates
with information about the job; promoting the organization and highlighting its attractiveness;
and determining how well the applicants would fit into the organization. Typical objectives of job
applicants include: presenting a positive image of themselves; selling their skills and marketing
their positive attributes; and gathering information about the job and the organization so that
they can make an informed decision.
1. Types of Interviews (structure, content, administration)
a. Structure - unstructured, structured (high validity and reliability, but low flexibility),
mixed (semi-structured); gender differences affected by interview structure
b. Content – situational interview (questions about future behaviour) and/or behavioural

description interview (BDI) (questions about past behaviour)
c. Administering the interview – one-on-one, panel interview or mass interview;

sequentially or all at once; face-to-face or technology-aided (phone, videoconferencing,
including Skype)
Teaching Tip: Do a survey to find out what types of interviews students have had and their
perceptions of the various types. Discuss comfort level with phone and Skype interviews.

2. Common Interviewing Mistakes
Research shows that interviewers (both HR staff and hiring managers) make one or more
common mistakes that reduce the validity and reliability of selection interviews. Interviews
can be improved by paying attention the following:
a. Poor planning – questions not written in advance, no thought to structure or
administration
b. Snap judgements – decision based on first impressions
c. Negative emphasis – more weight given to unfavourable information
d. Halo effects – subsequent ratings distorted by first impression on one or more factors
e. Poor knowledge of the job – ratings end up being made based on stereotypes
f. Contrast (candidate-order) error – distortion due to rating of prior candidate (good or
bad)
g. Influence of non-verbal behaviour – eye contact, head moving, smiling affect ratings, but
non-verbal behaviour is tied to ethnicity cultural background. Attractiveness and gender
also affect ratings – old is unattractive
h. Leading – guiding candidates directly or indirectly to “right” answer
i. Too much/too little talking – 30/70 rule (70% of interview time should be for applicant)
j. Similar-to-me bias – distortion due to similarity in demographics, personality, attitudinal
characteristics. Suppresses workplace diversity
Teaching Tip: Use the Workforce Diversity Discussion Box (see p. 181) to discuss how to plan
for assessment accommodation, rather than get caught off guard. Also reinforce that it is up to
the candidate to request accommodation, not for the recruiter to assume accommodation is
needed or wanted.
Teaching Tip: This is a great opportunity to have students discuss past experiences but more
importantly the steps organizations should take in regards to choosing and training those
involved in the selection process.
3. Designing an Effective Interview
Combine formats to gain advantages of each and offset disadvantages of each.

Recommended approach is semi-structured with focus on job-related situational and
behavioural questions.
4. Conducting an Effective Interview
a. Planning the interview – who will be involved, where will interview be held, how will
questions be asked and by whom
b. Establishing rapport – friendly greeting, put at ease but avoid human rights related topics
e.g. what’s the origin of that name?
c. Asking questions – write out in advance, listen carefully, encourage expression, record
answers; taking notes improves validity – reduces likelihood of forgetting or
reconstructing to confirm biases/stereotypes; reduces snap judgements and helps
prevent halo error, negative emphasis, and candidate-order errors; ensures consistent
treatment of all applicants (see Fig. 7.6, p. 195 for suggested supplementary questions)

d. Closing the interview – allow time for candidates’ own questions, advocate/promote firm
and position, inform candidate about next steps and timelines
Teaching Tip: Ask students by a show of hands whether they had sufficient opportunity to ask
questions and whether they received information on the decision-making process. Also,
reinforce the importance of having questions to ask when you go to a job interview, especially
questions that show that you already know something about the organization.
e. Evaluating the candidate – independently rate candidate immediately following interview,

based on review of notes or observation form (see Fig. 7.7, p. 196); do not share ratings
until all selection information for that stage has been obtained.
STEP 4: BACKGROUND INVESTIGATION/REFERENCE CHECKING
Background investigation (education, work history, criminal record, and so on) and reference
checking are important to verify accuracy of candidate-provided information (answers,
documentation). At least 1/3 of candidates lie about missing or inadequate qualifications, even
for senior management and healthcare jobs (see Fig. 78, p. 197). Surveys indicate that most (at
least 90%) of Canadian organizations conduct background checks typically using a third party
reference-checking service or a hired consultant.
1. Information to Be Verified – criminal record, education, five years of employment, 3

performance-related references from past supervisors, credit check for financially sensitive
positions
2. Obtaining Written Permission – must be obtained in advance from applicant, usually through
a permission section on the application form; some employers will ask for written
authorization before providing reference; increasing use of social media sources which may
increase possibility of bringing non-job related information into consideration (see Fig. 7.9, p.
198) and obtaining information that is related to a prohibited ground or discrimination (e.g.
age, marital or family status)
3. Providing References – qualified privilege protects the reference giver if they provide
information that is negative as long as it is honest, fair, candied and given in confidence for
a public purpose (not gossip). Overly positively references are considered negligent
misrepresentation. “no reference” policy adopted by a number of organizations means
confirmation only of position(s) held and dates of employment.
Teaching Tip: There are a number of good examples in the textbook (p. 197) but there are also
news stories that appear almost on a daily basis about forged qualifications and/or failure to
adequately verify background information and references. You can assign research by
province/territory or have students do some international research to find examples from other
countries, as this tends to be a global phenomenon.
STEP 5: SUPERVISORY INTERVIEW AND REALISTIC JOB PREVIEW
Supervisory interviews are usually conducted after pre-screening; immediate supervisor

interviews short-list of candidates. This is because the supervisor knows technical aspects of
job, can provide a more realistic job preview, has to work closely and must feel comfortable

with person, knows the current group into which the new person must fit. Involvement by
supervisor tends to increase commitment and responsibility to new hire (provision of advice and
guidance) increasing chances of successful transition.
Teaching Tip: Discuss how supervisor discomfort with “different” or less familiar types of
candidates (women, visible minorities, Aboriginal persons, disabled) could highjack an
otherwise objective process and what you as HR person would do if you thought this was
happening.
STEP 6: HIRING DECISION AND CANDIDATE NOTIFICATION
To make the hiring decision, information from the multiple selection techniques and sources
must be combined; the applicant who is the best fit with the selection criteria must be identified.
HR department can help integrate information and present in easy to view manner; immediate
supervisors usually responsible for final decision.
Review of data is often subjective which can reduce validity and reliability unless tests are
objectively scored and candidate-rating sheets are developed based on weighted want criteria
(see Fig. 7.2, p. 179). An alternate approach which tends to maintain higher validity and
reliability is to use a mathematically-driven statistical strategy (identification of valid and
weighting of scores through statistical methods, such as multiple regression).
Teaching Tip: Use the Ethical Dilemmas (p. 174 and p. 200) to discuss the role of nepotism in
the final hiring decision and how much feedback should be given to unsuccessful candidates.
All information collected during recruitment and selection should be kept on file, in the event of a
human rights challenge, negligent hiring charge, or union grievance.
Initial job offers can be extended to the successful candidate by phone, but must be followed up
with a written employment offer that clearly specifies important terms and conditions of
employment, such as starting date, starting salary, probation period, and so on. Time to respond
should be reasonable and closely qualified candidates can be offered the job if the first choice
declines. If there isn’t a good second choice candidate then the organization can choose to
leave the position vacant or start a brand new recruitment search.
DISCUSSION BOXES
ENTREPRENEURS AND HR: Employment Testing and Interviewing (p. 176)
One or two hiring mistakes could be disastrous in a small business. Three are a number of easy
to use tests that are particularly good for small business (e.g. Wonderlic, Predictive Index,
Minnesota Clerical Assessment Battery) Small businesses can also make use of a practical
streamlined interview process.
WORKFORCE DIVERSITY: Principles for Assessment Accommodation (p. 181)
There are four principles that should guide the determination of assessment accommodations
for persons with disabilities: provide all applicants with an equal opportunity to fully demonstrate

their qualifications; determine assessment accommodation on a case-by-case basis; do not

alter the nature or level of the qualification being assessed; and, base assessment
accommodations on complete information. Interview etiquette tips for interviewing applicants
with a variety of physical disabilities.
ETHICAL DILEMMAS
As the company recruiter, how would you handle a request from the CEO that you hire
her son for a summer job, knowing that, given current hiring constraints, the sons and
daughters of other employees will not be able to obtain such positions? (p. 174)
Some will argue that when the CEO makes a request, it cannot be ignored. After all, she is the
boss! Others, however, will indicate that they feel it would be morally and ethically incorrect to
give preferential treatment in the form of a summer job to the son of the CEO, when the sons
and daughters of other employees will not have equal opportunity to attain such positions. While
a request from the CEO cannot be ignored, perhaps a compromise is possible. After all,
presumably her request is based on a desire to see her son working for the summer. Thus,
helping her son to obtain employment – at another firm – would meet her needs and yet not
compromise my ethics as the firm’s recruiter.
As the HR manager, how much feedback should you provide to those individuals not
selected for a position? (p. 200)
Some will strongly recommend that I should provide those individuals not selected for a position
with as little feedback as possible and should rarely, if ever, discuss the underlying reasons for
the firm’s decision. There are several sound arguments to support this viewpoint:
• It is frequently awkward, if not tactically impossible, to tell the applicant the real reason for
his or her rejection.
• Trying to provide honest feedback may lead to a time-consuming argument that I, as the
individual relaying the message, cannot win.
Some experts feel strongly that candidates should never be rejected. Instead, the impression
should be conveyed that the applicant was not found wanting, but that the candidate selected
simply matches the selection criteria more closely.
Others will argue that it is both appropriate and desirable for me to provide honest feedback to
those candidates who were not selected, especially if the hiring decision is based on bona fide
selection criteria and a series of valid and reliable steps. It can be very helpful to job seekers to
receive tactfully worded and honest feedback, especially if it is developmental in nature. For
example, listening to such feedback and acting upon it may enable them to correct a problem,
such as the need to practice interview skills to present themselves more effectively, or to
overcome a skills weakness by acquiring additional experience, training, or education. Such
feedback is particularly desirable for internal applicants.
Sometimes applicants who were not selected for the position in question may be worthy of
consideration for future openings. If so, most will argue that they should be informed of this fact
and reassured that their résumé and application form data will be filed appropriately.

