HUMAN RESOURCE MANAGEMENT

RECRUITMENT AND SELECTION

Dr Joe Azzopardi

2

Purpose and Process• Purpose:

to attract sufficient and suitable potential employees to apply for vacancies in the organisation.

• Process:

External labour market

Recruitment activities

Organisation’s need for

additional labour

Selection activities

3

Recruitment Policy Represents the organisation’s code of conduct

A typical policy statement:In its recruitment activities the company will:

1. Advertise all vacancies internally.

2. Reply to every job applicant with the minimum of delay.

3. Aim to inform potential recruits in good faith about the basic details and job conditions of every job advertised.

4. Aim to process all applications with efficiency and courtesy.

5. Seek candidates on the basis of their qualification for the vacancy concerned.

6. Aim to ensure that every person invited for interview will be given a fair and thorough hearing.

The company will not:

1. Discriminate unfairly against potential applicants on grounds of sex, race, age, religion or physical disability.

2. Discriminate unfairly against applicants with a criminal record.

3. Knowingly make any false or exaggerated claims in its recruitment literature or job advertisements.

4

ProceduresRecruitment checklist:1. Has the vacancy been agreed by the responsible

manager?2. Is there an up-to-date job description for the vacant

position?3. What are the conditions of employment (salary, hours,

holidays etc)?4. Has a candidate specification been prepared5. Has a notice of the vacancy been circulated internally?6. Has a job advertisement been agreed? Have details of

the vacancy been forwarded to relevant agencies?7. Do all potential candidates (internal or external) know

where to apply and in what form?

5

Procedures8. What arrangements have been made for drawing up a shortlist of

candidates?9. Have the interviewing arrangements been agreed, and have

shortlisted candidates been informed?10. Have unsuitable candidates, or candidates held in reserve, been

informed of their position?11. Have offer letters been agreed and dispatched to successful

candidates? Have references been taken up, where necessary?12. Have suitable rejection letters been sent to unsuccessful shortlisted

candidates, thanking them for their attendance?13. Have all replies to offer letters been accounted for?14. Have the necessary procures for placement, induction and follow-up

of successful candidates been put into effect?

6

Person Specificationor candidate profile

The Seven Point Plan (devised by Prof Alec Rodger in the 1950s)

1. Physical Make-up – What is required in terms of health, strength, energy and personal appearance?

2. Attainments – What education, training and experience is required?

3. General Intelligence – What does the job require in terms of thinking and mental effort?

4. Special Aptitudes – What kind of skills need to be exercised in the job?

5. Interests – What personal interests could be relevant to the performance of the job?

6. Disposition – What kind of personality are we looking for?

7. Circumstances – Are there any special circumstances that the job requires of candidates?

7

Applying the Seven Point PlanFeature sought Essential Desirable

Physical make-up

Weight in proportion to height; eyesight, hearing, perfect; neat, clean appearance; age between 21 - 28

None

Attainments Secondary school level of education Experience in nursing/catering

Intelligence Alert, quick-thinking None

Aptitudes Social skills adequate to deal firmly but politely with passengers

Fluency in relevant languages

Interests none Travel, flying, first-aid

Disposition Friendly personality; ability to remain cool and calm in an emergency; ability to work short periods under intense pressure

Sense of humour

Circumstances must be able to work irregular hours; must be willing to stand for long periods; must be willing to live near the airport

Flexible domestic situation

8

Person Specificationor candidate profile

Five Point Grading developed by Munro Fraser (1978)1. Impact on others – embraces Rodger’s physical make-up and also aspects

such as dress, speech, manner and reactions. Important to look at individual objectively.

2. Acquired knowledge or Qualifications – this part deals with general education, work experience and training, and is similar to Rodger’s attainment category.

3. Innate abilities or ‘Brains’ – the individual’s ability to exercise his/her intelligence in a range of situations. Especially applicable in cases where the individual has few formal qualifications. Emphasis on potential.

