Mullins L.J. Management and organisational behaviour, Seventh edition

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Difficulties are those aspects of the job which are regarded as particularly demand-

ing or hard to perform competently. Examples, from the hospitality industry, might be

the bar manager dealing with drunken or unruly guests; waiting staff serving a large

number of unexpected customers arriving together; a washer-up scrubbing heavy

copper pans; a receptionist dealing with complaints or awkward guests; section heads

operating within budget limits. For the ‘right’ members of staff, however, certain diffi-

culties might be seen as an attractive feature of the job. Some people may enjoy what

they see as the challenge or responsibility that the difficulties of the job present.

Distastes are those aspects of the job or working conditions which are regarded as

tedious or unpleasant. Examples might be waiting staff polishing silver before each

service; a commis chef preparing the same vegetables for a standard menu; the kitchen

porter emptying swill bins; cleaning staff changing soiled bed linen; restaurant staff

unblocking the toilet. For some people, however, the ‘easier’ aspects of the job might

be disliked and seen as distastes; for example, because of the lack of variety, challenge

or responsibility in the job, or because they prefer to be kept active.

Although these examples relate to the hospitality industry, the nature of difficulties

and distastes for jobs in other organisations can readily be appreciated. Consider for

example the potential difficulties and distastes involved in an assignment working

abroad. Effective managers should be well aware of the difficulties and distastes of

particular jobs in their own department of their organisation.

Despite the temptation to paint the most attractive picture of the job, there is little

to be gained from concealing the difficulties and distastes. If staff are appointed with-

out full knowledge of the difficulties and distastes, or are not trained to deal with

them, then once they find out what the job really involves they are likely to join the

numbers who leave within a short period of time. This only adds to the ‘induction

crisis’ and means starting the recruitment and selection process all over again! Even if

staff do stay there is likely to be loss of goodwill, and an adverse effect on their atti-

tude, job satisfaction and performance.

If candidates are not prepared, or are unable, to accept the difficulties and distastes

then clearly they should not be offered the job. It is preferable, however, that unsuit-

able potential applicants do not apply in the first place or that unsuitable candidates

decide to withdraw their application before the selection decision. The other side of

the recruitment and selection process is the applicants’ assessment of you and your

organisation. The more information given to applicants the more self-selection

there will be. From the person specification can be distilled the job advertisement and

further particulars available to inquirers.

Staff are more likely to stay with your organisation for a reasonable time and pro-

vide a satisfactory standard of work if:

■ the job description and person specification paint a realistic picture;

■ neither the organisation nor the job is oversold;

■ the job and working conditions have been explained fully prior to their acceptance

of the appointment;

■ they understand exactly what will be expected of them including the difficulties and

distastes of the job;

■ their personal attributes and qualities match closely those required for successful

performance of the job and/or potential future jobs;

■ there is an effective induction and training programme; and

■ the process of recruitment, selection and induction engenders realistic expectations,

and the development of an appropriate psychological contract.

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Self-selection

by applicants

Despite the criticisms and possible limitations of job descriptions the process of job

analysis can aid recruitment and selection. It provides guidelines for the objective

assessment of applicants. From the person specification can also be drawn up the inter-

view plan, including areas to be covered in assessing the candidate’s willingness and

ability to cope with the difficulties and distastes.

Job analysis provides the basis for performance review and development, training,

reward systems, staff development and career progression, and the design of working

methods and practices. The study of difficulties and distastes helps provide a more

thorough understanding of the jobs staff have to do and the working conditions under

which they have to do them. Without such an understanding you are less able to assess

the true performance of staff, including recognition of the shirkers and fiddlers.

A carefully prepared person specification is a focus for describing the requirements

of the job, the working conditions, and the personal attributes and qualities necessary

for successful performance. Any significant changes in the requirements of the job or

the person to do it can be used as the basis for review of wage/salary rates, promotion

prospects or training needs. Once agreed with the member of staff these changes can

be formalised by incorporating them in a revised person specification.