KEY TERMS
achievement tests Tests used to measure knowledge and/or proficiency acquired through
education, training, or experience. (p. 187)
aptitude tests Tests that measure an individual's aptitude or potential to perform a job provided
he or she is given proper training. (p.184)
behavioural or behaviour descriptive interview (BDI) A series of job-related questions that

focus on relevant past job-related behaviours. (p. 191)
construct validity The extent to which a selection tool measures a theoretical construct or trait
deemed necessary to perform the job successfully. (p. 183)
content validity The extent to which a selection instrument, such as a test, adequately samples
the knowledge and skills needed to perform the job. (p. 182)
contrast or candidate-order error An error of judgment on the part of the interviewer because
of interviewing one or more very good or very bad candidates just before the interview in
question. (p. 193)
criterion-related validity The extent to which a selection tool predicts or significantly correlates
with important elements of work behaviour. (p. 182)
differential validity Confirmation that the selection tool accurately predicts the performance of
all possible employee subgroups, including white males, women, visible minorities, persons with
disabilities, and Aboriginal peoples. (p. 182)
emotional intelligence (EI) tests Tests that measure a person’s ability to monitor his or her
own emotions and the emotions of others and to use that knowledge to guide thoughts and
actions. (p. 183)
halo effect A positive initial impression that distorts an interviewer’s rating of a candidate
because subsequent information is judged with a positive bias. (p. 193)
intelligence (IQ) tests Tests that measure general intellectual abilities, such as verbal
comprehension, inductive reasoning, memory, numerical ability, speed of perception, spatial
visualization, and word fluency. (p. 183)
interest inventories Tests that compare a candidate’s interests with those people in various
occupations. (p. 187)
management assessment centre A comprehensive, systematic procedure used to assess

candidates’ management potential that uses a combination of realistic exercises, management
games, objective testing, presentations, and interviews. (p. 187)
micro-assessment A series of verbal, paper-based, or computer-based questions and

exercises that a candidate is required to complete, covering the range of activities required on
the job for which he or she is applying. (p. 189)

mixed (semi-structured) interview An interview format that combines the structured and
unstructured techniques. (p. 190)
multiple-hurdle strategy An approach to selection involving a series of successive steps or

hurdles. Only candidates clearing the hurdle are permitted to move on to the next step. (p. 175)
must criteria Requirements that are absolutely essential for the job, include a measurable
standard of acceptability, or are absolute and can be screened initially on paper. (p. 178)
panel interview An interview in which a group of interviewers questions the applicant. (p. 192)
personality tests Instruments used to measure basic aspects of personality, such as

introversion, stability, motivation, neurotic tendency, self-confidence, self-sufficiency, and
sociability. (p.186)
realistic job preview (RJP) A strategy used to provide applicants with realistic information –
both positive and negative – about the job demands, the organization's expectations, and the
work environment. (p. 199)
reliability The degree to which interviews, tests, and other selection procedures yield
comparable data over time; in other words, the degree of dependability, consistency, or stability
of the measures used. (p. 182)
selection The process of choosing individuals who have been recruited to fill existing or
projected job openings. (p. 174)
selection interview A procedure designed to predict future job performance on the basis of
applicants' oral responses to oral inquiries. (p. 190)
selection ratio The ratio of the number of applicants hired to total number of applicants. (p. 175)
situational interview A series of job-related questions that focus on how the candidate would
behave in a given situation. (p. 191)
situational tests Tests in which candidates are presented with hypothetical situations
representative of the job for which they are applying and are evaluated on their responses. (p.
188)
statistical strategy A more objective technique used to determine whom the job should be
offered to; involves identifying the most valid predictors and weighting them through statistical
methods, such as multiple regression. (p. 200)
structured interview An interview following a set sequence of questions. (p. 190)
unstructured interview An unstructured, conversational-style interview. The interviewer

pursues points of interest as they come up in response to questions. (p. 190)
validity The accuracy with which a predictor measures what it is intended to measure. (p. 182)
want criteria Those criteria represent qualifications that cannot be screened on paper or are
not readily measurable, as well as those that are highly desirable but not critical. (p. 178)

REVIEW AND DISCUSSION QUESTIONS (p. 201)
1. Explain the differences among criterion-related validity, content validity, and construct
validity. (p. 182 – 183)
Validity in the context of selection is an indicator of the extent to which data from a selection
technique, such as a test or interview, are related to or predictive of subsequent performance on
the job. Separate validation studies of selection techniques should be conducted for different
subgroups, such as visible minorities and women, in order to address differential validity.
Criterion-related validity is the extent to which a selection tool predicts or significantly correlates
with important elements of work behaviour. Demonstrating criterion-related validity requires
proving that those who do well on a test or in an interview, for example, also do well on the job,
and that individuals who do poorly on the test or in the interview receive low job-performance
ratings.
Content validity is assumed to exist when a selection instrument, such as a test, adequately
samples the knowledge and skills needed to perform the job. The closer the content of the
selection instrument is to actual samples of work or work behaviour, the greater the content
validity. For example, asking a candidate for a secretarial position to demonstrate word
processing skills, as required on the job, has high content validity.
Construct validity is the extent to which a selection tool measures a theoretical construct or trait
deemed necessary to perform the job successfully. Intelligence, verbal skills, analytical ability,
and leadership skills are all examples of constructs. Measuring construct validity requires
demonstrating that the psychological trait or attribute is related to satisfactory job performance,
as well as showing that the test or other selection tool used accurately measures the
psychological trait or attribute.
2. Describe five different types of testing that may be used in the selection process and
give an example of each. (p. 183 – 189)
Testing types include Cognitive abilities, motor and physical abilities, personality and interests,
achievement, work sampling, assessment centre, situational, micro assessment, physical
examination and substance abuse
3. Describe any four activities involved in a management assessment centre. (p. 187 –
188)
Examples of the types of activities and exercises involved include: an in-basket exercise; a
leaderless group discussion; management games; individual presentations; objective tests; and
an interview.
4. Name and describe the pros and cons of the three different types of interview
structures. (p. 190 – 191)
Unstructured interview – allows interviewer to follow up on comments and points of interest but
may not result in consistent information from all candidates.
Structured interview – provides for consistent questions of all candidates but doesn’t allow for
flexibility in follow up questions and may seems mechanical

Mixed (semi-structured) interview uses standardized structured interview questions and

candidate specific ones to provide specific comparable information as well as job specific
candidate information
5. Explain the difference between situational and behavioural interviews. Give examples
of situational and behavioural interview questions. (p. 191)
Content of the Interview – Interviews can also be classified according to the content of their
questions. A situational interview is one in which the questions focus on the individual's ability to
project what his or her behaviour would be in a given situation. The underlying premise is that
intentions predict behaviour. The interview can be both structured and situational, with
predetermined questions requiring the candidate to project what his or her behaviour would be.
The behavioural interview or behaviour description interview (BDI) is gaining in popularity. This
technique involves describing various situations and asking interviewees how they behaved in
the past in such situations. Thus, while situational interviews ask interviewees to describe how
they would react to a situation, the BDI asks interviewees to describe how they did react to
situations in the past, giving specific examples. The underlying assumption is that the best
predictor of future performance is past performance in similar circumstances.
Open-ended questions – primarily situational and behavioural – should then be developed for
each of the KSAs to be assessed during the interview. Situational questions ask candidates to
indicate how they would respond to a hypothetical situation that could actually occur on the job.
Behavioural questions request specific examples of past behaviour. Job-knowledge and worker-
requirements questions should also be included.
6. Briefly discuss any five common interviewing mistakes and explain how such errors
can be avoided. (p. 192 – 194)
Poor Planning – Many selection interviews are simply not carefully planned. An interview will be
unsuccessful if the interviewer does not have specific selection criteria in mind or has failed to
plan strategies for assessing the criteria chosen. Lack of planning often leads to a relatively
unstructured interview in which whatever comes up gets discussed. Since the end result may be
little or no cross-candidate job-related information, the less structured the interview is and the
less reliable and valid the candidate evaluation will be. The importance of planning and the
costs associated with poor planning should be addressed in a training session. Once trained,
the key to avoiding this problem is allowing sufficient time for preparation.
Snap Judgments – One of the most consistent findings in the interviewing literature is that
interviewers tend to jump to conclusions – make snap judgments – during the first few minutes
of the interview or even before the interview begins based on the candidates’ test scores or
résumé data. This problem can be avoided through proper training and the use of a structured
or mixed interview. Having a panel rather than a sole interviewer can also help to prevent this
problem.
Negative Emphasis – Jumping to conclusions is especially troublesome when the information