4. Motivation – ‘goal-directed’ aspect of human personality. How has the individual achieved his/her personal needs and ambitions, rather than trying to identify these needs.

5. Adjustment – The individual’s emotional status: stability, maturity, ability to cope with stress. Basically the individual’s reaction to pressures.

9

What for?Some concerns:• Can people be ‘chopped up’ in five or seven separate

sections?• Are we not over-simplifying personal characteristics?

Justification:• A means to an end – to concentrate attention on one facet at

a time;• Provides a practical framework to enable selectors to make

reasonable consistent comparisons between candidates;• To try to introduce a greater element of predictability and

control in HRM processes – to minimise the effects of personal prejudice and judgement and increase objectivity.

10

Advertising To entice potential applicants and to inform them about the

basic features of the job in question.

Main sources of job advertising (external):• Local newspapers• National newspapers• Technical/professional journals• Via the internet (employer’s website or on agency’s)• Via job centres• Via other agencies• Posters at the gate

11

Effectiveness of Advertisements

Can be judged by:

1. The number of enquiries it stimulates

2. The number of applications submitted

3. The suitability of the applicants

12

Effectiveness of AdvertisementsAn effective job advertisement:• Identifies the organization and/or its industry with a few brief

references• Provides brief but sufficient details about the salient features of

the job• Summarises all the essential personal features required by the

job-holder• Refers briefly to any desirable personal features• States the main conditions of employment, including salary, for

the job• States how and to whom the enquiry or application can be made• Presents all the above points in a concise but attractive form• Conforms to legal requirements• Attracts sufficient numbers of suitable applicants

13

The Selection Process

Salient features:

APPLICATIONS

•Application forms

•CVs

•Letters

SIFTING/ SHORTLISTING PROCESS

INTERVIEWS

•One-to-one

•Two-to-one

•Panel

SELECTIONDECISION

REFERENCES

SELECTION TESTS

•Intellectual ability

•Aptitudes

•personality

14

Application forms

Advantages:• To have information about candidates in a

standardised format that facilitates comparison

• Enable applicants to give a full and fair account of themselves and their suitability for the vacancy

• Can be used as the basis for the interview

15

Application forms

We need to have different forms to meet differing demands of major employee groups, e.g. managers, professionals, clerical, manual.

One way of differentiating is to employ:‘closed’ forms (requiring only routine information

for unskilled manual and clerical jobs)Or

‘open’ forms (requiring the expression of opinions and judgements + routine info for managerial, executive and professional positions)

16

Example of a ‘closed’ form

Job applied for:

Surname: First Name(s):

Address: Tel No.:

Date of Birth: Place of Birth:

Marital Status: Children

Educational Qualifications:

School:

College:

Training Courses:

Work Experience:

Present/last Job:

Employer: Weekly Pay: Bonus:

Previous jobs:

Notice required in present job:

Referee:

Signed: Date:

17

Example of a ‘open’ form (first two sections as in closed form)

Career Details:

Current Position & Salary:

Brief Details of Previous Posts:

(commencing with most recent)

Principal Interests/Hobbies

What attract you to this post?

What contribution do you think you can make?

What has given you the greatest satisfaction at work to date?

How do you see your career developing in the next few years?

Notice required by present employer:

Referees: Please supply the names of two persons abel to provide a reference on your behalf.

Signed: Date:

18

The Curriculum Vitae

The candidates own description of how they see their personal history in relation to a job application.

