Applicant Reactions to Selection: Development of the Selection Procedural Justice Scale (Spjs)

Abstract

This paper describes research that fills a void in the applicant reactions literature by developing a comprehensive measure of Gilliland's (1993) procedural justice rules, called the Selection Procedural Justice Scale (SPJS). Five separate phases of scale development were conducted. In Phase 1 we generated and refined the items. For Phase 2 we reduced the items through exploratory factor analysis using data gathered from 330 applicants for the job of court officer and found higher‐order factors consistent with Greenberg (1993a, 1993b). In Phase 3 we confirmed the factor structure using a separate sample of 242 applicants and trainees for the court officer job. In Phase 4 we assessed the initial convergent and divergent validity of the scale. In Phase 5 we tested the generalizability of these items in general and for those receiving positive and negative selection outcomes using 2 student samples. The results demonstrated the usefulness of the SPJS in differentiating each of Gilliland's procedural justice rules and relating them to outcomes included in his model of applicant reactions. A copy of the SPJS is included in the Appendix.

Employee development:an organizational justice perspective

“…Research relating to this domain has largely been confined to the US, where fairness of organizational decision making has received much attention in relation to the concept of the psychological contract (Rousseau, 1995), as well as in relation to assessment and selection (Gilliland, 1993(Gilliland, , 1995Bauer, Truxillo, Sanchez, Ferrara & Campion, 2001) and also in the context of performance appraisal (Erdogan, Kraimer, & Liden, 2001). It is widely believed that appraisal systems are by their nature unfair (Levine, 1975), as employers are more concerned with the assessment of performance, whereas employees expect more from the developmental and motivational aspects (Fletcher, 1997).…”

Selection fairness information and applicant reactions: A longitudinal field study.

“…Because the human resources staff had observed in prior recruitments that some applicants were anxious about the use of the video test, the manipulation was directed at reactions to the video test. The manipulation focused on facets of structure or process fairness as defined in the research (e.g., Bauer et al, 2001;Colquitt, 2001) because these seemed most likely to be affected by information (as opposed to interpersonal fairness). Specifically, the information intervention emphasized two aspects of structure fairness, the job relatedness of the process and feedback timeliness.…”

Evaluación del aprendizaje basado en problemas y examen final: diferencias en la percepción de justicia y el desarrollo de competencias - [Problem-based learning assessment and final examination: differences in the perception of justice and the competencies development]

“…-Escala de percepción de justicia procedimental del método de evaluación, adaptada al contexto educativo a partir de la Escala de justicia procedimental en selección (Bauer et a., 2001) que Osca y García (2004) tradujeron y redujeron a 32 ítems. Esta escala mide la justicia procedimental percibida por el alumnado para cada método de evaluación a través de la percepción de: la relación con el puesto de trabajo futuro, la información sobre el proceso, la oportunidad para el desempeño, la oportunidad de reconsiderar los resultados, la consistencia y adecuación, la apertura, el trato recibido, y la comunicación bidireccional.…”