the interviewer has about the candidate is negative. For example, in one study, the researchers
found that interviewers who previously received unfavourable reference letters about applicants
gave the applicants less credit for past successes and held them more personally responsible
for past failures. Furthermore, the interviewers' final decisions to accept or reject applicants
were always tied to what they expected of the applicants based on the references, quite aside

from their interview performance. In other words, interviewers seem to have a consistent
negative bias. They are generally more influenced by unfavourable than favourable information
about the candidate. Also, their impressions are much more likely to change from favourable to
unfavourable than vice versa. There are several strategies for avoiding this problem. One is to
train interviewers. Another is to ensure that interviewers are not provided with the results of
reference checking and/or employment tests until after they have conducted interviews and
evaluated interview performance.
Halo Effect – It is also possible for a positive initial impression to distort an interviewer's rating of
a candidate, such that subsequent information is judged with a positive bias. This is known as
the halo effect. The best strategy for ensuring that this error doesn't occur is interviewer training.
Using a structured or semi-structured interview also helps to prevent the interviewer from being
unduly influenced by an initial favourable impression, since questions are prepared in advance
and must be followed.
Poor Knowledge of the Job – Interviewers who do not know precisely what the job entails, and
what sort of candidate is best suited for it, usually make their decisions based on incorrect
stereotypes about what a good applicant is. They then erroneously match interviewees with
their incorrect stereotypes. All interviewers should be involved in establishing the selection
criteria. Doing so requires careful examination of the job description and specifications, which
should result in a fair degree of familiarity with the job and the human characteristics needed to
perform it.
Contrast (Candidate-order) Error Contrast or candidate-order error means that the order in
which applicants are seen can affect how they are rated. In a number of studies, only a small
part of the applicant's rating was based on his or her actual potential. Most of the rating was
based on the effect of having followed very favourable or unfavourable candidates. Strategies
for avoiding this mistake include proper training; allowing time between interviews; using a
structured or semi-structured interview format to ensure that all candidates are asked the same
key questions; taking detailed notes; and completing an interviewee evaluation immediately
following each interview, by using an evaluation form based on the selection criteria prepared in
advance.
Influence of Nonverbal Behaviour – Interviewers are often influenced by the applicant's

nonverbal behaviour. In fact, nonverbal behaviours often account for more than 80 percent of
the applicant's rating. This is of particular concern since nonverbal behaviour is tied to ethnicity
and cultural background. An applicant's attractiveness and gender also play a role. Proper
interviewer training, the use of a structured or mixed interview format, and having a panel can
help to avoid this error. Diversity training can also be of assistance, since it can make potential
interviewers more comfortable in dealing with candidates of diverse backgrounds.
Leading – Some interviewers are so anxious to fill a job that they help the applicant respond
correctly to their questions by telegraphing the expected answer. Interviewer training, having
pre-set questions, and using multiple interviewers can help to prevent this error.
Too Much/Too Little Talking – If the applicant is permitted to dominate the interview, the
interviewer may not have a chance to ask his or her prepared questions and often learns very
little about the candidate’s job related skills. At the other extreme, some interviewers talk so
much that the interviewee is not given enough time to answer questions. One expert suggests
using the 30/70 rule: During a selection interview, encourage the candidate to speak 70 percent
of the time, and restrict the interviewer speaking to just 30 percent of the time. (page 192)

Similar-to-Me Bias – Interviewers tend to provide more favourable ratings to candidates who
possess demographic, personality, and attitudinal characteristics similar to their own.
7. Why is the supervisory interview so important in the selection process? (p. 199)
The immediate supervisor is generally responsible for making the final selection decision. If the
initial selection interview involves a one-on-one interview with a member of the HR department
only, rather than a series of sequential interviews or a panel-based interview, the two or three
top candidates typically return for a second interview with the immediate supervisor. There are a
number of reasons for this: (1) The supervisor tends to know the technical aspects of the job
best and is the most qualified to assess the applicants' job knowledge and skills. (2) The
supervisor is typically best equipped to answer any job-specific questions. (3) The immediate
supervisor generally has to work closely with the individual selected and must feel comfortable
with that person. (4) If the supervisor is involved in the decision they tend to be more committed
and take more responsibility for that person’s success.
CRITICAL THINKING QUESTIONS (p. 202)
1. If you were asked to design an effective selection process for retail sales
representatives working on a 100 percent commission basis, which of the steps
described in this chapter would you include and why? Justify any steps omitted and
explain why the quality of the selection decision will not be compromised by their
elimination.
I would recommend the use of a multiple-hurdle strategy, in which some candidates would be
eliminated at each step. The steps that I would include are as follows:
• preliminary reception of applicants – in recognition of the fact that selection is a two-way

street.
• initial applicant screening – to narrow down the applicant pool by eliminating any candidates
lacking the must criteria and determining which are worthy of further consideration.
• a selection interview, involving a panel (including the supervisor) and a semi-structured
format, focusing on behavioural and situational questions – to increase the validity of the
process, minimize errors, and save time and money so that the candidates would only have
to come to the firm for one interview.
• selection testing – work sampling to assess the ability to prioritize tasks, organizational
skills, ability to work independently, and interpersonal skills (ensuring that any such testing
is clearly job-related and thus high in validity); and perhaps a General Aptitude Test Battery;
a situational test valid for retail conditions; and an Emotional Intelligence test as success in
retail sales work is related to effective relationships with clients.
• background investigation and reference checking – I would obtain written permission to
check the educational qualifications and previous employment history of finalist candidates –
to verify the accuracy of information provided on application forms and résumés and validate
the information obtained during the other steps; and to avoid the time and legal costs
associated with a wrongful dismissal suit or in parting company with an unsuitable employee
and the significant damages associated with negligent or wrongful hiring.

• a realistic job preview – to ensure that candidates have an accurate impression of the job
demands, the organization’s expectations, and the work environment, and to avoid having
someone accept the job offer and quit shortly thereafter due to reality shock, especially as
he/she would be working on a 100 percent commission basis.
• making the hiring decision based on an evaluation of all of the information gleaned – using
tests that are objectively scored and a candidate rating sheet based on the weighted want
criteria to increase validity and reliability.
• candidate notification – extending a job offer by telephone to the successful candidate,
giving him or her an opportunity to think over the offer, and following up with a written offer
of employment – to avoid a hasty decision, later regretted, and/or a misunderstanding
regarding terms and conditions of employment. This step would also involve notifying
finalists who were not selected as a matter of courtesy and as a public relations gesture.
• Evaluating the selection process – to assess whether or not the process has resulted in a
high-quality, productive sales representative and to perform a cost/benefit analysis.
• Some of the selection testing strategies discussed in Chapter 7 are not appropriate for sales
jobs and have therefore not been recommended. A medical examination and drug testing
were deliberately omitted due to their questionable accuracy and/or the legal/ethical
concerns associated with them. Similarly, tests of motor and physical abilities were not
considered relevant.
• The only step in the process that was not included is the supervisory interview, which is not
required since the supervisor will be a member of the interview panel. I have suggested that
interviewing precede testing but these two steps could occur in reverse order.
2. Assume that you have just been hired as the employment manager in a firm that has
never done any selection testing. Write a memorandum to the CEO describing the types
of tests that you would recommend that the firm using in the future. Also list some of the
legal and ethical concerns pertaining to such testing and how such concerns can be
overcome, and the benefits to the firm in using the recommended testing.
The following types of information should be presented in memo format:
Introduction
I would strongly recommend that we include testing as one component of our selection process.
Such testing is a common screening device used by organizations for both hiring and promotion
purposes. Such tests may assess specific job-related skills, as well as general intelligence,
personality characteristics, mental abilities, interests, and preferences. They may involve a
demonstration of skills, a simulation, or a written exercise. Testing techniques provide efficient,
standardized procedures for screening large numbers of applicants.
The use of tests to assist with hiring and/or promotion decisions has been increasing. In a
recent study involving 202 Canadian firms, two-thirds of the respondents indicated that they use
at least one type of testing method in their selection process to supplement interview results.
Types of Tests Recommended
I would recommend that we consider using the following types of tests:
Aptitude tests, which measure the applicant's aptitudes for the job in question – that is, the
applicant's potential to perform the job once given proper training. I would recommend the use

