EFFECTIVE RECRUITMENT AND SELECTION

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EFFECTIVE RECRUITMENT AND SELECTION

• Claire Jackson
• HR Development Consultant

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Effective recruitment and selection

• Recruitment and selection best practice will
  help
• Eliminate direct and indirect discrimination
• Comply with legislation and college policy
• Get the right person with the right skills for
  the role
• Demonstrate transparency, fairness and
  accountability

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Direct Discrimination

• Takes place where a person or group of people is
  treated less favourably than other people in the
  same or similar circumstances
• For example where a man is offered a post rather
  than a woman and where the employer cannot
  clearly give evidence for the basis of the
  decision based on the job description and person
  specification

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Indirect discrimination

• Takes place when a requirement or condition has
  the effect of discriminating unfairly and
  unjustifiably between one group and another or
  one individual and another
• This applies where the group or individual has
  protection under equality legislation
• This currently covers race, gender and marriage,
  sexuality, disability and religion

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Candidates with disabilities

• Any candidate that has a physical, sensory or
  mental impairment that has a substantial
  long-term effect on their ability to carry out
  work
• Reasonable adjustment may be to
• Hours, duties, work place, equipment and
  recruitment procedures
• Long term usually refers to a condition that has
  had an impact over one year such as MS, dyslexia
  etc not short-term injuries
• Always consult HR at an early stage in
  recruitment to check your approach

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Job analysis

• This involves the process you follow to draw up
  the job description and person specification
  (criteria)
• It may involve discussion and interviews,
  analysis of the job conditions, awareness of
  future need and change, consideration of other
  peoples roles and the job market
• It is a good stage to involve the team

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Person specification

• Describes the minimum requirements a person must
  meet to be able to do the job
• The desirable requirements that candidates could
  meet
• They must be objective and relevant to the needs
  of the job
• If unjustifiable criteria are used this might
  lead to indirect unfair discrimination

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Person specification

• A person specification will contain the
  following
• Education/Qualifications
• Skills and abilities
• Proven competence - where possible specify
  experience as specific behaviours/knowledge
• Knowledge
• Any other requirements (e.g. ability to work
  shifts, willing to wear uniform etc)

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Advertising

• Attract the best candidates from all sections of
  the community
• Put off candidates who do not meet the criteria
• HR should place all advertisements
• Consult your HR adviser for help - mention if you
  may want to recruit from outside the EEA on the
  points system

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Short-listing key points

• A disabled person should, wherever possible, be
  considered for posts relative to the essential
  (minimum) selection criteria irrespective of the
  nature of their disability
• Any applicant with a declared disability who
  appears to meet most of the essential (minimum)
  criteria outlined in the person specification
  should be short-listed for further consideration
  at interview

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Short-listing key points - contd

• Initial interviews can be used to finalise the
  short-list for a second interview
• Use the HR template and always give feedback to
  unsuccessful applicants when asked
• Read the HR guidelines on this important part of
  the procedure

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Short-listing and the points system

• Please note that, in line with the governments
  Points Based Immigration System criteria, EEA
  candidates who meet the essential criteria must
  be short-listed in preference to non-EEA
  candidates even if the non-EEA candidate achieves
  a higher score
• This also applies when making a final selection
  decision. For further guidance on employing a
  non-EEA staff member please contact your HR
  adviser

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Administering tests and presentations

• College policy is to set job related tests such
  as in-tray, written tests, presentations
• Candidates must be given advance notice of the
  type of test to be set
• Make adjustments for candidates with a disability
• The conditions for taking tests must be
  controlled and fair to all
• The assessment of tests must be considered in
  advance and be linked to criteria

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Using job related tests

• Choosing tests
• Content must be relevant to post needs
• Must not disadvantage external candidates
• Must be at the right level of expertise
• Must be administered fairly

• Advantages of using job related tests
• Candidates find them credible and get some
  indication of tasks
• Increases reliability of selection procedure

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Role of the chair

• Facilitate the interview and decision making
  process
• Convene the planning meeting prior to the
  interviews
• Ensure the panel are clear about their roles and
  responsibilities during the interview
• Intervene where necessary to ensure all
  candidates are treated fairly
• Actively manage the time and process

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The 5 stages of an interview

• Pre-planning meeting of panel
• Introductory phase
• Core questions and probing on criteria
• Closure - candidates opportunity to ask questions
• Completion - recording of the information gained
  during the interview
• Followed by decision making after all candidates
  seen

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Formulating questions

• What is the evidence/behaviour you are looking
  for?
• What aspect are you seeking evidence on?
• What would be a suitable open question to ask all
  candidates (the core question)?
• See HR Guidance on question types and examples

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Formulating questions

• For each criteria of the person specification you
  are testing you should consider the following
• What evidence are you looking for?
• What might be a good core question?
• What probing questions might be asked?
• Note Probing questions come from the answer
  given by the candidate to check detail. They can
  be pre-prepared if you are less experienced. Be
  sure to listen carefully to decide if you need to
  probe.

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Question types

• Open questions
• How, what, when, where, who, why?
• Probe questions
• Can you give me more information about?
• Why did you use that approach?
• What else did you consider?
• What was the result?

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Question types to avoid

• Leading
• Did your application get turned down because you
  had no other experience?
• Multiple
• Why did you apply for the grant and how did you
  approach it?
• Closed questions
• Did you apply for the right grant?

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Hypothetical questions

• These are situation based such as what would you
  do if?
• They give less evidence than the more usual
  evidence based how did you do it?
• They are more difficult to probe
• Can be useful in some situations for example new
  situations for the candidate

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Body language

• Use active listening show you are paying
  attention
• Use eye contact to show interest - soften this if
  you are aware of discomfort
• Think of how your posture is encouraging rather
  than discouraging
• Consider comfortable distances for the candidate
  and panel
• Consider how your body language could help or
  hinder a candidate.

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Taking notes at the interview

• Take notes of the evidence on each criteria
• These notes should be specific and factual. Key
  facts rather than verbatim
• Do not just write an evaluation e.g. good
  answer. This is too vague
• Allow time after the interview for additional
  notes from memory

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Decision making

• Agree your methodology for assessment, see
  college template and guidance
• Assess how well each candidate meets the
  different criteria then rate against these from
  the evidence
• Assess test results
• In the panel start discussions on selection
  decisions
• Aim to reach an unanimous decision
• Second interviews are a possibility

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References

• Beware of bias in references - poor references
  are rare
• Useful for factual information - e.g. when worked
  for organisation, verifiable track record
• Referees chosen by candidate may not be the most
  relevant
• Use references to back up decision made for
  support staff, for academic and research staff
  use earlier in the process
• Discuss any concerns with HR

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Giving feedback to unsuccessful candidates

• Always respond to requests
• Agree a time to phone and prepare
• Review interview notes
• Give criteria and performance based constructive
  feedback
• Point out good answers and delivery
• Give examples of where improvement could be made
• End on a positive note

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Managing induction and probation

• Prepare an induction plan - refer to interview
  outcomes and induction checklist
• Consider appointing a buddy or mentor
• Carry out probation reviews - at a minimum at 3
  and 6 months
• Mention any performance concerns at one month,
  identify development needed and contact HR for
  advice
• Confirm appointment at 6 months (length of
  probation varies for academic staff). See
  guidance at
• www3.imperial.ac.uk/hr/procedures/recruitment/le
  cturers