2<\/p>\n
Employee Selection Process<\/p>\n
PART A<\/p>\n
According to the application status, the bank teller is tasked with the responsibility of running everyday transactions of the bank. Bank tellers are required to possess basic mathematical skills, customer service skills, and verification skills (Hoyles, 2010). An eligible applicant should also have a high school diploma or bachelor\u2019s degree. Previous work experience as a teller or any other related occupancy would be desired. Moreover, the applicant should possess exemplary verification knowledge, interpersonal skills, and should be motivated to work. In order to determine the appropriate candidate for this position, various selection criteria and tools will be employed. The human resource consultant should employ a transparent, coherent, and practical Assessment procedure to evaluate the applicants and learn more about them. Various tools such as resumes, questionnaires, interviews, analytical problem-solving tests, role-play exercises, reference checks or personality inventory will be employed to examine the applicants (Saad, 1999). With regards to the applicants\u2019 education and work background, the applicants will be required to hand in their resume and application form detailing the same. A resume will provide detailed information about the educational background and work experience of the applicants. It will provide clear information about the roles and responsibilities the applicants performed in their previous works. This information may however require additional verification through the provision of school certificates and recommendation letters.<\/p>\n
Since basic math skills are essential in the running of day-to-day transactions, the applicants will be assessed through analytical problem-solving tests that will determine their math skills and reasoning capability. Verification knowledge of the applicants will be tested through questionnaires that will provide information about their background knowledge on the subject matter. Applicants\u2019 interpersonal skills will be tested through interviews. Their ability to communicate positively and work efficiently\/effectively with others will be checked. Finally, applicants\u2019 work motivation will be tested through personal inventory. This is the most appropriate method as it will help the HR consultant learn more about the applicants\u2019 personality types. This method will help reveal information about the individual\u2019s social traits, weaknesses, strengths, and attitudes. This method will also test the ability of the applicants to be committed to their work.<\/p>\n
PART B<\/p>\n
When reviewing the resumes to determine the applicants\u2019 educational background, a rating will be provided. A rate of 3 points will be for a high school diploma, 6 points for an associate degree, 10 points for a bachelor\u2019s level or higher, and reject for less than a high school diploma. Previous work experience as detailed in the resume will be weighted. 5 years and above work experience will receive 10 points, 2 years to 5 years margin will have 6 points, 1 to 2 years will receive 3 points, and no work experience will be rejected. Both math skills and interpersonal skills will have similar weights. Very strong skills will have 10 points, good skills 6 points, satisfactory 3 points, and marginal skills will be rejected. Verification of knowledge and work motivation will follow the same pattern. Strong knowledge and motivation will be awarded 10points, a good rating will have 6points, satisfactory rating 3 points, and marginal rating will be rejected. The rates will be compiled and the applicant with the highest score will be preferred to the position.<\/p>\n
PART C<\/p>\n
According to the following applicants\u2019 information, an Assessment matrix based on the rating scale was established.<\/p>\n
Maria<\/p>\n
Lori<\/p>\n
Steve<\/p>\n
Jenna<\/p>\n
Education<\/p>\n
Associate\u2019s degree<\/p>\n
H.S. diploma<\/p>\n
G.E.D.<\/p>\n
Bachelor\u2019s degree<\/p>\n
Work experience<\/p>\n
4 years as a cashier<\/p>\n
1 year as a teller<\/p>\n
5 years as a sales clerk at a national retail clothing store chain<\/p>\n
Completed a semester internship at a bank<\/p>\n
Math skills<\/p>\n
Very strong<\/p>\n
Marginal<\/p>\n
Satisfactory<\/p>\n
Good<\/p>\n
Verification knowledge<\/p>\n
Marginal<\/p>\n
Strong<\/p>\n
Satisfactory<\/p>\n
Strong<\/p>\n
Interpersonal skills<\/p>\n
Very strong<\/p>\n
Good<\/p>\n
Good<\/p>\n
Good<\/p>\n
Work motivation<\/p>\n
Good<\/p>\n
Good<\/p>\n
Marginal<\/p>\n
Strong<\/p>\n
The applicants had the following scores.<\/p>\n
Maria<\/p>\n
Lori<\/p>\n
Steve<\/p>\n
Jenna<\/p>\n
Education<\/p>\n
6<\/p>\n
3<\/p>\n
3<\/p>\n
10<\/p>\n
Work experience<\/p>\n
6<\/p>\n
3<\/p>\n
10<\/p>\n
Reject<\/p>\n
Math skills<\/p>\n
10<\/p>\n
Reject<\/p>\n
3<\/p>\n
6<\/p>\n
Verification knowledge<\/p>\n
Reject<\/p>\n
10<\/p>\n
3<\/p>\n
10<\/p>\n
Interpersonal skills<\/p>\n
10<\/p>\n
6<\/p>\n
6<\/p>\n
6<\/p>\n
Work motivation<\/p>\n
6<\/p>\n
6<\/p>\n
Reject<\/p>\n
10<\/p>\n
Among the four applicants, Jenna had the most scores making her the best candidate for the position. However, it was not easy to determine the eligibility of the applicants based only on the scoring system. If given the chance, I would make one change to the scoring rubrics. I would eliminate \u2018reject\u2019 as a scoring rate in the rubric and replace it with zero making it easier to calculate the total score for the applicants.<\/p>\n
References<\/p>\n
Hoyles, C., Noss, R., Kent, P., & Bakker, A. (2010). Improving mathematics at work: The need for techno-mathematical literacies. Routledge.<\/p>\n
Saad, S., Carter, G. W., Rothenberg, M., & Israelson, E. (1999). Testing and Assessment: An Employer’s Guide to Good Practices.<\/p>\n","protected":false},"excerpt":{"rendered":"
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