BTEC- HNC in BUSINESS

Unit 21: Human Resource Management

Assignment 1

Development, Activities, Planning and Recruitment






















Name- Karan Aggarwal
Tutor- Marion Fieldstead
Date- w/c

Contents: Page:

a.)Introduction..................3

SEC1IOA 1

b.)Distinguishing between :personnel management' and
:human resource management' and discussing the
historical development and changing context in which
they operate...............................................................4

c.) Assessing the role, tasks and activities of the HR
practitioner.................................................7

d.)Evaluating the role and responsibilities of line managers
in HR practices...........................................11

e.)Analysing the need for human resource planning........15

SEC1IOA 2 A

f.) Documentation for structured recruitment process for
1WO organisations; Comparing the recruitment and
selection procedure for the 1WO organisations;
Comparing the recruitment and selection procedure for
the 1WO organisations to the good and bad
practices;1he methods and media that can be used......24

SEC1IOA 2 B

g.)Evaluating the interview as a selection technique and
discussing a range of alternative selection methods
available...........................................................................54

h.)Bibliography/References.............57

i.) Self Reflection/Evaluation &
1imetable.........................................................................59

INTRODUCTION

'Management guru Tom Peters once joked that iI you want to insult a Human
Resources director ask him iI HR stands Ior 'Human Remains.' The Iact is HR is a
universally misunderstood discipline whether you are a large or small company. But
bringing in an HR presence into your growing business could be one oI the most
sensible decisions you ever make.
Source. (http.//www.mvbusiness.co.uk/Yc0-nCFoc2BfBw.html)
This report has been designed to investigate the traditional view oI personnel
management and the new approach oI human resource management; as well as to
evaluate the procedures and practices used Ior recruiting and selecting suitable
employees.

SECTION 1

Distinguishing between personnel management` and
human resource management` and discussing the historical
development and changing context in which they operate

3974/:.943
When the Ilexible concept oI HRM emerged in the 1980s, in the times oI
Thatcherism and Reaganomics, it 'could not help but look more desirable than
personnel management (Hope-Hailey et al 1997: 5). The attractiveness oI the theory
oI managing personnel led to a proliIeration oI HRM language. Nonetheless, it
remains to be seen iI there is more to HRM than only a new and shining rhetoric.
A number oI authors stress the diIIiculties oI identiIying clear diIIerences between
personnel management and HRM, and maintain that the most obvious change is a 're-
labelling process (Legge 1989: 20). Torrington (1989: 64) agrees that 'a change oI
label is obvious, though one cannot be sure that the content oI diIIerentiates to any
extent. However, the new terminology may at least rid personnel management Irom
its unIavourable welIare image and other 'negative connotations (Sisson 1990: 1)
and thus, save the ailing Iunction oI managing personnel Irom marginalisation.
Keenoy (1990: 8) stresses another aspect: he sees personnel management caught in
ambiguity as it is torn by managing the tension between organisational demands and
needs oI employees. The clear strategic orientation oI HRM provides an 'escape route
Irom ambiguity, because it has 'sharply reIocused the attention on the organisational
loyalties oI the personnel Iunction. Thus, its Iull organisational legitimacy may be
regained.
Accordingly, some HR academics maintain that new labels on old bottles may have
their uses, even iI it is only Ior marketing purposes (Armstrong 1987: 35; Guest 1989:
48). Furthermore, a valuable contribution oI HRM is to direct the attent ion to
regarding people as the key resource oI organisations and lending the management oI
personnel increased importance (Armstrong 1987: 31).