of the General Aptitude Test Battery (GATB) for most positions, and the use of specific aptitude
tests for those applying for engineering department and machine shop jobs.
Tests of Motor and Physical Abilities as related to the job in question. Tests in this category
range from the Crawford Small Parts Dexterity Text, which measures the speed and accuracy of
simple judgment, as well as the speed of finger, hand, and arm movements, to a Functional
Abilities Evaluations (FAE), which measures a whole series of physical abilities – ranging from
lifting to pulling and pushing, sitting, squatting, climbing, and carrying – and is particularly useful
for positions with a multitude of physical demands.
Achievement Tests for many of our office jobs, since they measure what a person has learned –
for example, knowledge and/or proficiency acquired in areas such as sales, accounting,
marketing, or HRM. In addition to job knowledge, achievement tests can measure the
applicants’ abilities. A keyboarding test is one example.
The work sampling technique, which measures how a candidate actually performs some of the
job’s basic tasks, and thus work samples are among the best predictors of job performance.
Candidate scores are compared to their actual performance to validate the test. Once validity
has been established the organization can use it for selection without having to validate it each
and every time.
Management Assessment Centres for senior management positions only. In a two- to three-day
management assessment centre, the management potential of 10 or 12 candidates is assessed
by expert appraisers observing them performing realistic management tasks. Examples of the
types of activities and exercises involved include: an in-basket exercise; a leaderless group
discussion; management games; individual presentations; objective tests; and an interview.
Micro-assessments, which involve each applicant completing a series of verbal, paper-based or

computer-based questions and exercises that cover the range of activities required on the job
for which he or she is applying. In addition to technical exercises, participants are required to
solve a set of work-related problems that demonstrate their ability to perform well within the
confines of a certain department or corporate culture. Exercises are simple to develop because
they are taken directly from the job.
• evaluated the following morning
Legal/Ethical Concerns
There are a number of ethical and legal concerns about selection testing. A few of the key ones
include avoiding intentional or systemic discrimination on prohibited grounds and ensuring
systems are bias-free and do not have an adverse impact on members of the four designated
groups (see Appendix 7.1, p. 205 – 207). In addition selection procedures should be carefully
designed and administered to avoid liability for negligent or wrongful hiring (e.g. hiring
candidates with false credentials). Companies should avoid “fishing expeditions’ through social
media in order to avoid bring non-job related information into hiring decisions.
Suggested guidelines are:
1. Ensuring all selection criteria and strategies are based on the job description and
specification.
2. Adequately assessing the applicant’s ability to meet performance standards or expectations.
3. Carefully scrutinizing all information supplied on application forms and résumés.

4. Obtaining written authorization for reference checking from prospective employees, and
check references carefully.
5. Save all records and information obtained about the applicant during each stage of the
selection process.
6. Reject applicants who make false statements on their application forms or résumés.
Quick tips are to:

1. Not ask questions that violate human rights legislation (e.g. marital status, childcare
arrangements, workers’ compensation history, and so on), even if you are concerned that
these factors might impact job performance.
2. Treat all candidates in the same manner
3. Make sure all interviews are of a consistent length
4. Use the phrase “this job requires…” to stay focused on the job description and specification
Benefits of Such Testing

The use of valid tests can significantly assist in the selection of the most qualified candidate and
increase output substantially. According to researcher Stephen Cronshaw, for example, the
utility for a single year of testing Canadian Armed Forces’ clerical applicants was $50 million.
3. Describe strategies that you could use to: (a) establish rapport with an extremely
nervous candidate; (b) get an interviewee who is rambling “back on track”; (c) clarify a
statement made by an applicant during an interview; and (d) obtain detailed reference
information from an individual who seems reluctant to say much.
a) To begin the interview, I would greet him or her politely, confirming his or her name; shake
hands; introduce myself and explain my position; invite him or her to be seated in a
comfortable chair next to me and offer him or her a glass of water. Then, to help him or her
relax, I would take a few minutes to ask questions about the hobbies and interests identified
on his or her résumé and/or application form, such as interest in sports or gardening, etc., or
another nonthreatening topic such as the weather. I would then confirm that he or she has
received and has had an opportunity to read a copy of the job description and take a few
minutes to describe the job, as well as provide the candidate with the opportunity to ask
questions. If the candidate still seems to be nervous, I would take a few minutes at this point
to provide some information about the department and company as a whole, once again
providing an opportunity for questions. When the candidate seems more relaxed, I would
suggest that we get to the heart of the interview. First, I would explain the process (a semi-
structured interview involving mostly behavioural and situational questions, such that all
candidates will be asked primarily identical questions to facilitate comparison, with a few
candidate-specific job-related questions based on his or her résumé and application form). I
would also explain that I will be taking notes, and the reasons for doing so, and suggest that
he or she is welcome to take notes, as well, if so desired.
b) To get a candidate back on track, there are several techniques I could use. One is simply to
say “That’s very interesting. However, I’d like to focus more on your job-related skills. Could
you provide me with an example of a time when you . . .” Another would be to pick up on
something that the individual stated and redirect the discussion. For example: “You said that
you particularly enjoyed working for Joe. Could you please describe the characteristics that
made him such an effective supervisor?” or “You said that you particularly enjoyed working
for Joe. Could you please describe the specific knowledge and skills you acquired while
working for him that would be relevant to our _______ position?”

c) To obtain clarification, I could repeat the candidate’s statement with an upward inflection at
the end, turning it into a question. For example: “Joe was an excellent supervisor?”
Alternatively, I could simply ask the candidate to expand on his or her answer. I could also
make a statement such as “I believe you stated that . . . Have I interpreted your statement
correctly?”
d) I would reassure the reference provider that anything he or she said would be treated as
highly confidential and explain the importance to the firm of obtaining accurate, honest
reference information. If he or she seems concerned about possible legal repercussions, I
would explain the principle of “qualified privilege” (page 198). If he or she still seems
reluctant to say much, I would explain that inability to obtain reference information will mean
that we cannot offer the candidate a job.
4. Alberta oil and gas companies are using pre-employment substance abuse testing
even though it is prohibited. Their argument is that because they have multi-billion-dollar
projects underway with a lot of potential for accidents, environmental damage, and so
on, they want to be sure that they are not hiring employees who have substance abuse
problems. They know that their young, transient, and relatively wealthy oil sands
workforce commonly abuses drugs and alcohol. How could this situation be resolved in
the spirit of the law on accommodating disabilities?
This question may provoke some lively discussion. The key issue is that companies cannot
discriminate for substance abuse unless there is a bona fide occupational requirement, such as
the safety and health of other persons. In such a case, a medical examination may be
conducted after the written offer of employment as a condition of employment.
In the event, however, that an occupational requirement cannot be argued, the question arises
whether the employee is engaging in substance abuse to the point of disability. If so, the
company could provide treatment for people showing up in an impaired state.
EXPERIENTIAL EXERCISES (p 202)
1. Design a semi-structured interview questionnaire for a position with which you are
extremely familiar, basing the candidate-specific questions on your own résumé. Ensure
that behavioural, situational, job-knowledge, and worker-requirements questions are
included. Once you have done so, select a partner. Role-play two selection interviews –
one based on your questionnaire and the other based on your partner’s questionnaire.
The individual who wrote the questions is to play the role of interviewee, with his or her
partner serving as the interviewer. Do not forget to build rapport, ask the questions in
order, take effective notes, and bring the interview to a close. Once you have completed
the two role plays, critically evaluate each of the interview questionnaire.
Prior to developing interview questions, selection criteria must be identified and divided into two
categories: musts and wants. The wants should be weighted. To avoid the possibility of legal
challenges, all questions developed should relate directly to these criteria, including those that
are candidate-specific.
An alternate way to tackle this exercise, especially if students do not have substantial work
experience is to have them pull a job description/specification from the HRDSC NOC and use
that as a basis for developing a questionnaire.

