1. An individual employees work performance is made up of two factors: the ability of the

TRUE/FALSE

• An individual employee’s work performance is made up of two factors: the ability of the

individual and the effort the individual puts forth.

ANS: T PTS: 1 REF: 3 NOT: AACSB Reflective Thinking

• A person’s ability is a function of two organizational practices: selection and training.

ANS: T PTS: 1 REF: 3 NOT: AACSB Reflective Thinking

• Selection occurs only in the context of a first position for a new employee.

ANS: F PTS: 1 REF: 3 NOT: AACSB Reflective Thinking

• A promotion decision is a selection decision.

ANS: T PTS: 1 REF: 4 NOT: AACSB Reflective Thinking

• The systematic collection of information from applicants is basically the same regardless of

the position that is being filled.

ANS: F PTS: 1 REF: 4 NOT: AACSB Reflective Thinking

• Formalized selection programs for external applicants are designed to collect the same

information on all applicants.

ANS: T PTS: 1 REF: 5 NOT: AACSB Reflective Thinking

• The usefulness of the selection decision should be viewed in terms of its effects over time.

ANS: T PTS: 1 REF: 6 NOT: AACSB Reflective Thinking

• Selection is more closely related to recruitment than it is to the other HRM programs.

ANS: T PTS: 1 REF: 9 NOT: AACSB Reflective Thinking

• Research indicates that strategic HRM is related to positive outcomes for organizations.

ANS: T PTS: 1 REF: 9 NOT: AACSB Reflective Thinking

• It can be stated with certainty that strategic HR causes higher levels of performance.

ANS: F PTS: 1 REF: 10 NOT: AACSB Reflective Thinking

• The crucial issue in the selection process is whether an organization can collect information

from applicants and then decide who are to be given employment offers.

ANS: F PTS: 1 REF: 10 NOT: AACSB Reflective Thinking Chapter 1 (Human Resource Selection, 7e Robert Gatewood, Hubert Feild, Murray Barrick) (Test Bank all Chapters) 1 / 4

• The starting point in the selection process is job analysis.

ANS: T PTS: 1 REF: 10 NOT: AACSB Reflective Thinking

• Information obtained from job analysis helps minimize applicants’ inappropriate expectations

about a job.

ANS: T PTS: 1 REF: 10 NOT: AACSB Reflective Thinking

• When developing the selection program it is important to determine how job performance is

measured and what level of performance is regarded as successful.

ANS: T PTS: 1 REF: 10 NOT: AACSB Reflective Thinking

• Information as to what constitutes successful job performance is used to identify KSAs that a

worker should possess.

ANS: T PTS: 1 REF: 12 NOT: AACSB Reflective Thinking

• An application form is a poor way to collect information on applicant KSAs.

ANS: F PTS: 1 REF: 12 NOT: AACSB Reflective Thinking

• An assumption in selection is that applicants possess different amounts of the KSAs that are

necessary for job performance.

ANS: T PTS: 1 REF: 12 NOT: AACSB Reflective Thinking

• Content validation uses the scores on the selection devices from a representative sample of

individuals and measures how well each of these individuals is performing important parts of the job.

ANS: F PTS: 1 REF: 13 NOT: AACSB Reflective Thinking

• Empirical validation takes the data produced by the judgments of workers and managers and

uses them to determine the relationship between the selection test and job performance.

ANS: F PTS: 1 REF: 13 NOT: AACSB Analytic

• The essence of selection is prediction about how well job applicants will do in the job under

consideration.

ANS: T PTS: 1 REF: 14 NOT: AACSB Reflective Thinking

• The greater the amount of accurate data obtained, the higher the probability of making an

accurate selection decision.

ANS: T PTS: 1 REF: 14 NOT: AACSB Analytic

• Quantitative data is useful in selection because numbers facilitate the comparison of people.
• / 4

ANS: T PTS: 1 REF: 14 NOT: AACSB Analytic

• Factors other than KSAs should come into play only before applicants have been measured on

the selection devices and a group has been identified as being appropriate for the job.