110703.08
The outstanding strategic character oI HRM is claimed to be one oI the diIIerences in
emphasis between personnel and HR management. While conventional personnel
management is criticised Ior its only loose link with business objectives, the
Iormulation oI HRM policies should explicitly take place at a strategic level within
the organisation (Storey 1989: 6). This implies that the integration oI HRM strategy
with business strategy is not a pure specialist task within the HR department, but
should be driven by senior management in the best case at board level. Similarly,
there is more emphasis in HRM approaches on the importance oI line managers.
HRM models clearly highlight the line management`s responsibility Ior the
management and development oI the human resources, especially with regard to their
contribution to bottom line results (Legge 1989: 27; Kee noy 1990: 8). This goes
together with the generally more strategic and 'demand -driven (Torrington 1989:
61) approach oI (hard`) HRM, which Iocuses on organisational needs and, Iinally,
proIit at the bottom line.
A major element oI (soIt`) HRM approaches is the involvement oI senior managers
in the creation oI organisational culture and values. The culture should be designed
Ior gaining the employees` commitment. Commitment is an eminent goal oI HRM, as
5
it is seen as a crucial precondition Ior high perIormance (Guest 1989: 49). Besides
high trust and commitment, another part oI organisational culture as promoted by
HRM is a more direct Iorm oI communication. HRM advocates a turn Irom
collectivism to individualism (Sisson 1990: 5). It neglects collective b argaining and
unions, and promotes individual relations with direct Iorms oI communication
between management and employees (Storey 1989: 2;
Keenoy 1990: 3). Storey and Sisson speak oI an ongoing replacement oI 'industrial
relations by 'employee relations. (1989: 170)
While personnel management oIten Iinds itselI in an intermediate position between
organisational demands and individual needs, (soIt`) HRM models maintain a
coinciding relationship oI organisational and individual interests. HRM policies and
practices that are desirable Ior the employee are also beneIicial to the achievement oI
organisational goals. Moreover, individuals can only contribute to organisational
success eIIectively when their personal needs are met on the job. ThereIore,
individual development - including the development oI managerial staII (Legge 1989:
27) and satisIaction are emphasised in HRM. Consequently, training and other
means oI development gain more importance and managerial attention than in
personnel management (Torrington 1989: 66). At the same time, (soIt`) HRM models
grant more autonomy and selI-responsibility to individuals (Torrington 1989: 56),
because a higher degree oI autonomy is regarded as prerequisite Ior the organisation`s
adaptability to change, i.e., the organisation's Ilexibility (Guest 1989: 49). `
(


1he historical development and changing context in which they operate
The evolution oI Personnel Management has occurred in an unplanned, uneven and
random way. It was mostly Iorced by environmental changes in society, businesses,
industry rather than a rational, incremental process.(Hendry 1991). Starting Irom the
point oI the mature phase oI Personnel Management in the 1960s and 1970s where we
have the introduction oI various services into organizations and management
development, training and manpower planning. We observe the existence oI selection,
training, salary administration and appraisal (MBO). Then in the 1980s the concept oI
HRM emerged Irom US, and personnel was seen more like business oriented. With
the declining oI trade unions also Industrial relations became less signiIicant and
HRM starts to be considered as a more specialized tool Ior the needs oI an
organization and its employees. Finally in the 1990s as the interest is more onto team
working, empowerment, quality, development, Ilexibility, eIIiciency and
eIIectiveness, the role oI HRM became more important. Now terms as culture
management, perIormance and reward systems or management development have
been given great importance along with the notion oI being strategic in all aspects.
The major sources oI changes are the Environmental Iirstly, taking the shape oI
economic and political change where we had the rise oI enterprise economy and
market led economies. Moreover, concern Ior environment and society widely has
appeared. Then, the social trend towards individualism substituting collectivism and
the arising customer expectations so as to the requirements being higher than ever
beIore. The recession oI the 1990s have made investment and expansion much more
diIIicult and risky than beIore in the business environment, and changing
demographics since the 80s impacted as problems into the oIIer oI various skilled
employees. New work patterns have emerged where more pat-time workers and
permanent employees are used nowadays, and with the rise oI competition Irom
Europe, Japan or multinational corporations has made it diIIicult to cope correctly
with employees. Finally we must note the various and Iast technological
6
advancements which take place and the shortening oI product liIe cycles that lead to
short range strategies and increased Ilexibility.
The impact oI all those Iactors was and still is great onto people, the manpower
employed by a Iirm, which have to learn to cope with change as it takes the Iorm oI
role ambiguity and role conIlict and leads to stress. (Peters 1988). Managers have now
to learn to reshape their exercising oI power in every Iorm so as to co-operate with
and assist their colleagues to better themselves and act properly Ior the good oI the
enterprise.
That was the time where HUMAN RESOURCE MANAGEMENT was needed to
take place as a more specialized Iunction in the organization to handle employee
matters and generally manpower planning. The purpose oI each job and role had to be
speciIied narrowly and accurately. PerIormance and results are clearly identiIied with
employee actions and extend to motivation and rewards. Inner-Qualities Irom
managers are needed such as a leader, an analyst, a motivator; a colleague, a planner,
and a reinIorcer; so as to cope cross-departmentally with every employee, and weaken
in turn ambiguity and conIusion. Straight Iorward lines oI action are needed Irom the
start oI a business and HRM is the answer to all oI these issues.`
(