Either way, completing this exercise requires an understanding of the following:
Situational questions ask candidates to indicate how they would respond to a hypothetical
situation that could actually occur on the job. For example: On this job, it is fairly common to
encounter a customer who believes that you have charged him or her the incorrect amount for a
product – in other words, that the computer-generated price showing on the cash register is not
the price that he or she saw in the product display area. How would you handle this situation?
Behavioural questions request specific examples of past behaviour. For example, this job
requires a great deal of customer contact. Tell me about a time in one of your previous jobs
when you had to pacify a very irate customer. Please be very specific.
Job-knowledge questions assess whether candidates have the basic knowledge needed to
perform the job. Often they deal with technical aspects of the job. For example, please describe
your experience in working with computerized cash registers. Please explain how to override an
incorrect price.
Worker-requirements or willingness questions gauge the applicants’ motivation and willingness

to perform under prevailing working conditions. For example, since the store is open twenty-four
hours per day, seven days per week, you will be expected to work shifts and weekends. Does
that pose any problems for you?
The steps involved in conducting an effective interview are described on pages 194-195.
To judge the effectiveness of the interview questionnaire, the following points should be kept in
mind: (1) All questions must be directly related to the selection criteria. A helpful phrase to keep
in mind to ensure that questions focus on the job description is “This job requires . . . ” (2) Most
questions should be open-ended. (3) Questions that can be answered with one word (such as
“yes” or “no”) should be avoided. (4) Most questions should be situational and/or behavioural,
since such questions are high in validity.
2. Create an offer of employment for the successful customer-service representative at a

call centre, outlining the terms and conditions of employment. Keep in mind that a copy
of the letter should be signed and returned by the new hire and that a signed letter of
offer becomes an employment contract.
Included in the offer of employment should be information regarding the job title and duties,
agreed-upon starting date and time, information about probation period and salary review date,
and information on benefits and services that will be provided. Attaching a copy of the job
description and specifications as well as the benefits plan booklet is a good strategy, since the
letter itself can then be kept fairly brief. If attached, reference should be made to these
documents in the letter of offer. The signature section should include a statement regarding
acceptance of the terms and conditions of employment as outlined in the job description and
specifications, and agreement to abide by the company’s policies and procedures.
3. Using the NOC job description and the competency job analysis you created earlier in
the course, for either a university or college professor, develop two situational and two
behavioural interview questions along with an outline of a “good” answer for each that
you expect from the interviewees. Share and critique both questions and answers.
Discuss how taking the time to complete this activity can help in candidate selection

The purpose of this exercise is to give the students practice in developing interview questions
and “good” answers based on specific job tasks. Provide students with the framework for each
type of question, e.g. “Tell me about a time when...” and “What would you do if...” using one of
their jobs as an example. Then probe for the answer they would expect to hear from a good
candidate. Have students critique each other’s questions and answers. Debrief with reference to
the value in doing this work up front. Remind them that once it is done it only needs to be
reviewed and tweaked the next time they are hiring. Remind them that knowing how to do this is
also useful to them as job applicants as they prepare for interviews.
RUNNING CASE: LearnInMotion.com (p. 203)

The Better Interview
1. How would you restructure LearnInMotion’s selection process?
LearnInMotion should utilize the suggested guidelines for avoiding negative legal
consequences, such as human rights complaints, liability for negligent hiring and wrongfully
dismissal suits including: ensuring that all selection criteria and strategies are based on the job
description and the job specification; adequately assessing the applicant’s ability to meet
performance standards or expectations; carefully scrutinizing all information supplied on
application forms and resumes; obtaining written authorizations for reference checking; saving
all records and information obtained about the applicant during each stage of the selection
process; rejecting applicants who make false statements on their application forms or resumes
2. Should Pierre and Jennifer utilize the multiple hurdle strategy? Why or why not?
Most firms use a sequential selection system involving a series of successive steps – a multiple
hurdle strategy where only candidates clearing a hurdle (selection techniques including pre-
screening, testing, interviewing and background/reference checking) are permitted to move onto
the next step. Clearing the hurdle requires meeting or exceeding the minimum requirements
established for that hurdle. Thus, only candidates who have cleared all of the previous hurdles
remain in contention for the position at the time that the hiring decision is being made.
3. What are some of the legal implications of a new selection process Jennifer and Pierre
need to be aware of?
Firms must ensure that all their selection procedures are free of both intentional and systemic
discrimination (see Appendix 7.1), do not have adverse impact on members of designated
groups, and avoid negligent or wrongful hiring. Consistent treatment of all candidates using
selection tools with high validity is essential for a fair and legally defensible process.
CASE INCIDENT: The Case of What Should Have Been Known (p. 204)
1. Are there any legal implications to be aware of as a result of this selection decision?
The employer has done a fairly good job in their selection process but to ensure they don’t have
this happen again they should consider using a statistical strategy where all pieces of

information regarding a candidate are checked against a formula prior to giving the job to a
specific candidate.
2. What should have been done differently in the selection process?
The employer should have checked Rita’s references as part of the final step in selection and
definitely prior to making an employment offer.
3. How should the background checking process be improved at Sunrise Academy?
A basic background check includes a criminal record check, independent verification of

education qualifications, and verification of at least five years employment together with checks
of three performance related references from past supervisors. For financially sensitive
positions, a credit check may also be included.

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The Project Gutenberg eBook of Kira Kiralina
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and most other parts of the world at no cost and with almost no
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Title: Kira Kiralina

Adrien Zograftin ensimmäinen kertomus
Author: Panait Istrati
Translator: Anna Silfverblad
Release date: November 17, 2023 [eBook #72153]
Language: Finnish
Original publication: Helsinki: Kust.Oy Kirja, 1926
Credits: Tuula Temonen
*** START OF THE PROJECT GUTENBERG EBOOK KIRA

KIRALINA ***
KIRA KIRALINA
Adrien Zograffin ensimmäinen kertomus
Kirj.
PANAIT ISTRATI
Kahdennestakymmenennestä painoksesta tekijän luvalla

suomentanut
Anna Silfverblad
Helsingissä, Kustannusosakeyhtiö Kirja, 1926.
SISÄLLYS:
Esipuhe
I. Stavro
II. Kira Kiralina
III. Dragomir
ESIPUHE
Tammikuun alkupäivinä vuonna 1921 sain kirjeen eräästä Nizzan

sairaalasta. Se oli löydetty erään onnettoman taskusta, joka oli
yrittänyt päättää päivänsä leikkaamalla poikki kurkkunsa. Hänen
toipumisestaan ei ollut paljoakaan toiveita. Luin, ja sisällön
ryöppyävä nerokkuus teki minuun syvän vaikutuksen. Polttava
tuulenhenki yli lakeuden. Se oli balkanilaisen uuden Gorkin
tunnustus. Hänet onnistuttiin pelastamaan. Halusin tutustua häneen.
Kehkeysi kirjeenvaihto. Meistä tuli ystävät.
Hänen nimensä on Istrati. Hän on syntynyt Brailassa vuonna

1884. Isä, jota hän ei koskaan ole tuntenut, oli kreikkalainen
salakuljettaja, äiti kaunis romanialainen talonpoikaisnainen, joka
omisti koko työteliään elämänsä poikansa hyväksi. Huolimatta
kiintymyksestä äitiinsä hän jätti tämän kaksitoistavuotiaana, mihin
hänet pakoitti kiertolaisveri tai paremminkin polttava tarve tuntea
elämää ja rakastaa. Nyt seuraa kaksikymmentä vuotta
kulkurielämää, omituisia seikkailuja, uuvuttavaa työtä, toimetonta
harhailua ja kärsimyksiä, milloin helteessä, milloin sateessa,
koditonna, yövahtien ahdistelemana, nälkiintyneenä, sairaana,
intohimojen raatelemana ja kurjuuden nääntämänä. Hän tuntee
kaikki ammatit, on tarjoilijana, sokerileipurina, lukkoseppänä,
mekanikkona, rautatietyöläisenä, lastaajana, palvelijana, maalarina,
sanomalehtimiehenä, valokuvaajana. Hän ottaa jonkun aikaa osaa
vallankumouksellisiin liikkeisiin. Hän samoilee Egyptissä, Syyriassa,
Jaffassa, Beirutissa, Damaskuksessa ja Libanonissa, Itämailla,
Kreikassa ja Italiassa, usein tyhjin kukkaroin, joskus piilottautuen
laivoihin, mistä hänet matkalla keksitään ja heitetään rannalle
lähimmällä pysähdyspaikalla. Hän on putipuhdas, mutta tallettaa
sydämeensä kokonaisen maailman muistoja, ja usein tyynnyttää
nälkänsä lukien ahmimalla etenkin venäläisiä mestareita ja
länsimaisia kirjailijoita.
Hän on synnynnäinen kertoja, itämainen kertoja, joka haltioituu ja

heltyy omista tarinoistaan ja viehättyy niihin siinä määrin, että hänen
kerran alotettuaan ei kukaan tiedä, yhtävähän kuin hän itsekään,
kestääkö tarina tunnin vaiko tuhannen ja yksi yötä. Mutkitteleva
Tonava… Tämä kertojaluonto on niin vastustamaton, että kirjeessä,
joka on kirjoitettu itsemurhan aattona, hän pari kertaa keskeyttää
epätoivoiset vaikerruksensa kertoakseen pari huvittavaa tapahtumaa
menneen elämänsä ajalta.
Minä sain hänet taivutetuksi kirjoittamaan muistiin osan näistä

kertomuksista. Hän on ryhtynyt aikaakysyvään työhön. Siinä on kuva
hänen elämästään, ja teoksen, kuten hänen elämänsäkin, voisi
omistaa Ystävyydelle, joka tässä miehessä on pyhä intohimo. Pitkin
matkaa hän pysähtyy muistelemaan kohtaamiansa henkilöitä; kukin
heistä kätkee itseensä kohtalonsa arvoituksen, josta hän tahtoo
päästä selville. Ja romaanin jokainen luku muodostaa novellin.
Kolme, neljä lukemaani novellia on venäläisten mestarien veroisia.
Hän eroaa heistä temperamenttiinsa, henkensä kirkkauteen ja
selväpiirteisyyteen nähden, tuohon murheelliseen hilpeyteen
nähden, joka on kertojan ilo ja keventää ahdistettua sydäntä.
Muistettakoon vielä, että mies, joka on kirjoittanut nämä niin
eloisat sivut, omin päin opetteli seitsemän vuotta sitten
ranskankielen lukemalla klassikoltamme.
Romain Rolland.
Te olette sitä mieltä — samoinkuin ystävämme Romain Rolland'kin