ANS: F PTS: 1 REF: 15 NOT: AACSB Reflective Thinking

• A selection program should focus on all of the variables that influence performance.

ANS: F PTS: 1 REF: 15 NOT: AACSB Reflective Thinking

• Evidence-based management is a term that means managing by translating principles based on

academic theory into management practice.

ANS: F PTS: 1 REF: 16 NOT: AACSB Reflective Thinking

• The purpose of validation is to provide evidence that data from the selection instruments are

related to successful job performance.

ANS: T PTS: 1 REF: 13 NOT: AACSB Reflective Thinking

• Selection and staffing are two terms that describe the same thing.

ANS: F PTS: 1 REF: 17 NOT: AACSB Reflective Thinking

• Knowledge of selection is an essential foundation for staffing.

ANS: T PTS: 1 REF: 17 NOT: AACSB Reflective Thinking

• Recent changes in the way work is done in organizations has prompted an examination of the

adequacy of traditional selection procedures for these new work methods.

ANS: T PTS: 1 REF: 17 NOT: AACSB Reflective Thinking

• The number of open positions in large and small organizations has stayed the same over the last 20

years.

ANS: F PTS: 1 REF: 19 NOT: AACSB Reflective Thinking

MULTIPLE CHOICE

• Organization specialists have determined that an individual employee's work performance is a function

of two factors:

• ability and training c. ability and effort
• effort and training d. motivation and job satisfaction

ANS: C PTS: 1 REF: 3 NOT: AACSB Reflective Thinking

• When we refer to selection in HRM, we mean
• the process of hiring people to fill vacancies.
• obtaining information about the applicants' lives so we can pick the best.
• the process of collecting and evaluating information about an individual in order to extend 3 / 4

an offer of employment.

• eliminating from the applicant pool those people who are not qualified to perform the job.

ANS: C PTS: 1 REF: 3 NOT: AACSB Reflective Thinking

• Hiring refers to
• offers of employment that are given with no evaluation of the applicant’s job-related

qualifications.

• identifying KSAs.
• negotiations that take place simultaneously with selection.
• the whole selection process.

ANS: A PTS: 1 REF: 4 NOT: AACSB Reflective Thinking

• An offer extended without collecting and evaluating information about an individual is called
• selection c. position filing
• hiring d. satisficing

ANS: B PTS: 1 REF: 4 NOT: AACSB Reflective Thinking

• KSA is an acronym used in selection that refers to
• knowledge, skills, assets c. knowledge, skills, abilities
• knowledge, style, availability d. knowledge, style, abilities

ANS: C PTS: 1 REF: 4 NOT: AACSB Reflective Thinking

• Why are promotion decisions often viewed as a different SHRM function than selection?
• Entirely different procedures are used for promotion than for selection.
• Different people make selection decisions than those making promotion decisions.
• Promotion decisions are often reached without using the formal testing devices that

characterize external selection.

• More information is available about applicants in selection decisions than is available

about candidates for promotion decisions.

ANS: C PTS: 1 REF: 5 NOT: AACSB Reflective Thinking

• What is the specific link between the firm's strategy and its selection process?
• recruitment c. job analysis
• strategic human resource management d. KSA assessment

ANS: B PTS: 1 REF: 8 NOT: AACSB Reflective Thinking

• Selection is most closely related to which of the following HRM programs?
• initial training c. job performance measurement
• compensation d. recruitment

ANS: D PTS: 1 REF: 9 NOT: AACSB Reflective Thinking

• The purpose of recruiting is
• to increase the success rate of the selection process by increasing the number of total

applicants (both qualified and unqualified).

• to meet the organization's legal and social obligation by establishing minority quotas.
• to increase the pool of candidates regardless of cost.
• to attract people and increase the probability that they will accept a position if it is offered.

ANS: D PTS: 1 REF: 9 NOT: AACSB Reflective Thinking

• / 4