It is clearly important to know where suitable applicants are likely to be found, how

best to make contact with them and to secure their application. This involves a thor-

ough knowledge of sources of labour and methods of recruitment. The most

appropriate means of attracting suitable applicants will depend upon the nature of the

organisation, the position to be filled, and possibly the urgency of the need to make

the appointment.

Among potential sources to be considered are: the employment service job centres

and agencies; career advisory offices; universities, colleges and schools; private employ-

ment agencies; professional and executive appointments registers; ex-service

organisations; personal introductions; exhibitions far mass recruitment, for example

attracting newly qualified teachers, and, of course, advertising. Garcia et al. maintain

that employee referrals yield higher-quality workers than do sources such as newspaper

advertisements or public employment agencies. Another advantage of people referred

by your employees is that they will tend to share the organisation’s mission and values

– an important predictor of success.

Another increasingly popular method is ‘headhunting’ or executive search. This

involves direct contact with potentially suitable candidates, especially for senior or

challenging appointments, to inquire about their interest in a particular job and where

appropriate to attempt to elicit their ‘application’. However, Simms suggests that for

some of Britain’s top companies, hiring on a headhunter’s recommendation is often an

exercise in disappointment and some corporate clients are becoming disillusioned by

the quality of candidates that they deliver. ‘Headhunters have a role to play and the

best, say clients, are instrumental. The trick for clients is to cut through the marketing

hype, including macho statements about size and global reach and select a firm which

takes them and the job seriously. In headhunting, as with much else in life, big is not

necessarily better. It is quality, not quantity, that counts.’

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PART 7 MANAGEMENT OF HUMAN RESOURCES

THE IMPORTANCE OF JOB ANALYSIS

ATTRACTING SUITABLE APPLICANTS

Advertising

Vacancies may be advertised in the national and/or local press, professional or trade

journals, and possibly on local commercial radio and television. Exhibitions and career

conventions can also be considered under this heading. Advertising is expensive and it

is important to be selective in the choice of media. Professional journals have the

advantage that they are likely to attract the right kind of applicant in terms of qualifica-

tions and experience. But they may be particularly expensive, and there is usually some

delay between placing the advertise-

ment and publication date. With

many organisations, and especially

those in the public sector, it is cus-

tomary to include an advertisement

in the local press even for senior posts

that are also advertised nationally.

The purpose of the advertisement is

to attract suitable potential applicants

and it should therefore contain the

necessary information to secure their

attention and interest. Armitage, how-

ever, questions why companies seem

often to find it so difficult to say

what they are looking for in appli-

cants’ background, knowledge,

experience and attitude without

resorting to gobbledegook. The adver-

tisement should produce a clear

word-picture or template of the ideal

candidate and should encapsulate the

demands of the position and attrib-

utes of the person.

Careful

consideration should be given, there-

fore, to its design, layout and

contents. Many organisations place

importance on adhering to a corpo-

rate style of presentation. The

advertisement might contain a named contact and telephone number for informal

inquiries. This may help the process of self-selection. For more senior appointments it

is not usually possible to include sufficient information in the advertisement alone. In

these cases, the ‘please send for further details’ procedure is useful.

The question of letters of application and/or specially designed, standard application

forms, and preliminary, informal interviews must also be considered. Again, procedures

will vary from organisation to organisation, and possibly with the nature of the vacancy.

A common procedure is to invite inquirers to complete a standard application form

(often, and preferably, typewritten). Where appropriate a curriculum vitae (CV) may also

be requested. The use of computerised systems to help process application forms is

becoming popular, especially in larger organisations. Scanners may be used to extract

specific information or highlight key words to help screen for potential candidates.

The electronic job search is growing rapidly at present. An increasing number of organ-

isations, including those in the public sector, are using the Internet as a recruitment

tool – if not for full recruitment then as a source of additional information on a web-

CHAPTER 20 RESOURCING THE ORGANISATION

807

An alternative method of recruiting staff

Application

form

Internet

recruitment

Photo: Mike Lippmann

site. Despite the obvious benefits of being a convenient and cheap advertising medium

that allows a speedy response from applicants, there is the argument that there will

always remain a need for some element of the online selection process to be managed

by real-life personnel practitioners.