— että minun pitäisi muutamin rivein selostaa sitä pääaihetta, joka
kulkee läpi kirjojeni.
Itse en ole koskaan tullut ajatelleeksi, että minun pitäisi selittää

jotakin tässä suhteessa. En ole ammattikirjailija, eikä minusta
koskaan tule sellaista. Villeneuve'in ihmiskalastaja [Romain Rolland]
sai minut sattumalta onkeensa yhteiskunnan valtameren
pohjavesistä. Olen hänen työtään. Voidakseni elää toisen elämäni,
tarvitsin hänen rakkauttaan, ja saadakseni tämän lämpimän,
sydämellisen rakkauden osakseni hän vaati minua kirjoittamaan.
»En odota teiltä haltioituneita kirjeitä», hän kirjoitti minulle, »odotan
teosta. Luokaa sellainen, oleellisempi kuin te itse, pysyvämpi kuin te
itse, teos, joka teissä jo on kätkettynä».
Tämä piiska selässäni — ja niiden kaurojen ravitsemana, joita

ystäväni Georges Jonesco auliisti minulle tarjosi — aloin lasketella
täyttä ravia. Adrien Zograffin kertomukset ovat meidän kolmen
ansiota. Jätettynä yksikseni en olisi kyennyt muuhun kuin talojen
maalaamiseen, valokuvaamiseen taivasalla ja muuhun sellaiseen,
mihin kuka tahansa pystyy.
Adrien Zograffi on tällä hetkellä vain nuori mies, joka rakastaa

Itämaita. Itseoppinut, joka löytää Sorbonnen, missä haluaa. Hän
elää, uneksii, halajaa monenmoista. Uskaltaapa hän myöhemmin
väittää, että monet ihmisten ja luojan luomukset ovat pahasta.
Tiedän, että on hyvin vaarallista nousta luojaa ja sellaisia ihmisiä
vastaan, jotka eivät maalaa rakennuksia eivätkä harjoita
ammattinaan valokuvaamista »Promenade des Anglais'lla», mutta te
ranskalaiset sanotte, että on mahdotonta olla mielin kielin koko
maailman ja isänsä kanssa. Toivon kuitenkin, että tämä röyhkeys
suodaan Adrienille anteeksi. Sillä pitäen kiinni vapaudestaan hän
rohkenee vielä toistamiseen olla uskalikko, nimittäin rakastaa, ja olla
aina ja kaikkialla kaikkien niiden ystävä, joilla on sydäntä. Sitä on
vähän, mutta Adrien ei usko, että ihmisyys on niin rajaton kuin
luullaan.
Sillä välin kun me kuuntelemme hänen tarinaansa, kuuntelee hän

itse nyt vain, mitä muut kertovat. Kuunnelkaamme hänen kanssaan,
jos suvaitsette.
Panait Istrati.
STAVRO
Adrienin pää oli täynnä sekavia mietteitä hänen kulkiessaan

Brailassa pitkin Jumalan Äidin bulevardia, joka johtaa
samannimisestä kirkosta Kansanpuistoon. Puiston portille
saavuttuaan hän pysähtyi hämmentyneenä ja kiukuissaan.
»Oli miten oli!» hän huudahti ääneensä. »Enhän enää ole lapsi!…
Ja luulenpa olevani oikeutettu ajattelemaan elämästä miten haluan».
Kello oli kuusi illalla. Oli arkipäivä. Puiston kummallekin pääportille

johtavat käytävät olivat melkein autiot. Ilta-aurinko kultasi hiekan,
sireenipensaiden jo verhoutuessa yön hämärään. Yölepakot
lentelivät sinne tänne, kuin vainottuina. Penkit käytävien vierillä olivat
miltei tyhjät, paitsi puiston etäisimmissä kolkissa, missä nuoret parit
painautuivat liki toisiaan ja muuttuivat vakaviksi häiritsevien
ohikulkijoiden lähestyessä. Adrien ei kiinnittänyt huomiota
ainoaankaan vastaantulijaan. Hän hengitti mielihyvin puhdasta
ilmaa, joka kohosi äsken kostutetusta hiekasta ja johon sekoittui
kukkien tuoksua, ja ajatteli sitä, mitä ei voinut ymmärtää.
Hän ei ymmärtänyt nimenomaan sitä vastenmielisyyttä, jota hänen

äitinsä osoitti hänen valitsemaansa seuraa kohtaan,
vastenmielisyyttä, joka vastikään oli aiheuttanut kiivaan
sananvaihdon äidin ja hänen ainoan poikansa välillä. Adrien tuumi
näin:
»Hänen mielestään Mikael on muukalainen, epäilyttävä heittiö,

sokerileipuri Kir Nikolain palvelija. Entä mitä sitten?… Mitä minä
olen?… Maalari, ja kaiken lisäksi saman sokerileipurin entinen
palvelija!… Ja jos joskus matkaisin vieraille maille, pidettäisiinkö
minua siellä muitta mutkitta heittiönä».
Kiihtyneenä hän polkaisi jalkaansa:
»Tuhat tulimmaista! Se on kurjaa vääryyttä Mikael-parkaa

kohtaan. Minä pidän tuosta miehestä siksi, että hän on minua
viisaampi ja kokeneempi, ja että hän nurkumatta kärsii kurjuutta.
Mitä? Siksikö, ettei hän kuuluta katoilta nimeään, maataan ja
puuttuvien hampaittensa lukua, siksikö hän on vain heittiö?… No
niin, minäpä tahdon olla tuon heittiön ystävä!… Ja tunnenkin olevani
siitä oikein onnellinen».
Adrien jatkoi koneellisesti matkaansa, punniten samalla

mielessään kaikkea, mitä hänen äitinsä oli sanonut. Ja kaikki tuntui
hänestä mielettömältä.
»Ja entä tuo naimahanke? Olen vasta kahdeksantoistavuotias, ja

hän aikoo jo sälyttää niskoilleni jonkun hölmön, hölmön, ehkäpä
kaniinin, joka näännyttäisi minut hellyydellään ja muuttaisi huoneeni
kaatopaikaksi. Jumalani!… Luulisipa, ettei ole mitään nerokkaampaa
maan päällä kuin munia pieniä tyhmyreitä, täyttää maa orjilla ja tulla
itse tuon roskajoukon ensimäiseksi orjaksi. Ei, ei!… Pidän enemmän
Mikaelin tapaisesta ystävästä, olkoonpa hän vaikka
kymmenkertaisesti epäilty. Mitä siihen moitteeseen tulee, että
»vedän ihmisiä kielestä saadakseni heidät puhumaan», en
tosiaankaan tiedä, miksi niin mielelläni »vedän ihmisiä kielestä».
Ehkä siksi, että valkeus tulee väkevien puheista, kuten Jumalankin,
joka sanoi: 'Tulkoon valkeus!', ja valkeus tuli».
Keväisen illan hiljaisuuden katkaisi äkkiä laivan höyrypillin viiltävä

ääni, havauttaen nuoren miehen ajatuksistaan, samalla kun hän
tunsi voimakkaan ruusun ja neilikan tuoksun tulvahtavan vastaansa.
Adrien suuntasi askeleensa suurelle kävelytielle, joka kiertää

ylängön laitaa ja josta näkee yli sataman ja Tonavan. Hetkiseksi hän
pysähtyi katselemaan tuhansia valoja, jotka tuikkivat satamassa
ankkuroivista laivoista, ja hänen rinnassaan heräsi vastustamaton
matkahalu:
»Jumalani! Kuinka ihanaa mahtaisikaan olla matkata tuollaisilla

laivoilla, jotka kyntävät meriä ja alati löytävät uusia rantoja, uusia
maailmoita!»
Suruissaan siitä, ettei voinut antaa valtaa mieliteolleen, hän lähti

allapäin jatkamaan matkaansa. Silloin hän kuuli huudettavan
takanaan:
»Adrien!…»
Hän kääntyi katsomaan. Penkillä, jonka ohi hän juuri oli kulkenut,
istui mies tupakoiden. Likinäköisyys ja hämärä estivät Adrienia
tuntemasta häntä. Mies ei noussut, ja Adrien lähestyi häntä hiukan
vastahakoisesti, ja huudahti sitten riemusta:
»Stavro!…»
He kättelivät toisiaan, ja Adrien istahti hänen viereensä.