Conclusion
'A debate about the diIIerences, iI any, between HRM and personnel management
went on Ior some time. It has died down recently, especially as the terms HRM and
HR are now in general use both in their own right and as synonyms Ior personnel
management. But understanding oI the concept oI HRM is enhanced by analysing
what the diIIerences are and how traditional approaches to personnel management
have evolved to become the present day practices oI HRM. (M Armstrong 2006).

Assessing the role, tasks and activities of the HR practitioner

1he role of the HR practitioner
(

In 1997 Dave Ulrich produced his model in which he suggested that as champions oI
the competitiveness in creating and delivering value, HR proIessionals carry out the
role oI strategic partners, administrative experts, employee champions and change
agents. The response to this Iormulation concentrated on the business partner role.
Ulrich, in conjunction with Brockbank, reIormulated the 1997 model in 2005, listing
the Iollowing roles:
N Emplovee advocate- Iocuses on the needs oI today`s employees through listening
understanding and empathising.
N Human capital developer- in the role oI managing and developing human capital
(individual and teams), Iocuses on preparing employees in the Iuture.
N Functional expert- concerned with hr practices that are central to the HR value,
acting with insight on the basis oI the body oI knowledge they possess. Some are
delivered through administrative eIIiciency (such as technology or process
design), and others through policies, menus and interventions. Necessary to
distinguish between the Ioundation HR practices recruitment, learning and
development, rewards, etc. and the emerging HR practices such as
communications, work process and organisation design, and executive leadership
development.
N Strategic partner- consists oI multiple dimensions: business expert, change agent,
strategic HR planner, knowledge manager and consultant, combining them to
align HR systems to help accomplish the organisation`s vision and mission,
helping managers to get things done, and disseminating learning across the
organisation.
N 0,/07- leading the HR Iunction, collaborating with other Iunctions and providing
leadership to them, setting and enhancing the standards Ior strategic thinking and
ensuring corporate governance.`

1he changing roles of the human resource practitioner/professional:
(

Some industry commentators call the Human Resources Iunction the last bastion oI
bureaucracy. Traditionally, the role oI the Human Resource proIessional in many
organizations has been to serve as the systematizing, policing arm oI executive
management.
In this role, the HR proIessional served executive agendas well, but was Irequently
viewed as a road block by much oI the rest oI the organization. While some need Ior
this role occasionally remains you wouldn`t want every manager putting his own
spin on a sexual harassment policy, as an example much oI the HR role is
transIorming itselI.
The role oI the HR manager must parallel the needs oI his changing organization.
SuccessIul organizations are becoming more adaptable, resilient, quick to change
direction and customer-centred.
Within this environment, the HR proIessional, who is considered necessary by line
managers, is a strategic partner, an employee sponsor or advocate and a change
mentor.