A similar point is made by Lucas:

Internet recruitment has been hailed as the answer to every company’s recruitment prayers.

Forget expensive job ads, sky-high agency fees, time-consuming interviewsand endless paper-

work. If the hype is to be believed, the perfect candidate is out there, just waiting in cyberspace.

At the click of a mouse, the web-savvy organisation can have them hired and ready to start work

on Monday morning. The reality, however, is somewhat different. Although some organisations

have plunged into the online recruitment pool, most businesses are still only dipping their toes

in the water … In most cases companies are doing little more than using their corporate sites as

shop windows for jobs. Even those who allow online applications typically still follow them up

with same tired and lengthy paper-based hiring process.

Whatever selection process is adopted, it requires careful planning and preparation.

Selectors must plan their work commitments to give adequate time and undivided

attention to the candidates, free from interruptions or distractions. Time should be

allowed to read carefully through all the papers and documents. A check should

be made on the physical environment – accommodation, seating, facilities; arrange-

ments for reception of candidates; and, where appropriate, arrangements for tea/coffee

and lunch.

The manner in which the selection process is conducted is doubly important. It

should, of course, be efficient in its own right to ensure that every effort is made to

reach the ‘best’ decisions. Equally important, however, is that for most candidates the

selection process is the first point of contact with the organisation. The other side of

the selection process is the candidates’ assessment of you and your organisation.

Candidates will tend to judge the organisation by the manner in which the selection

process is conducted, looking upon this as an indication of how it manages itself and

its staff, and whether they would wish to work for the organisation.

Methods of selection

Methods of selection involve the short-listing of applicants, collecting information

(provided by other people) about the applicants, and the design and preparation of the

selection process. Drawing up the short-list can be undertaken by comparing applica-

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PART 7 MANAGEMENT OF HUMAN RESOURCES

THE SELECTION PROCESS

The selection process becomes critical as a means of matching the individual to the organi-

sation culture. It is important to a Quality of Working Life strategy that the selection process

aims at the individual who is well disposed towards:

■ learning and developing

■ taking responsibility for his or her own behaviour.

Particular features of the process could be extensive job previews for applicants – for ex-

ample open days – and the involvement of people from the potential work area in the

selection decision. These facets are both to build ownership of the selection decision and

to give the applicant a clear sense of the way the work area operates. (QWL is discussed in

Chapter 18.)

ACAS

tions against the information provided by job analysis, and consideration of the

number of potentially suitable people applying for the position. Where a particularly

large number of potential applications are anticipated (for example with an annual

intake of graduates or following major redundancies in a nearby organisation) a two-

tiered selection process is often adopted. At the first tier the HR department may be

involved in the sifting of applications to a more manageable level. The second tier

involves a more comprehensive assessment of the applicants’ competencies and suit-

ability for appointment. After short-listing, selected applicants are referred to as

‘candidates’. Information provided about the applicants/candidates includes references

and testimonials; university, college or school reports; service discharge documents;

and possibly a medical report.

Another possible source of information is from graphology – the analysis of the hand-

writing on the letter of application in order to reveal certain personality traits.

However, despite its popularity in certain European countries and with a growing

number of employers in the UK, the use and value of graphology is still the subject of

much scepticism.

The graphologist, however, rarely meets the applicants and is

unlikely to have any possible bias or preconceived ideas on their personality or ability.

There are a variety of other methods which can be used in staff selection. These

include: peer rating; in-tray exercises; selection tests and personality questionnaires;

group exercises; assessment centres; and individual (one-to-one) or panel or board

interviews. Lucas draws attention to a range of other screening methods during the

selection process. In addition to new-style psychometric tests and graphology these

include online self-assessment tests and the use of Feng Shui practitioners who claim

they can provide an insight into a person’s character and predict likely job perform-

ance.