Stavro, kulkukauppias — yleisemmin tunnettu nimellä
»mehusaksa», myymänsä aineen mukaisesti — oli Adrienin äidin
pikkuserkku, ja aikoinaan hyvin tunnettu ilmiö esikaupunkien
huimapäiden kesken; menneet kolmekymmentä vuotta ja silloin
sattunut häväistysjuttu ovat nyt haudanneet hänet unholaan.
Hän oli kooltaan yli keskimitan, kasvoiltaan kalpea, hyvin laiha ja

hyvin ryppyinen. Hänen suuret siniset silmänsä, toisinaan avoimet ja
vilpittömät, toisinaan epäluotettavat ja pälyilevät, milloin mitenkin,
kuvastivat Stavron koko elämää. Häilyvää, levotonta elämää, johon
hänet saattoi kummallinen kulkuriluonne ja jota hänen
viidennestäkolmatta ikävuodestaan alkaen synkisti yhteiskunnan
murheellinen väliintulo (johtuen avioliitosta rikkaan, sievän ja
tunteilevan tytön kanssa), yhteiskunnan, jonka ulkopuolelle hän
vuotta myöhemmin joutui häväistynä, sydän rikkirevittynä, luonne
turmeltuneena.
Adrien tunsi hämärästi hänen tarinansa. Hänen äitinsä oli kertonut

sen hänelle kajoamatta yksityiskohtiin, varoittavana esimerkkinä
paheellisesta elämästä. Mutta Adrien teki siitä aivan päinvastaiset
johtopäätökset. Ja useammin kuin kerran hän oli sisäisen vaistonsa
vetämänä lähestynyt Stavroa, niinkuin lähestytään soittokonetta,
jonka ääntä halutaan kuulla; soittokone oli vaiennut.
Muuten he olivat tavanneet toisiaan vain pari kolme kertaa, aina

ulkosalla. Hänen äitinsä koti oli suljettu Stavrolta, niinkuin kaikki
kunnialliset kodit. Mitäpä sanottavaa olisikaan ollut halveksitulla
kulkukauppiaalla tälle hemmoitellulle pojalle?
Stavro oli kaiken kansan silmissä suurveijari, ja se hän todella

olikin ja tahtoi olla. Hoitamattomana ja puku rypistyneenä, vaikka se
olisikin ollut uusi, näöltään puolittain maalaisena, puolittain
kaupunkilaisena, paita silittämättä ja kauluksettomana, ilmeeltään
kuin hevosvaras, hän käytteli kieltään ja elehti tavalla, mikä huvitti
ihmisiä, mutta samalla alensi häntä ja saattoi hänet ylenkatsotuksi.
Hän sinkautti keskellä katua tuttavilleen pilkkanimiä, jotka eivät

koskaan olleet ilkeitä. Monet heistä saivat pitääkin ne. Jos joku
miellytti häntä, pyysi hän hänet kanssaan kahvilaan, tilasi puolikkaan
viiniä, ja juotuaan pistäytyi ulos muka jollekin asialle, jääden sille
tielleen. Jos joku vastaantulija pidätti häntä liian kauan, saattoi hän
huudahtaa:
»Se ja se henkilö odottaa sinua siinä ja siinä kahvilassa; mene

pian!…»
Mutta eniten huvittivat Adrienia tzirs'ien [eräänlainen savustettu

silli] päät ja Stavron tupakkakotelot. Puhellessaan jonkun kanssa
hän veti taskustaan tuollaisen kuivaneen kalanpään, jonka kita
ammotti selkoselällään, ja tartutti sen hiljaa puhetoverinsa
takinliepeeseen. Mies jatkoi matkaansa katua pitkin, kalanpää
tarrautuneena takin helmaan, ohikulkijoiden suureksi riemuksi.
Kukkarojuttu oli vieläkin parempi. Kuten tunnettua, on itämailla

tapana, milloin haluaa kiertää itselleen savukkeen, pyytää tupakkaa
niiltä, joiden seurassa sattuu olemaan. Stavro ei hidastellut kääntyä
ensimäisen vastaantulijan puoleen. Mutta sensijaan että hän,
käytettyään tupakkakoteloa hyväkseen, olisi kiittäen antanut sen
takaisin omistajalle, hän pisti sen omaan taskuunsa, minkä läpi se
heti liukui maahan. Silloin hän kiiruhti nostamaan sen ylös, pyyhkieli
sitä, pyyteli anteeksi, ja tahtoen muka panna sen omistajansa
laskuun, hän antoi sen sujahtaa ohi. Nikkeli- tai pahvikotelo putosi
jälleen kadulle.
»Ah, kuinka kömpelö olenkaan», huudahti Stavro.
»Ei mitään», vastasi tavallisesti ilveilyn uhri, tutkien

vahingoittunutta koteloa, läsnäolijoiden vääntelehtiessä naurusta.
Mutta kerran vahingoittamiansa koteloita Stavro ei enää

toistamiseen nähnyt.
Näin Adrien oli alkanut pitää tästä miehestä hänen ilveilyjensä

vuoksi. Eräät omituiset seikat kuitenkin häiritsivät ja kiusasivat häntä:
joskus, kesken kujeilun ja hullutusten, Stavro kääntyi vakavana
Adrieniin päin, upottaen hänen silmiinsä kirkkaan, tyynen ja ylvään
katseen, jollaisen me luomme vasikan hyviin ja typeriin silmiin. Silloin
hän tunsi itsensä vähäiseksi tämän kulkukauppiaan rinnalla, tuo
oppimaton mies lumosi hänet. Tämä oli hänestä selittämätöntä, ja
hän ryhtyi tekemään huomioita. Mutta tilaisuutta sattui harvoin.
Salaperäinen ja häiritsevä katse, jota Adrien salaa nimitti »toiseksi
Stavroksi», näyttäytyi harvoin, ja vain hänelle.
Mutta eräänä päivänä — kymmenen kuukautta ennen tuota

tapaamista puistossa — saattaessaan Stavroa maustekauppiaan,
vanhan, äreän kreikkalaisen, luo, jolta tämä osti sokerin ja sitruunat,
hän näki yhtäkkiä »toisen Stavron» edessään. Adrien iski silmänsä
hänen silmiinsä.
He olivat kolmisin tuossa huonosti valaistussa kaupassa, kun

Stavro, kasvojen rypyt ikäänkuin silenneinä, piirteet pehmenneinä,
silmissään avoin, luja ja kirkas ilme katsoi yrmeään ja äänettömään
maustekauppiaaseen ja sanoi arasti, mutta päättävästi, toisen
nyökätessä myönnytellen päätään:
»Kir Margulis… Ajat ovat huonot… Ei ole lämmintä eikä kukaan
osta virvokkeita… Syön säästöjäni ja teidän sokerianne… Mutta
olemmehan yhtä mieltä? Tämän kerran vielä saan maksutta, eikö
niin? Sopimus on entinen: jos kuolen, menetätte kymmenen
frangia».
Ja kauppias, tuo saituri, mutta ihmistuntija, myönsi luottoa, tarjoten

kätensä, joka oli yhtä kuiva kuin hänen elämänsäkin.
Ostokset kainalossa Stavro ulos tultuaan lasketteli

sanasutkauksia, taputteli joitakin tuttavia olalle ja hyppi yhdellä
jalalla.
»Minä puijasin häntä, Adrien, minä puijasin häntä!» suhahti hän

nuorukaisen korvaan.
»Ethän toki, Stavro!» vastusti Adrien, »et sinä häntä puijannut.

Sinä maksat takaisin!…
»Niinpä niin, Adrien, minä maksan, jollen kuole. Ja jos kuolen, niin
maksaahan piru!…»
»Jos kuolet… Se on toista… Mutta sinä sanot puijanneesi häntä,

ja sehän olisi epärehellistä».
»Kenties olenkin epärehellinen…»
»Et ole, Stavro, haluat vain pettää minua; sinä et ole

epärehellinen!»
Stavro pysähtyi äkkiä, työnsi seuralaisensa aitausta vasten, ja

kasvojen saadessa hetkiseksi tuon peloittavan ja ylpeän ilmeen, hän
sinkautti Adrienille päin naamaa:
»Niin, olen epärehellinen!… Ikävä kyllä, Adrian, olen hyvin
epärehellinen!…»
Ja näin sanottuaan hän kääntyi menemään. Mutta jonkinlaisen

kauhun valtaamana Adrien tarttui hänen takkinsa rintapieliin, pidätti
hänet, ja huudahti tukahtuneella äänellä:
»Pysähdy, Stavro! Nyt sinun on sanottava minulle totuus!… Näen

sinussa kaksi olentoa; kumpi on oikea, hyväkö vai paha?»
Stavro vastusteli:
»En tiedä».
Ja riistäytyen rajusti Adrienin käsistä hän huusi suuttuneena:
»Jätä minut rauhaan!» Arvellen loukanneensa nuorukaista hän

vasta etäämpää lisäsi:
»Sanon sen sinulle, kunhan korvantauksesi ovat! kuivat».
Senjälkeen he eivät olleet nähneet toisiaan. Maaliskuusta

lokakuuhun Stavro kierteli markkinoilta markkinoille, ja myyskenteli
talvisin paahdettuja kastanjoita Jumala ties missä. Brailassa hän kävi
vain ostoksilla.
*****
Tavatessaan hänet tuona päivänä puiston penkillä Adrien oli yhtä

tyytyväinen kuin lienevät joet saadessaan yhtyä virtoihin ja virrat
kadotessaan merten helmaan.
Stavro oli vastoin tapaansa vaitelias, mikä etenkin miellytti