8
Strategic Partner
In today`s organizations, to guarantee their viability and ability to contribute, HR
managers need to think oI themselves as strategic partners. In this role, the HR person
contributes to the development oI and the accomplishment oI the organization-wide
business plan and objectives.
The HR business objectives are established to support the attainment oI the overall
strategic business plan and objectives. The tactical HR representative is deeply
knowledgeable about the design oI work systems in which people succeed and
contribute. This strategic partnership impacts HR services such as the design oI work
positions; hiring; reward, recognition and strategic pay; perIormance development and
appraisal systems; career and succession planning; and employee development.
Employee Advocate
As an employee sponsor or advocate, the HR manager plays an integral role in
organizational success via his knowledge about and advocacy oI people. This
advocacy includes expertise in how to create a work environment in which people
will choose to be motivated, contributing, and happy.
Fostering eIIective methods oI goal setting, communication and empowerment
through responsibility, builds employee ownership oI the organization. The HR
proIessional helps establish the organizational culture and climate in which people
have the competency, concern and commitment to serve customers well.
In this role, the HR manager provides employee development opportunities, employee
assistance programs, gain-sharing and proIit-sharing strategies, organization
development interventions, due process approaches to problem solving and regularly
scheduled communication opportunities.
Change Champion
The constant evaluation oI the eIIectiveness oI the organization results in the need Ior
the HR proIessional to Irequently champion change. Both knowledge about and the
ability to execute successIul change strategies make the HR proIessional
exceptionally valued. Knowing how to link change to the strategic needs oI the
organization will minimize employee dissatisIaction and resistance to change.
The HR proIessional contributes to the organization by constantly assessing the
eIIectiveness oI the HR Iunction. He also sponsors change in other departments and in
work practices. To promote the overall success oI his organization, he champions the
identiIication oI the organizational mission, vision, values, goals and action plans.
Finally, he helps determine the measures that will tell his organization how well it is
succeeding in all oI this.`

1asks and Activities of a HR practitioner
Recruitment and selectionDesign oI policies and procedures oI Iair recruitment and
selection in order to contribute to the IulIilment oI the organisations` corporate
strategy. Carry out interviews or monitor and give advice on interview technique or
on terms and conditions oI employment.

Training and Development- Involved in planning training and development
opportunities Ior the whole organisation, to meet the needs oI the organisation as
expressed in its strategic plan and to meet the needs oI individuals. May design and
organise training courses Ior groups and sometime run them. May keep training
records centrally and request inIormation Irom line managers as part oI planning
exercise or to monitor success oI training and development.

9
Human Resource Planning- Depending on the level oI appointment is likely to be
involved to various degrees in contributing to the strategic plan. Collection and
analysis oI data; monitoring targets Ior the whole organisation. Providing inIormation
to managers. Conducting exit interviews and analysing reasons Ior leaving.
Provision of contracts- Provide written statement oI particulars Ior new employees
and issue them to these employees, having checked that the detail is correct. Keep all
copies oI all documentation relating to the employee and advice on any alterations to
the contract.

Provision of fair treatment- Involvement in design oI policies and procedures oI the
whole organisation to encourage Iair treatment at work. InIorm and train people in
these policies and procedures. Monitor the success oI these policies.

Equal Opportunities- Involvement in the design oI policies to encourage equal
opportunities. Train and inIorm managers and all employees throughout the
organisation in these polices. Monitor the eIIectiveness oI equal opportunities policies
by collecting and analysing inIormation.

Assessing performance of emplovees- Involvement in design and implementation oI
techniques to assess perIormance oI employees eIIectively in a way that links clearly
with the organisation`s strategic plan. Train, inIorm and involve people in
perIormance management techniques. Monitor the eIIectiveness oI the procedures.
Many maintain central records about perIormance oI individual employees.

Emplovee Counselling- Establish appropriate system, either in-house or by external
consultants, Ior employee counselling. May be involved in counselling employees
with problems or may have to reIer them to specialised counselling.

Emplovee Welfare- Establish appropriate systems Ior employee welIare in
accordance with the objectives oI organisation. Monitor the cost and eIIectiveness oI
this provision.

Pavment and reward of emplovees- Establish appropriate payment and reward
systems Ior all employees in order to contribute to the organisation`s strategic plan.
Monitor the success oI these. Collect comparative data Ior other organisations in area
or nationally. Deal with individual problems about pay. May be involved in
negotiation about payment or reward systems. Tell individuals oI their pay when the
join the organisation or change jobs.

Health and Safetv- Involvement in design and implementation oI the organisation`s
health and saIety policy in order to contribute to the organisation`s strategic plan.
Monitor the eIIectiveness oI this. May sit on saIety committee or may have line
management responsibilities Ior saIety oIIicer or organisation`s nurse. Involvement in
promotion oI health and saIety and encouraging the involvement oI others throughout
the organisation.

Disciplining individuals- Design oI disciplinary procedure. Monitor the eIIectiveness
oI the procedure. Give advice to line managers on disciplinary problems. Organise
training Ior line managers and employees about disciplinary issues. Issue warnings in
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later stages oI disciplinary procedure. Maintain central records oI disciplinary action
taken.