A combination of two elements:

1. Standard/routine information

2. Personalised information

19

Standard information

1. Name, address, telephone, email2. Age, marital status3. Education: secondary

school/college/university4. Qualifications: GCSE’s, A levels,

certificates, diplomas and degrees5. Professional memberships, e.g. ACCA,

MCIPD

20

Personalised information

Scope: to elaborate on one’s work/professional experience

Includes:– Job history/achievements– Motivation/skills (e.g. IT, Languages)– Personal interests/other activities

Requirements:Neat, clear print-out, brief

21

Shortlisting Also referred to as: ‘pre-selection’ or ‘selecting out’

• Economic conditions determine whether pre-selection is needed

• Application forms and CVs form the core of pre-selection

• Reliability depends strongly on well-designed systematic pre-selection procedures

22

References Brief statements about a candidate made by a third party,

usually the candidate’s superior

• Intended to confirm information supplied by applicants

• Referees are asked to provide:

1. Factual information about the candidate’s period of employment in their organisation

2. Evidence concerning the candidate’s personal character (sobriety, honesty, reliability etc)

• Effects of referees on outcome of selection process not known – they serve mainly to encourage applicants to tell the truth

23

The InterviewA formal exchange of facts, impressions and viewpoints

between a prospective employer and a prospective employee with a view to their mutual selection or parting.

Research shows that selection interviews are neither particularly reliable nor valid:– Reliability: the degree of agreement between different

interviewers about a set of candidates.– Validity: the extent to which the interview can predict

suitability for the job.Research also shows that where selection criteria are

employed in a structured way, reliability and validity increase.

24

Structuring the InterviewFull use of application form, personnel specification, CV and

references provide a framework for more reliable and valid interviews.

Some practical suggestions:

• The Interviewer should – possess and have read all the relevant documents.

– Establish what precise issues need to be drawn out in the interview.

– Prepare crucial questions and comments to put to the candidate.

– Be in control of the situation.

– Be aware of his/her own prejudices and needs.

• All candidates should be given every opportunity to give a full and fair account of him/her self.

25

Interviewing Skills• The ability to prepare adequately• Ability to listen, including picking up points implied in the

candidates responses• Questioning skills – ability to ask relevant questions at the right

time• Ability to analyse the picture of the candidate that is emerging

during the interview• Ability to summarise and make notes on the candidate’s

performance• Ability to supply relevant information to the candidate without

boring him/her• Skill in building and maintaining a relationship with the

candidate (rapport)• Ability to control the interview with tact, diplomacy and firmness

26

Listening Requires people to give their undivided attention to anotherLooking at the candidate1. Nodding the head2. Making verbal signs3. Asking follow-up questions or making follow-up

comments4. Picking up any implied points, often accompanied by

changes in voice/facial expression

Distractions from listening:• Interruptions• Thinking about the next question while half-listening to

the answer to the current question

27

Questioning Through questioning an interviewer:

– Selects the issues that need to be covered– Elicits relevant information– Controls the pace and direction of the interview

Two broad categories:‘open’ – seek to draw the candidate out and usually

begin with ‘what’, ‘how’ or ‘why’: get the candidate talking about key issues

‘closed’ – require a specific answer, usually ‘yes’, ‘no’ or some specific piece of information like numbers: used to redirect the line of questioning, curtail it, or to confirm a point

28

Analysing and summarising • Making sense of what the candidate is saying

• Building up a picture of the candidate

• Identifying any significant blanks in overall information

How?

• Good analysis cannot be carried out unless we have a clear idea of what we are looking for

• Interviewers need to make notes immediately after seeing the candidate – this will assist in coming to a final choice

• Pre-prepared assessment forms (based on the personnel specification) can help the process

29

Supplying Information– Information about the job and the organisation

additional to that given via the recruitment process, i.e. personnel specification and advertisement. E.g. specific details about the job or about the team he/she may be joining.

– An interchange of impressions and ideas revealed spontaneously, en passant, during the interview.

– Opportunity for candidate to learn more about the organisation – contributes to higher validity.

– Avoid long monologues at beginning, when candidate is ill-at-ease waiting for the moment to respond to the first question.

30

Rapport

Face-to-face encounters pose a challenge to both interviewer and interviewee.

