Gender differences in US performance measures for personnel selection

Abstract

Purpose

The purpose of this paper is to examine academic performance measures commonly used in personnel selection contexts and associated gender‐based differences in these measures. This work specifically examines the extent to which gender‐based group differences exist in these data that may influence employment outcomes differentially for men and women.

Design/methodology/approach

Drawing on data available from academic institutions with a sample of nearly 4,000 prospective applicants, gender‐based group differences were evaluated in academic performance measures commonly used in personnel selection. Group differences were evaluated with a commonly used metric of a d‐value to reflect the magnitude of these differences.

Findings

Women and men yield differential scores on standardized vs non‐standardized assessments. Women consistently scored lower on standardized assessments yet scored highest on academic performance outcomes. Women are more likely to experience adverse impact when standardized assessments are used in selection decisions; however men are more likely to have adverse impact when academic performance is used.

Practical implications

Organizations may inadvertently create entry barriers depending on the assessment and the format used and whether or not group differences exist in measures.

Originality/value

Academic performance measures are frequently used in personnel selection, yet have received little attention in selection research and this study seeks to address this gap.

Citation

McKinney, A.P. and Miles, A. (2009), "Gender differences in US performance measures for personnel selection", Equal Opportunities International, Vol. 28 No. 2, pp. 121-134. https://doi.org/10.1108/02610150910937880