Dealing with grievances- Participate in the design oI grievance procedure and
encourage the involvement oI others in this. InIorm and train people in grievance
handling. Monitor the eIIectiveness oI the grievance procedure. May deal with some
stages in the in the grievance procedure or appeals.

Dismissal- Review procedures Ior dismissal to ensure that they comply with
legislation. Provide advice and guidance on Iair dismissals procedure. Provide
training Ior all who may be involved in the dismissal process. May dismiss employee.

Redundancv- Is likely to be involved in consultation with regard to redundancy. Is
likely to be involved in selection oI those to be made redundant. May inIorm
employee oI redundancy and amount oI pay and rights. May organise provision oI
more generous redundancy payment iI this is in line with organisation policy. May
organise provision oI outplacement Iacilities either in-house or by consultations.

Negotiation- Is likely to be involved in negotiation on a wide range oI organisation-
wide issues.

Encouraging involvement- Will have an extremely important role in creating a culture
within the organisation in which employees are encouraged to be involved indecision-
making. Will be involved in designing policy and procedures to encourage employee
involvement in line with strategic plan. Will also provide training to encourage
employee involvement.

Evaluating the role and responsibilities of line managers in
HR practices

1he basic role of front line managers
(
Front line managers as deIined by Hutchinson and Purcell (2003) are managers who
are responsible Ior a work group to a higher level oI management hierarchy, and are
placed in the lower layers oI the management hierarchy, normally at the Iirst level.
They tend to have employees reporting to them who themselves do not have any
management or supervisory responsibility and are responsible Ior the day-to-day
running oI their work rather than strategic matters. The roles oI such managers
typically include a combination oI the Iollowing activities:
N people management;
N managing operational costs;
N Providing technical expertise;
N organizing, such as planning work allocations and rotas;
N monitoring work processes;
N checking quality;
N dealing with customers/clients;
N measuring operational perIormance.`

In many organisations Iront line managers now carry out activities which were
traditionally within the remit oI HR such as providing coaching and guidance,
undertaking perIormance appraisals and dealing with discipline and grievances. In
many cases they also carry out recruitment and selection in conjunction with HR.`
(


1he role of front line managers
The people and perIormance research carried out Ior the CIPD by a team at Bath
University
1
Iound that Iront line managers played a pivotal role in terms oI
implementing and enacting HR policies and practices. They Iound that where
employees Ieels positive about their relationship with their Iront line managers they
are more likely to have higher levels oI job satisIaction, commitment and loyalty
which are associated with higher levels oI perIormance or discretionary behaviour.
Discretionary behaviour is deIined as that which goes beyond the requirements oI the
job to give that extra perIormance which can boost the bottom line. Line managers
also play the strongest part in structuring people`s actual experience oI doing a job.
Subsequent work by CIPD and Bath University explores in detail the role that line
managers play in reward
2
and learning and development
3
.

The areas where Iront line managers make a signiIicant diIIerence to people
management practices include:
N perIormance appraisal
N training, coaching and guidance
N employee engagement (involvement and communication)
N openness how easy is it Ior employees to discuss matters with their Iront line
manager
N work-liIe balance
N recognition the extent to which employees Ieel their contribution is
recognized.
12
These are all areas where, although the process may be designed by HR, it cannot be
delivered by HR. The Iront line manager role is crucial in a number oI respects:
N in enabling the HR policies and practices, or bringing them to liIe
N in acting upon advice or guidance Irom HR
N in controlling the work Ilow by directing and guiding the work oI others.
However, line managers oIten have conIlicting priorities and role overload. All
managers need time to carry out their people management activities.`
(


Some oI the main core points which line managers should adopt while operating with
employee are listed below:

Celebrate individualitv- Since each employee operates through a unique Iilter, Iind
out what it is. Ask employees what motivate them, what their goals are, how they like
to be managed.

Set outcomes not instructions- Give clear objectives and steer employees towards
achieving them rather than issuing detailed directives.

Celebrate diversitv- Accept that one-size-Iits-all management never works. Align the
unique talents oI your employees to organisational objectives then step back and
allow those talents to Ilourish.