The choice, combination and application of methods should be

appropriate to the nature of the organisation; the position, tasks and responsibili-

ties of the vacant job; and the number and nature of candidates. As an example,

an outline of Marks & Spencer Graduate Selection Process is given in Management

in Action 20.1 at the end of this chapter.

Peer rating involves the candidates nominating other candidates, usually on the basis of

a ‘sociability’ rating. It is sometimes known as ‘buddy rating’. This was discussed in

Chapter 14. Typical questions might be: ‘Which of the other candidates would you

choose to go on holiday with?’ or ‘If you had a personal problem (or a sensitive work

problem) which of the other candidates would you choose to talk to?’ Alternatively,

negative or both positive and negative choices might be requested. Peer rating is

clearly only appropriate if candidates are together long enough to become sufficiently

well acquainted with each other; for example, if they are involved in a weekend selec-

tion programme. In most situations it is more likely that use will be made of observers

at group exercises – discussed below.

In-tray exercises are designed to simulate a state of affairs that participants can recog-

nise as relevant to an actual working situation. Typically, the exercise presents a

number of problems, and a range of material in the form of, for example, letters, mem-

oranda, instructions and messages. Prepared plans of action may be disrupted by the

receipt of further diverse communications. In-tray exercises require careful and detailed

planning, and sufficient time needs to be allowed for their completion. They may be

used as part of a group exercise or at an assessment centre (discussed below) but are

often seen as being more useful as a training device. In-tray exercises appear to be

growing in popularity, for example as IT based or priorising task situations.

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809

Graphology

Other

selection

methods

Peer rating

In-tray

(or in-basket)

exercises

In Chapter 9 we discussed the features and limitations of testing. Much has been writ-

ten about the value of selection tests and questionnaires and they are subject to a

number of criticisms. It should be noted that the word ‘test’ is often taken to refer to

measures of intelligence, achievement and developed abilities, and aptitude for particu-

lar tasks. Measures of interests, social attitudes, emotional stability or traits of

personality are usually referred to as questionnaires or profiles, or similar. Answers are

regarded as common or uncommon, typical or untypical, rather than right or wrong,

good or bad. The word ‘test’ is therefore usually avoided in such measures, as in, for

example, the Cattell 16PF Questionnaire.

The practical value of personality ‘tests’ has long been subject to much debate.

According, for example, to Barrett:

A dismal history has been recorded by personality tests. There have been a few scattered suc-

cesses with some modern techniques, but on the whole the typical personality questionnaire,

test, or inventory has not proved to be useful. In many of them, the ‘right’ answers (which exist

despite the naive disclaimer that there are no right answers) are so obvious that everyone comes

out a model of healthy adjustment. But even if all applicants were to answer each question with

complete candor, the value of their answers for predicting success would still be in doubt

because the complexities of human personality are as yet poorly understood.

Great skill is required in the administering of tests or questionnaires and in the inter-

pretation of results. This would probably entail the services of a consultant

psychologist, trained to the British Psychological Society (BPS) standard, which would

add to the cost of the selection process. A suitable physical environment is also impor-

tant. The possible reaction of candidates must be considered. Some might find any

form of ‘test’ something of an ordeal or regard it as an unpleasantness. A major con-

cern with the majority of tests is the doubts about validity and lack of statistically

proven reliability.

Despite the continuing debate about their value, it does appear that an increasing

number of organisations are using psychometric tests (to measure characteristics such

as personality and ability) as part of their recruitment and selection procedures.

However, a major consideration in the controversy about the use of psychometric tests

is how to avoid any cultural bias. There are still widespread doubts and criticisms about

the use and value of personality tests, and continuing debate about their value in pre-

dicting performance at work.

Even when psychometric tests are used, they should not be used in isolation but

as part of a comprehensive selection process and applied in appropriate circum-

stances to supplement the interview, never as a substitute for it.

It is also important to ensure adequate feedback to candidates in the process.

