Quality

1. Quality Task-Based Minimum Qualifications Brandon Tietze Bassett USD Quantity

2. Outline • Myths & Solutions about MQ’s • Task-based MQ’s • Overview • Development • Implementation • Results • Conclusions

3. Minimum Qualifications • What? Hurdle, firewall, threshold, etc. • When? Long time ago • Where? Everywhere • Why? Civil rights, fairness, operational efficiency, etc. • How? Inconsistently & Arbitrarily

4. Minimum Qualifications • Serve as device to realistically limit number of candidates in selection (Prien, 1977) • Standards of education, experience, and/or closely related personal attributes needed to perform a job satisfactorily, that are used to screen applicants (Levine, 1997) • Define lower threshold of some attribute needed to succeed (Buster, 2005) • Stage to determine if applicants are eligible for further testing (Lange, 2006)

5. What Is Our Ultimate Goal? • Employee success is never certain • Orgs must maximize potential for employee success at every opportunity • No better opportunity than screening stage • ULTIMATE GOAL: Find the best qualified individual on the planet who is interested and available

6. Myth #1 We can’t include everyone

7. Who Is Interested/Available? EARTH Interested/Available

8. But We Can’t Include Everyone! Ways to Exclude: 1) Limiting Posting Time • Applicants must meet limited time window = Most Qualified Applicants

9. But We Can’t Include Everyone! Ways to Exclude: 2) Limiting Total # of Apps • Applicants must be among first to apply = Most Qualified Applicants

10. But We Can’t Include Everyone! What should it look like? • All applicants are considered if they apply = Most Qualified Applicants

11. Why Not Include Everyone? • To save staff time • Assuming more screening = more staff time • To save money • Assuming it costs more to test more people • To provide manageable applicant pool • Assuming more people is less manageable

12. Myth #1 Solution = Include everyone who is interested and available

13. Myth #2 Years of Experience = Years of Experience

14. Where is the Context? • Education • Variation in school standards • Variation in courses taken • Variation in degree requirements • Does diploma or degree indicate the attainment of a specific KSA? • Experience • Variation in general workload • Variation in frequency of tasks performed • Variation in criticality of tasks performed • Variation in level of responsibility • Variation in public versus private

15. Where is the Context? • Licenses & Certificates • Where is evidence of a link to a KSA’s? • Variation in quality of program • Individual Differences • Variation in Learning Curve • Variation in Intelligence • Variation in Motivation/Drive

16. Quality of Experience MQ= 2 years of increasingly responsible experience performing financial record-keeping and accounting functions

17. Myth #2 Solution = Measure Quality of Experience rather than Quantity of Experience

18. Myth #3 Quality of experience is different measure than Quantity of experience

19. Quality of Experience • It is NOT quality versus quantity • It is type of quantity versus type of quantity • It is the quality of the quantitythat matters • Quality is usually measured by quantity • Grades, Movie ratings, Consumer reports, • “It didn’t score very high” • So the key question becomes what type of experience quantity to measure?

20. Experience and Performance • Hunter (1984) found correlation of .18 • Schmidt (1988) found correlation of .32 • McGonigle (2002) argued that correlation is limited to .20 because exp correlates .40 with KSAs and KSAs correlate .50 with performance (.40 x .50 = .20) • Quinones (1995) found correlation of .27 and suggested correlation can be raised by increasing correlation between KSAs and experience • Great, so how do we do that?

21. Quinones, 1995 • Meta-analysis (N=25,911; K=44) on relationship between experience and performance • Premise: Similar experiences may not lead to similar knowledge and consequent perfomance • Measurement mode: Relationship is strongest when experience is measured as an amount of times, then time (duration), then type (difficulty) • Level of specificity:Relationship is strongest when experience is measured at task level, then job, then organization

22. Myth #3 Solution = Best way to assess quality of experience in relation to likely future performance is by measuring the amount of times relevant tasks have been performed

23. The Task-Based MQ System Overview

24. Genesis of Task-Based MQ’s • Screening applications • “Gray area” candidates • Look to possess KSA’s • Do not possess required MQ’s • Is this fair for the candidate? • Is this good for the organization?

25. Erroneous Rejection • The Four Applicant Groups Pass Screening Stage YES NO Possess KSA’s YES NO

26. Normal Recruitment Cycle • Two Stage Recruitment Process Stage 1: Screening FALSE Positives TRUE Positives Pass Minimum Qualifications GRAY AREA TRUE Negatives FALSE Negatives Stage 2: Testing Fail Yes No Possess KSAs

27. Erroneous Rejection FALSE Positives ALL Applicants 1) Screening 2) Testing

28. Erroneous Rejection ALL Applicants 1) Screening 2) Testing

29. Erroneous Rejection ALL Applicants TRUE Positives 1) Screening 2) Testing

30. Erroneous Rejection FALSE Negatives FALSE Negatives FALSE Positives ALL Applicants PASSING Candidates • What impact do Task-Based MQ's have? TRUE Negatives TBMQ 1) Screening 2) Testing

