Weighing Evidence Gathered From the Selection Tools
Usually, no single assessor has the final say over any one candidate. In the case of assessment centres in particular, an observation and scoring system is devised which means that different assessors observe different candidates over the course of the day, and the ratings allocated to each candidate by each assessor are scored using a standardized scoring system. Conflicting evidence is discussed and an overall rating is agreed upon by the whole assessment team. This occurs after the assessments have been carried out and the candidates have gone home.
Making a Selection Decision
This is based on the evidence that has emerged from the assessment process. The decision as to whether or not to offer someone a job is seldom solely based upon the need to hire someone, rather it is based upon the evidence. It is not uncommon for an organization not to hire any of the candidates they have seen, especially if all of the candidates have weaknesses in one or more ‘essential’ areas of the person specification.
The final decision can be based on a simple test score ‘cut-off’ as a first stage (where test scores are clearly related to job performance). A more sophisticated process might involve ‘regression’ or ‘factor analysis’, and a ‘multi-stage actuarial decision process’. But these are in the realms of advanced selection theory and beyond the scope of this book.
There is no use in worrying about it – you can’t influence the decision making process, mainly because you will not be there when it goes on! Do bear in mind that if this process has been gone through thoroughly by the organization, you can take some comfort from the fact that the selection or recruitment process and decision-making mechanism are based on evidence and have been designed to be as objective and error free as possible. The fact that an organization uses tests should be viewed as a source of comfort rather than dread.
WILL I ONLY COME ACROSS TESTS WHEN I APPLY FOR A JOB?
The answer to this question is probably ‘No’. When one considers the type of information a test produces, it is clear that the information can be broadly classified into two areas:
1 This person has the ability that is required.
2 This person does not have the ability that is required.
When looked at like this, the outcome from a test can also be used very effectively in development. This is particularly the case with the ‘softer’ behavioural skills which personality tests assess.
Tests are also used extensively in Career Development work, often in conjunction with a Personal or Career Development Plan.
FINALLY, THE TESTS!
In the following chapters we will go through example tests. For some types of test there is quite a bit of background involved. This is because areas such as numerical ability can cover a wide range of information and are applicable to many different types of job. Numerical ability testing is one area people worry about more than any other, so there is more space given to this. Other areas, such as mechanical reasoning, are more straightforward, more self-explanatory. The main categories of aptitude tests covered are:
Basic Numerical Ability – These tests measure basic mathematical ability.
Numerical Reasoning – These tests measure higher-level or more complex problem solving where the problems are numerical in nature.
Basic Verbal Ability – These tests measure basic verbal abilities such as spelling and comprehension.
Verbal Reasoning – These tests measure higher-level or more complex problem solving where the problems are verbal in nature. They are sometimes known as ‘critical thinking’ tests.
Abstract Reasoning – These tests measure problem solving ability in a context-free environment and are largely based on non-verbal and non-numerical questions.
Spatial Reasoning – These tests measure the ability to perform operations such as rotation or combining different features of two- and three-dimensional objects in one’s head.
Mechanical Reasoning – These tests measure the ability to work out how different mechanical operations and physical principles affect objects.
Perceptual Ability – These tests measure the ability to take in and manipulate verbal, numerical and other textual information.
For each test you will also see a classification system which will tell you how that particular test is used, how long it is likely to be, and other relevant information, such as the level of difficulty. The format used is as follows:
Test 1 Name
Type of test: Speed, power or both.
Typical length: The typical number of questions in the test.
Typical time allowed: How long one is typically allowed to complete such a test.
Used for: The type of job it tends to be used for. These are classified as:
Basic, such as clerical, or jobs with occasional requirements for this ability, but mostly at a simple or basic level.
Intermediate, such as supervisory or junior management jobs which require more frequent or complex use of this ability.
Higher, such as professional, middle and senior management, or specialist types of work which require frequent use of this ability in high-level problem solving situations.
Frequency of use: Whether the test is in common use or is used less often. We have focussed on those types of tests that are in common use.
Remember that this information is only a guide. The actual tests you may face are likely to vary in how closely they match those given in this book.
At the end of each test, or each set of similar tests, you will find hints and tips that provide suggestions for how to prepare for and approach that particular type of test.
In Chapter 8, there is more detailed information on exactly what to do to prepare yourself for the testing session and what happens afterwards.
The answers to all of the tests, plus an explanation where appropriate, are in Appendix I at the end of this book.
Finally, in Chapter 7 we go through an example of a Personality Test. Full scoring instructions are given with the test, but remember – with personality tests there are no right or wrong answers. Only you will know what is right!
Numerical ability tests fall into one of two camps – outright mathematical ability requiring you to carry out mathematical