A group exercise is where a number of candidates are brought together and seen simul-

taneously by the selector(s). A number of group selection procedures are available,

including discussions and debates, business games, command or executive exercises,

and problem-solving exercises. The group may be leaderless or members may be allo-

cated specific roles or briefs. Teambuilding exercises are popular as a means of assessing

ability to build and lead a team, and the role of a leader in relation to other members

of the group.

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PART 7 MANAGEMENT OF HUMAN RESOURCES

SELECTION TESTS AND QUESTIONNAIRES

Personality

questionnaires

The use of

selection tests

GROUP EXERCISES

The group exercise is, arguably, most effective when it simulates or resembles a prac-

tical ‘real-life’ situation which is reasonably representative of the task or type of

situation that the person appointed might be concerned with in the organisation.

The exercise might be guided or ‘led’ by a member of the selectors or by a nominated

candidate, or it may be leaderless allowing the group to establish their own patterns

of interaction.

A major possible criticism of ‘techniques’ such as leaderless group discussions (LGDs) is

that they only highlight candidates who are proficient at that kind of activity rather

than candidates who might be suitable for the job position. However, according to

Anastasi, ‘Validity studies suggest that LGD techniques are among the most effective

applications of situational tests.’

The advantage of the group exercise is that it estab-

lishes a social situation. It enables candidates to demonstrate personal qualities and

how well they are likely to get on with their peers. It provides a different slant on the

candidates – as people in a working group.

The behaviour of candidates can be observed directly. A number of ‘scoring’ meas-

ures have been designed for LGDs (these were discussed in Chapter 14) and it is

recommended that a set plan and observation sheet be used by the observer. This

would assist in observing and rating each candidate’s performance and allow a more

meaningful interpretation of results. Note should also be made of body language, eye

contact and other non-verbal clues. It is useful to have a short, informal discussion

with the group at the end of the exercise. The observer could then explain any points

arising from the exercise and candidates be given a chance to make any comments.

Sociability is an important consideration in the appointment of staff. An appropriate

group exercise can be a valuable part of the selection process. It could be used, for

example, in the appointment of a member of staff who has direct contact with ‘cus-

tomers’ or who is the focal point for complaints and criticisms; or for staff who face

frequent problem-solving situations or difficult tasks to accomplish. Group exercises

are also commonly used in the selection of management trainees. However, the

observer’s own personality, values and attitudes can influence the categorisation of

behaviour. There is therefore a need for trained observers and wherever possible it is

advisable to use more than one observer for each group.

The use of group exercises usually forms the central element of assessment centre selec-

tion. The centres provide an in-depth assessment of a group of broadly similar

candidates, and aim to gauge the attributes and competencies required for a particular

type of job. Group exercises are used in conjunction with business games and case

studies, in-tray or other simulation exercises. These exercises may be supported by tests

and questionnaires together with a variety of interviews in order to provide a range of

contrasting but complementary activities. At the end of the various selection activities

the observers agree on a cumulative rating for each candidate. The ratings are intended

to match abilities and skills against specific requirements of the jobs to be filled.

Assessment centres may also be used for training and development and promotion pur-

poses.

Assessment centres offer a number of potential advantages and provide

employers with an opportunity to find out more about candidates than from the tradi-

tional selection interview. However, they can be costly and time-consuming and

require adequate resources and careful planning. It is necessary to develop a clear set of

competencies by which to assess candidates and again they rely on trained observers.

CHAPTER 20 RESOURCING THE ORGANISATION

811

Leaderless

group

discussions

The value of

group

exercises

Assessment

centres

Despite constant criticisms the interview is usually a central and indispensable element

of the selection process and still a widely used method of selection. For example, as

Butcher maintains:

The job interview remains one of the more bizarrely formal and old-fashioned rituals in an

increasingly open-necked, forward-looking business world. Detractors claim that the traditional

interview is a poor way of establishing a candidate’s ability to do a job, that there are more

objective yard-sticks than 45 minutes of Q and A. But take a look at some of these alternatives –

everything from handwriting analysis to astrology – and you can see why the interview still takes

pride of place. No matter which side of the table you are on, employer or candidate, the interview

is the one technique that allows you to look your prospective colleague in the eye as you weigh

each other up.