Adrienia. Viimeksimainittu tarkasteli häntä illan kelmeässä valossa ja
huomasi hänen olevan entisellään. Kukaan ei olisi voinut tarkalleen
arvata hänen ikäänsä. Mutta Adrien huomasi, että vaalea tukka alkoi
ohimoilta vivahtaa hopealle.
»Miksi katselet minua noin?» kysyi Stavro närkästyneenä. »En ole

myytävänä».
»Tiedän sen, mutta halusin nähdä, oletko vielä nuori, vai jo

vanha».
»Olen nuori ja vanha niinkuin varpuset…»
»Se on totta, sinä oletkin varpunen, Stavro!» Hetken vaiti oltuaan,

hän jatkoi:
»Etkö haluaisi tupakkakoteloani, saadaksesi pudottaa sen

maahan? Se ehkä muistuttaisi sinulle, että olen aina utelias
tietämään, mistä tulet ja mihin menet, ja kuinka kauppa sujuu».
»Ei paljoakaan merkitse, mistä tulen ja mihin menen, mutta

kauppa sujuu melko hyvin. Tällä haavaa olen kuitenkin hiukan
pulassa, poikaseni».
Ja hän taputteli Adrienia polvelle.
»Sellaista sattunee sinulle harvoin», vastasi tämä.
»Ja miksi olet pulassa, vanha veikko? Ovatko sitruunat käyneet

harvinaisiksi?»
»Ei, eivät sitruunat, mutta entisajan 'rehelliset katupojat'».
»Rehelliset katupojatko!» huudahti Adrien, »sehän on sanaleikkiä

eiväthän katupojat voi olla rehellisiä.
»Luuletko tosiaankin niin? Minä tunnen useita sellaisia».
Stavro istui etukumarassa, tuijottaen maahan. Adrien tunsi hänen

puhuvan vakavissaan ja halusi kuulla lisää, mutta edeten varovasti
hän sanoi:
»Voisitko ilmaista minulle, mihin tarkoitukseen tarvitsisit sellaista

katupoikaa?»
»Seuraamaan mukanani S:n markkinoille ensi torstaina. En tosin

häntä tarvitse, mutta olisihan niinkuin oli ennenkin. Tiedäthän, että
minun on tapana asettua torilla sokerileipurin viereen, joka paistaa
ohukaisia. Talonpojat syövät, tulevat janoisiksi, ja siinä olen minä
virvokkeineni. Tarvittaessa hyppysellinen suolaa ohukaistaikinaan…
(Näethän, että olen epärehellinen!…) No niin, sokerileipurini on Kir
Nikolai…»
»Kir Nikolai!» huudahti ällistynyt Adrien.
»Naapurinne, entinen isäntäsi. Mutta nyt tullaan asiaan: hän ei voi

jättää paistinuuniaan ja tulla torille. Siksipä tarvitaan »rehellinen
katupoika» hänen palvelijansa Mikaelin avuksi kokoamaan maksuja,
toisen käännellessä ohukaisia öljyssä. Kokonaista kaksi päivää olen
etsinyt »rehellistä katupoikaa».
Vakavana ja suruissaan Stavro päätteli lopuksi:
»Yhä harvemmin ja harvemmin tapaa Brailassa miehiä!»
Adrien tunsi helpotusta. Hän hypähti seisoalleen »mehusaksan»

eteen ja sanoi:
»Stavro! Kelpaanko minä tuoksi rehelliseksi katupojaksi?»

Kaupustelija kohotti päätään:
»Tarkoitatko totta?…»
»Kautta rehellisen katupojan kunnian! Minä seuraan teitä!»
Stavro ponnahti pystyyn kuin simpanssi ja huudahti:
»Paiskaahan kättä, sinä lemmensairaan romaniattaren ja

vallattoman seikkailijan poika!… Olet esivanhempiesi kunniakas
jälkeläinen…»
»Mitäpä sinä tietäisit esivanhemmistani?»
»Oh, ainakin sen, että he varmasti olivat kelpo katupoikia!»
Tämän sanottuaan Stavro syleili maalaria, ja tarttuen häntä

käsipuolesta vei hänet mukaansa, sanoen:
»Nyt pian kertomaan Nikolaille tämä hyvä uutinen!… Lähdemme

viimeistään huomeniltana, sunnuntaina, ehtiäksemme S:ään
tiistaiaamuksi varaamaan itsellemme hyvän paikan. Sinne on päivän
ja kahden yön hevosmatka. Hevonen kulkee käyden tai juosta
hölkyttelee voimiensa ja majapaikoissa meille tarjottujen viinien
laadun mukaan».
*****
Markkinakaupustelijan ja hänen toverinsa ilmestyminen

sokerileipurin luo aiheutti tiukan keskustelun. Kir Nikolai ymmärsi
Stavron äänekkäästä elehtimisestä, että tämä oli mielestään tehnyt
oikean löydön; Stavro lasketteli turkinkielellä sellaisen sanatulvan,
että henkeä salpasi. Mikael, joka oli perillä asiasta, sekaantui riitaan,

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Human Resources Management in

Canada Twelfth Canadian Edition

Human Resources Management in Canada Twelfth Canadian

Human Resources Management in Canada Canadian 13th

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Human Resources Management in Canada Canadian 14th

Management of Human Resources The Essentials Canadian

Management of Human Resources The Essentials Canadian

Management of Human Resources The Essentials Canadian

Human Resource Management 12th Edition Dessler Test

• DEFINE selection and DISCUSS its strategic importance.

REQUIRED PROFESSIONAL CAPABILITIES

 Analyzes position and competency requirements to establish selection criteria

Copyright © 2014 Pearson Canada Inc.

I. THE STRATEGIC IMPORTANCE OF EMPLOYEE SELECTION

Selection ratio = # of applicants hired/total # of applicants

2. The Selection Process

Copyright © 2014 Pearson Canada Inc.

Designing an effective selection process involves:

Teaching Tip: Discuss the ordering of interviews, tests, and background

3. Acquiring Employees and the Law

There are four guidelines for managing a legally defensible process:

STEP 1: PRELIMINARY APPLICANT SCREENING

Copyright © 2014 Pearson Canada Inc.

STEP 2: SELECTION TESTING

1. The Importance of Reliability and Validity

i. Criterion-Related validity is the extent to which a selection tool predicts or

Copyright © 2014 Pearson Canada Inc.

2. Tests of Cognitive Abilities

Copyright © 2014 Pearson Canada Inc.

Interest inventories (e.g. Strong-Campbell Interest Inventory) compare a candidate’s

8. Situational Testing presents candidates with hypothetical situations representative of the

9. Micro-Assessments are a series of verbal, paper-based, or computer-based questions and

10. Physical Examination, Substance Abuse Testing, and Polygraph Tests

Copyright © 2014 Pearson Canada Inc.

STEP 3: THE SELECTION INTERVIEW

1. Types of Interviews (structure, content, administration)

b. Content – situational interview (questions about future behaviour) and/or behavioural

c. Administering the interview – one-on-one, panel interview or mass interview;

Copyright © 2014 Pearson Canada Inc.

2. Common Interviewing Mistakes

3. Designing an Effective Interview

Combine formats to gain advantages of each and offset disadvantages of each.

4. Conducting an Effective Interview

Copyright © 2014 Pearson Canada Inc.

e. Evaluating the candidate – independently rate candidate immediately following interview,

STEP 4: BACKGROUND INVESTIGATION/REFERENCE CHECKING

1. Information to Be Verified – criminal record, education, five years of employment, 3

STEP 5: SUPERVISORY INTERVIEW AND REALISTIC JOB PREVIEW

Supervisory interviews are usually conducted after pre-screening; immediate supervisor

Copyright © 2014 Pearson Canada Inc.

STEP 6: HIRING DECISION AND CANDIDATE NOTIFICATION

ENTREPRENEURS AND HR: Employment Testing and Interviewing (p. 176)

WORKFORCE DIVERSITY: Principles for Assessment Accommodation (p. 181)

Copyright © 2014 Pearson Canada Inc.

their qualifications; determine assessment accommodation on a case-by-case basis; do not

Copyright © 2014 Pearson Canada Inc.

behavioural or behaviour descriptive interview (BDI) A series of job-related questions that