Know what makes talent tick- Talented employees thrive on personal growth,
challenge, stimulation, variety, meaning, purpose, respect, responsibility, autonomy
and choice. Find out which drivers matter most to which employees. Ensure their
work satisIies their personal career drivers.

Focus on vour high performers- High perIormers deliver the most value Ior the
organisation so encourage them to aim higher. Investigate the Iactors that diIIerentiate
them Irom lower perIormers and build a star map Ior their role. Use this star map as a
benchmark Ior recruiting new and developing existing talent.

Be a casting director- Develop close relationships with your people so you know
which roles will play to their strengths and which will strangle them.

Be a coach, not a manager- Coaching bridges the gap between organisational goals
espoused by leaders and the individual career aspirations oI your employees by
aligning the two. A coaching manager sees their role as building rapport, trust and
common purpose. A coaching manager delegates and stretches, giving employees
challenging assignments to build their skills. `
(

1he responsibilities of line managers in HR

Recruitment and selection- Carry out interviews.

Training and Development- May be involved in planning and provision oI training
and development opportunities to meet needs oI individuals and the needs oI the
organisation as expressed in its strategic plan, primarily Ior employees in his or her
own department. May provide training and may also keep records oI training and
provide inIormation to central personnel/ HRM department.

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Human Resource Planning- Collect inIormation on leavers and provide inIormation
on anticipated requirements Ior manpower Ior his or her own department.

Provision of contracts- Possibly issue documents and get signature oI new employees.

Provision of fair Treatment- Responsible Ior Iair treatment oI people in his or her own
department to ensure all treat others in a Iair way. Listen and respond to grievances as
an initial stage in the grievance procedure or inIormally beIore someone gets into the
grievance procedure. May contribute suggestions about design oI policies.

Equal Opportunities- May also be involved in and contribute to the design oI policies.
Will be responsible Ior ensuring that all employees Ior whom he or she is responsible
do not suIIer Irom any Iorm oI unIair discrimination while at work.

Assessing performance of emplovees- Contribute to discussion oI perIormance
management techniques. Assess perIormance oI those in own department. Involve
teams and individuals in setting and agreeing targets and monitoring perIormance.
Monitor their success and give Ieedback.

Emplovee Counselling- May be involved in initial counselling oI employees in his or
her own section, or may need to suggest alternative sources oI counselling iI he or she
does not Ieel qualiIied to deal with the situation.

Emplovee welfare- Ensure the well-being oI employees in his or her own department
and draw their attention to and encourage use oI, any provisions designed by the
organisation to improve their welIare.

Pavment and reward of emplovees- May be involved in and contribute views about
appropriate systems oI payment or reward to be used in the organisation. May be
involved in negotiations to some extent over issues relating to own department. May
deal with problems concerning pay, raised by employees in his or her department in
the Iirst instance.

Health and Safetv- Responsible Ior health and saIety oI employees working in his or
her department. Encourage the involvement oI individuals and teams in health or
saIety promotion activities. Monitor activities oI own staII. Carry out regular saIety
inspections in own department. May take initial disciplinary action against those who
inIringe health and saIety rules.

Disciplining individuals- Conduct inIormal disciplinary interview with own staII iI
necessary. Issue Iormal warnings as outlined in disciplinary procedure. Maintains
records oI warnings issued.

Dealing with grievances- Deal initially with grievances raised by employees in his or
her department. This may be handled inIormally at Iirst or as part oI the Iormal
grievance procedure. Deal with grievances within speciIied time limits.

Dismissal- In many organisations the actual dismissal will be handled by the
personnel/HR department with the line manager being present. Nowadays managers
14
in some organisations will also take dismissing an employee in their section in a Iair
way.

Redundancv- Is likely to be involved in selection or those to be made redundant Irom
his or her own department. May be involved in inIorming them oI the decision to
make them redundant.

Negotiation- Is likely to be involved in negotiation on a wide range oI issues that
aIIect employees in his or her own department.

Encouraging involvement- Will contribute to organisation`s policies and will
encourage involvement oI employees in his or her department.