In order to make a fair assessment of candidates you must know what information is

needed and how best to collect this from the interview. A clear interview plan is

needed. However, according to Losyk: ‘Most people don’t have a systematic method of

preparing to interview a job candidate; nor do they ask the right questions.

Consequently, they can’t make the right choices and often end up hiring people for all

the wrong reasons. If you make the wrong hiring decisions, all the new-employee

training in the world won’t bail you out.’

It is to be hoped then that individual organisations will have their own interview

plan/checklist. The important thing is that some suitable plan is used, and that the

plan is appropriate to the essential and desirable characteristics of the candidates.

It is also important to recall the point emphasised earlier in this chapter that it is nec-

essary to comply fully with all the legal requirements relating to employment and

equal opportunities, to follow recommended codes of practice, and to ensure justice

and fair treatment for all potential applicants. Both the Commission for Racial Equality

and the Equal Opportunities Commission state that assessment criteria in recruitment

and selection processes must be objective and justifiable.

Specific interview checklists may be drawn up for particular appointments and to

suit the demands of the position and the organisation. Whatever the form of the

checklist, there is strong support for the belief that the more information interviewers

have about the job, the more they know which questions to ask, and the more struc-

tured the interview the more effective it is likely to be.

However, interviewers should avoid the impression of just ‘going through a

list’. Candidates should be encouraged to do most of the talking and asked questions

that will encourage them to describe experiences and develop ideas. Information under

each heading of the interview plan can then be assembled as it is encountered and not

in any set order. At the end of the interview all points in the plan should have been

covered adequately.

If a panel, or board, interview is used the plan can serve as a basis of the division of

questioning among selectors. It enables a clear allocation to be made of areas to be cov-

ered by each interviewer and the part which each is to play in the selection interview.

An advantage of the panel interview is that candidates may be seen simultaneously

by a number of people who have an interest in the appointment. This would enable all

aspects of the candidates’ application to be explored and suitability for the appoint-

ment considered from both the technical competence and the broader organisational

viewpoints. Typically, for example, the panel might include a member of top manage-

ment, the head of department, the immediate supervisor and a member of the HR

department. The use of a panel interview is supported by the Commission for Racial

Equality who suggest that the chances of discrimination should be lessened provided

that no one member has undue influence over the decision-making process.

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PART 7 MANAGEMENT OF HUMAN RESOURCES

THE SELECTION INTERVIEW

Panel

interview

A disadvantage of the panel interview is that it tends to be a formal affair and

sometimes rather intimidating to some candidates. Each additional member on the

panel can add to the difficulties of putting candidates at ease and encouraging them

to talk freely.

The traditional face-to-face interview can usefully be augmented by taking candidates

round the organisation and conducting a two-way interview on the move. This will

enable candidates to gain a fuller appreciation of the job, equipment and methods,

buildings and accommodation, and actual working conditions; to meet some of the

staff and see them at work; and to ask further questions. This may also help to gauge

how well candidates might fit into the team as a whole. The interview on the move

will also aid the selectors’ assessment of candidates by allowing them to observe what

are likely to be more natural responses to actual situations.

Candidates tend to copy the mannerisms and postures of the interviewer(s). A seating

arrangement which is comfortable and allows some indication of informality helps the

candidates to be more at ease and reduces the element of confrontation. Skilled inter-

viewers will know how to change their interview style and form of questions according

to the different behaviour of candidates and the extent of their social skills. The type of

question asked influences the candidate’s reply. By using the right form of question

you are better able to control the interview and the candidate’s behaviour. Interviewers

should at all times show respect and good manners to candidates, be honest and

behave ethically. Interview questions should observe equal opportunities principles

and avoid any unfair discrimination.