• It is essential to get the candidate talking and putting him/her at ease

• Good eye-contact• Encourage facial expressions and comments• Ensure that candidate feels that the interview is a

constructive and enjoyable experience

31

Control & ConclusionAn interview is a costly and time-consuming business – ensure that

the time available is not wasted.

Tactful control by:– Interrupting– Stopping– Re-directing

Politely but firmly

Conclude by: – Thanking the candidate for interest and response– Acknowledging effort invested by candidate– Being diplomatic to promote the ‘company image’

aspect of recruitment and selection

32

Guide to Good Practice

• Be prepared

• Welcome the candidate

• Encourage candidate to talk

• Control the interview

• Supply necessary information

• Close interview

• Final steps

33

Be prepared

• Obtain available information (job details, candidate specification, application form)

• Arrange interview room

• Ensure no interruptions

• Plan the interview

34

Welcome the candidate

• After initial courtesies, thank candidate for coming

• Explain briefly what procedure you propose to adopt for the interview

• Commence by asking relatively easy and non-threatening question

35

Encourage candidate to talk

• Ask open-ended questions

• Prompt where necessary

• Indicate that you are listening

• Briefly develop points of interest raised by candidate

36

Control the interview

• Direct you questions along the lines that will achieve your objectives

• Tactfully, but firmly, clamp down on the over-talkative candidate

• Do not get too involved in particular issues just because of you own interests

• Keep an eye on the time

37

Supply necessary information

• Briefly add to information already made available to candidate

• Answer candidate’s questions

• Inform candidate of the next steps in the selection procedure

38

Close interview

• Thank candidate for his responses to your questions• Exchange final courtesies

Final steps

• Write up your notes about the candidate• Grade, or rank, him/her for suitability• Operate administrative procedures regarding

notification etc

39

Selection Tests

Also referred to as psychological tests. Usually standardised tests designed to provide an objective measure of certain human characteristics by sampling human behaviour.

Typically used to identify:• an individual’s level of verbal, numerical and

diagrammatical reasoning• and his/her personality profileCaution: use tests that have been tested over many

years and that have acquired a reasonable reputation for both reliability and validity

40

Issues to consider• Is such a test appropriate in the circumstances and will it

provide the information that we are looking for?• Is a test to be used as an aid to short-listing or as an

element in final selection?• How will test evidence be weighed in comparison with

other elements of the selection process?• Should candidates be given an opportunity to prepare for

the test beforehand?• Will they be given feedback on their results?• How will confidentiality of test results be protected?• Should the test be administered and/or analysed by

organisation’s own staff or by specialist consultants?• What steps would we take to monitor the use of tests and

to assess their value and effectiveness?

41

Categories • Tests of intelligence: designed to measure performance of

a number of standardised mental tasks – closely related to the general ability to learn

• Aptitude tests: special aptitudes – mechanical ability, spatial and numerical ability

• Attainment test: attempt to test previous learning – include tests for spelling, arithmetic, typing

• Personality tests: aim to provide a profile of individual personality – the most controversial – validity open to question

• Occupational preference tests: to bring out individual preferences for certain categories of employment – also useful for career counselling

42

Assessment centres

Not a place but a process

1. A combination of assessment methods

2. A central role for simulation exercises

3. Groups of candidates assessed by groups of observers

4. An extended period of the selection process (half to one and a half days)

43

Advantages • Considerable data about candidates can be collected• Candidates can display a range of knowledge and

skills over the course of half to one and a half days• If successful, can produce valid and reliable choices

of candidates• Has the potential for use as a staff development tool

as well as for selection purposes• Provides useful experience for assessors who have to

test their personal judgements against those of their fellow assessors

44

Disadvantages • Complexities of putting an assessment centre

together (selecting tests, devising simulations, organising interviews and assessors)

• Costliness of setting up and they running a centre• A poorly designed centre, or one which fails a

particular group of participants, (e.g. women or minority groups) can bring adverse publicity and ill-will as well as representing poor value for money

• Assessment centres cannot accurately measure tacit skills or capability