Analysing the need for human resource planning

1he need for HR planning
(

The Changing Nature oI Jobs

Jobs are becoming increasingly complex, particularly those which are technologically
orientated, to replace a vacant position within an organisation takes time as it is vital
to ensure that an individual has the correct combination oI skills, experience and
competency to Iill the post which cannot be brought in the market place.

Employment Protection
Due to recent legislation, it has become increasingly more diIIicult Ior businesses to
shed their staII, whilst groups representing employees, such as trade unions, argue this
is rightly so, the Iact remains that the sometimes necessary task oI reducing staII
levels is becoming more expensive, time consuming, and increasingly complex in
terms oI administration.

Technological Advances
The increasing dependency oI businesses on technology to gain competitive
advantage over competitors, and the subsequent need to keep pace with technological
advances have resulted in increasing emphasis being placed on organisations ensuring
that their staIIs skill base is constantly re-assessed and developed, through training
and recruitment to keep pace with the use oI technology.

The Economy
Businesses can not control their environment however much they would wish to,
instead they must react / adapt to changes within the environment, and this is
particularly true in relation to the economy. In periods oI recession, many businesses
are Iorced to reduce staIIing levels, whilst in boom periods oI high growth businesses
may seek to expand the size oI their workIorce to cater Ior increasing levels oI
demand Ior their goods / services. Whilst the UK economy has seen steady overall
growth, there has Ior some time been a cycle oI boom and slump within the economy,
which has Iorced businesses to redeIine their staIIing needs.`

1he stages involved in human resources planning and the information required
The processes summarised as per M Armstrong (2006):

N Business strategic plans: deIining Iuture activity levels and initiatives demanding
new skills.
N Resource strategv. planning to achieve competitive advantage by developing
human capital employing more capable people than rivals, ensuring that they
develop organisation speciIic knowledge and skills, and taking steps to become an
employer oI choice`.
N Scenario planning: assessing in broad terms where the organisation is going in its
environment and the implications Ior human resource requirements.
N Demand/supplv forecasting. estimating the Iuture demand Ior people(numbers and
skills), and assessing the number oI people likely to be available Irom within and
outside the organisation.
N Labour turnover analvsis: analysing actual labour turnover Iigures and trends as
an input to supply Iorecasts.

N Work environment analvsis. analysing the environment in which people work in
terms oI the scope it provides Ior them to use and develop their skills and achieve
job satisIaction.
N Operational effectiveness analvsis. analysing productivity, the utilisation oI
people and the scope Ior increasing Ilexibility to respond to new and changing
demands.

However, there is no single approach to developing a Human Resources Strategy.

The speciIic approach will vary Irom one organisation to another. Even so, an
excellent approach towards an HR Strategic Management System is evident in the
model presented below. This approach identiIies six speciIic steps in developing an
HR Strategy:-
1. Setting the strategic direction
2. Designing the Human Resource Management System
3. Planning the total workIorce
4. Generating the required human resources
5. Investing in human resource development and perIormance
6. Assessing and sustaining organisational competence and perIormance
Business
strategic plans
Resourcing
strategy
Demand/supply
Iorecasting
Human resource
plans
Work environment
Resourcing Retention Productivity Flexibility
Operational
eIIectiveness
analysis
Work
environment
analysis
Labour turnover
analysis
Scenario
planning

Source. A Strategic Human Resource Management Svstem for the 21st Centurv.
Naval Personnel Task Force, September 2000

The six broad interconnected components oI this system consist oI three planning
steps and three execution steps.
The top three components represent the need Ior planning. Organizations must
determine their strategic direction and the outcomes they seek. This is usually
accomplished with some Iorm oI strategic planning. Classic strategic planning is a
Iormal, top-down, staII-driven process. When done well, it is workable at a time when
external change occurs at a more measured pace.
However as the pace and magnitude oI change increases, the approach to strategic
planning changes substantially:
N First, the planning process is more agile; changes in plans are much more
Irequent and are oIten driven by events rather than made on a predetermined
time schedule.
N Second, the planning process is more proactive. SuccessIul organizations no
longer simply respond to changes in their environment, they proactively shape
their environment to maximize their own eIIectiveness.
N Third, the planning process is no longer exclusively top-down; input into the
process comes Irom many diIIerent organizational levels and segments. This
creates more employee ownership oI the plan and capitalises on the Iact that
oIten the most valuable business intelligence can come Irom employees who
are at the bottom oI the organizational hierarchy.