31. Duration-Based vs. Task-Based Duration-Based • Few ways to meet MQ's • Adverse impact • False negatives • Not validated • Arbitrary quantity of MQ • Analyst infers general link between candidate application and MQ • Time wasted screening the “gray area” candidates Task-Based • Many ways to meet MQ's • Larger applicant pool • More diverse experience base • Validated • Relevant quantity of MQ • Applicant lists which specific event they are counting as a specific MQ • Time saved by applicants self selecting in or out

32. Goals of TheTask-Based System • Decrease Adverse Impact • Percentage of minority group members excluded from testing phase • Decrease Erroneous Rejection of False Negatives • Number of Capable applicants who don’t qualify due to overly strict Minimum Qualifications • Decrease Technician/Analyst Work • Time spent qualifying applications (Screening) • Increase Candidate Accountability • Amount of documentation from the candidate themselves explaining how their experience meets the particular requirement

33. The Task-Based MQ System Development

34. Building Blocks • Posegate, 1949: • Use existing KSA’s if sufficient; start there • Ignore KSA’s gained through on-the-job training • Avoid formal education & years of experience MQ’s • Use “minimums,” not “desirables” • Quinones, 1995: • Focus on Amount of Times a Task has been performed • Levine, 1997: • Content validate every step with SME’s • Define “barely acceptable employee” with SME’s

35. Building Blocks • McGongile, 2002: • Type of experience > important than Length • MQ’s listed as behaviors rather than amount Educ & Exp • Use of “Performance Dimensions” • Equivalent activity statements within Perf. Dimensions • Buster, 2005: • Nominal Group Technique using SME’s • Bracketed MQ options for SME’s to rate • No additional points at level where perf. does not increase • Lange, 2006: • Technique for comparing CMQ's vs. Traditional MQ's (TMQS)

36. How To Develop Step 1: Establish Performance Dimensions -Derived from Task Statements • Gather information (Job Analysis) • Observation, incumbent interviews, literature review • SME workshop to identify relevant: • performance dimensions, KSAs, and Tasks • SME’s identify which dimensions applicants could have performed in previously to gain experience • SME’s review relevance of dimension to the job • Importance & Whether needed at entry level • SME’s review likelihood that applicants would have experience with performance dimension behaviors

37. How To Develop Step 2: Establish Work Activities • SME’s generate at least 2 activities that demonstrate proficiency with each Dimension • Activities are qualitatively unique • SME’s estimate how well applicant will do with specific amount of activity experience • Based on # of times performing activity (Quinones, 1995) • Stop giving points where additional experience would not increase performance (≤ 200 attempts)

38. How To Develop - Clerical Assistant II Knowledge: • Modern office practices, procedures and equipment. • Routine record-keeping methods and practices. • Correct English usage, grammar, spelling, punctuation and vocabulary. • Telephone techniques and etiquette. • Operation of standard office equipment including copier, typewriter and other machines. • Basic math. Abilities: • Perform general clerical duties such as filing, duplications, and maintaining routine records. • Operate a copier, typewriter and calculator. • Make basic arithmetic calculations accurately. • Understand and follow oral and written directions. • Meet schedules and time lines. • Communicate and work cooperatively with others.

39. How To Develop - Clerical Assistant II Tasks: • Perform general office support duties including filing, record-keeping and processing routine information related to the assignment. • Assist higher level clerical, secretarial and managerial personnel in the performance of their duties. • Receive visitors to the office and answer telephones; refer callers and visitors to appropriate personnel; answer routine questions according to established guidelines. • Maintain various logs, records, files and inventories; index and cross reference files according to instructions; compile information and prepare routine reports. • Receive, sort and distribute incoming and outgoing mail. • Duplicate items; package and distribute completed copies. • Ensure the timely distribution and receipt of information from various sources; follow up as requested regarding missing or incomplete data. • Make telephone calls as directed; take and relay messages and schedule appointments. • Operate standard office equipment including calculator, copier and other machines as required by the assignment.

40. How To Develop - Clerical Assistant II

41. How To Develop - Clerical Assistant II Work Activities: • Filing and Record-Keeping • Physically organize files and records into filing cabinet • Organize materials from various locations into one physical or virtual location • Database Management • Input and update data on spreadsheet computer programs • Use data tracking program to cross reference information

42. How To Develop - Clerical Assistant II

43. How To Develop - Clerical Assistant II

44. The Task-Based MQ System Implementation

45. How To Use – Paper & Pencil

46. How To Use – Paper & Pencil

47. How To Use – Paper & Pencil *Applicant must meet one MQ in each Performance Dimension

48. How To Use – ONLINE • Step 1 - Create Supplemental Questions • Posting > Supplemental Questions • Step 2 - Create Scoring Plan • Supplemental Questions > Scoring Plan • Scoring Factors > Scoring Factor Cases • Step 3 - Create Evaluation Step • Exam Plan > Evaluation Step

49. How To Use – ONLINE

50. How To Use – ONLINE