Simons refers to two primary forms of structured interviewing – behavioural interviews

and situational interviews. Behavioural interviews consist of questions about how

candidates handled past situations (for example, ‘What did you do when … ?’) as a pre-

dictor of future behaviour. Situational interviews pose hypothetical future-oriented

questions (for example, ‘How would you handle this situation?’) to help assess future

job performance.

Interviewers should avoid the temptation to suggest possible

answers to their own questions. They should also avoid ‘leading’ questions, that is

questions which indicate the sort of response you expect to get and lead the candidate

towards the ‘right’ answer. In most cases, a successful interview will contain a balance

of open questions, direct or closed questions, and reflective remarks or questions. (See

Figure 20.4.)

Interviewers should probe the candidate and ask meaningful, searching and practical

questions. Candidates should not be able to avoid particular questions or to give only a

cursory reply. Interviewers should listen with care and note the way a candidate

responds to a question. Often this can tell you as much about the candidate as the

actual answer to the question. Candidates’ reactions should be noted, and inter-

viewers need to be responsive to both verbal and non-verbal cues (discussed in Chapter

11). Understanding body language is an important feature of an interaction process

such as selection interviewing.

All interviewers tend to have their own favourite questions, and sometimes very

deep or philosophical questions are asked of candidates. For example: ‘Tell me [pause]

what do you do when you feel really lonely?’ Usually such questions are avoided or the

candidate tends to talk around the question, or to give only a superficial reply. The

value of such questions seems doubtful, and in any case depends upon whether any

CHAPTER 20 RESOURCING THE ORGANISATION

813

Interview on

the move

INTERVIEWING STYLE

Types of

questions

The purpose of

the questions

meaningful interpretation can be placed on the answers given. If any question is really

worth asking in the first place, the interviewer should persevere and attempt to con-

tinue to tease out the information from the candidate.

The interview involves an interaction of personalities and the perception of other

people. Bear in mind the possibility of perceptual distortions and errors (such as the

‘halo’ effect and stereotyping) which were discussed in Chapter 11.

Towards the end of the interview, the interviewer might be expected to do more

talking in explaining conditions of employment and in answering questions the candi-

date had been invited to ask. It is important to remember the other side of the

selection process – the acceptance of you and your organisation by the candidate.

Criticisms of the subjective nature of traditional methods of recruitment and selection

has in recent years resulted in growing attention to the use of competencies as a basis

for effective recruitment and selection.

This involves the development of a list of

abilities and competencies necessary to perform successfully a given job and against

which the applicant’s performance can be assessed. The list of competencies forms the

basis for a range of selection methods, which may for example be the basis of an assess-

ment centre. Competency-based recruitment and selection therefore involves both: (i)

the clear identification and definition of competencies and performance criteria; and

(ii) the choice of the most appropriate methods of recruitment and selection by which

to assess these competencies.

The wider use of competency-based recruitment and selection develops the process

of job analysis, and the preparation of job descriptions and person specifications.

With an emphasis on establishing key competencies and the skills/abilities of the job

role, management can begin to see the benefit of techniques used to focus recruit-

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PART 7 MANAGEMENT OF HUMAN RESOURCES

1 Examples of leading questions

■ Timekeeping is important in this job. Are you a good timekeeper?

■ I guess you regret that now, do you?

■ This is a very busy office and often we are short-staffed. Do you mind working

under pressure?

2 Examples of open questions

■ What made you decide to …?

■ Tell me about …

■ How did you happen to …?

3 Examples of direct or closed questions

■ What grades did you receive in each of your subjects?

■ Exactly how many staff report directly to you?

■ How many months did you work with ...?

4 Examples of reflective remarks/questions

(These are helpful in correcting any misunderstandings and to show the candidates that they

are being listened to attentively.)

■ You appear to prefer working in a busy office.

■ So you are interested in all outdoor sports?

■ It seems that you do not respond well to personal criticism.

Figure 20.4 Examples of interview questions

COMPETENCY-BASED APPROACH TO RECRUITMENT AND SELECTION