N Lastly, the strategic planning process less reactive and more driven by line
leadership.
Once strategic planning is under way, a process must be undertaken by the
organization to design and align its HRM policies and practices to provide Ior
organizational success. The remaining step in planning is to determine the quality and
quantity oI human resources the organization needs Ior its total Iorce.
The rest oI the HR strategic system exists Ior and is guided by these plans, policies,
and practices. These execution components contain mechanisms that generate the
correct skill sets, invest in staII development and perIormance, and productively
employ them in the organisation. The last component provides a means to assess and
sustain the competence and perIormance oI the organization and the people in it with
regard to outcomes that the organization seeks.

Setting the strategic direction

This process Iocuses on aligning human resource policies to support the

accomplishment oI the Company's mission, vision, goals and strategies. The business'
goals sit at the heart oI any HR strategy and in order to align business and HR you
need to answer one key question, "Can your organisation's internal capability deliver
the organisation`s business goals?"
Many organisations cite their people as their primary source oI competitive
advantage. SuccessIul companies continuously identiIy and adopt innovative human
resource management policies and practices to sustain that advantage. More
importantly, they structure work and design training, perIormance management, pay,
and reward policies to help members oI the organization succeed in achieving desired
organizational outcomes. In other words, they integrate and align HRM policies and
practices to reinIorce employee behaviours that can best realize the leaders' strategic
intent. In the most successIul companies, the set oI policies and practices that
collectively make up a company's HRM system is the critical management tool Ior
communicating and reinIorcing the leaders' strategic intent.
Recommended actions.-
N Conduct an external environmental scan and evaluate its impact on the
organisation
N IdentiIy the organisation's vision, mission and guiding principles
N IdentiIy the mission's outcomes and strategic goals
N Consult all relevant stakeholders
N Evaluate the impact oI legislation on the organisation
19

Designing the Human Resource Management System

This stage Iocuses on the selection, design and alignment oI HRM plans, policies and
practices. Various options may be open to the organisation such as drawing on
industry best practices.
Emerging HRM policies and practices range Irom outsourcing certain non-core
Iunctions, adopting Ilexible work practices (telework, work Irom home) and the
increased use oI inIormation technology. Not every industry trend may be appropriate
Ior a speciIic organisation. In addition, it is essential that a cost-beneIit analysis oI
implementing new HRM policies and practices be undertaken. For example, the costs
(monetary and in allocation oI resources) oI implementing a new job grading system
may outweigh the beneIit oI such an undertaking. There may be more cost-eIIective
alternatives available to the organisation at this point in time.
Particular HRM policies and practices may be necessary to support strategic
organisational objectives, such as improving the retention oI women in the
organisation or promoting diversity, especially the representation oI designated
groups amongst senior management.
A good approach in selecting the appropriate HRM policies, procedures and practices
is to identiIy the appropriate HRM practices which support the organisation's strategic
intent as it relates to recruitment, training, career planning and reward management.
Recommended actions.-
N IdentiIy appropriate human resource plans, policies and practices needed to
support organisational objectives
N IdentiIy relevant human resource best practices
N Conduct an employment systems review













20
Planning the total workIorce

Determining Iuture business requirements, especially those relating to manpower
requirements, represents one oI the most challenging tasks Iacing human resource
practitioners.
The development oI a workIorce plan is a critical component oI any human resource
strategy and one oI the expected outcomes oI human resource practitioner`s activities.
Despite this, manpower or workIorce planning, as well as succession planning, has
only recently enjoyed a resurgence in popularity. To some extent this has been
prompted by the need to develop employment equity and workplace skills plans and
set numerical employment equity targets. The Iailure oI many organisations to
develop and implement workIorce planning is rather indicative oI the lack oI strategic
planning itselI.
WorkIorce planningis a systematic process oI identiIying the workIorce
competencies required to meet the company's strategic goals and Ior developing the
strategies to meet these requirements. It is a methodical process that provides
managers with a Iramework Ior making human resource decisions based on the
organization`s mission, strategic plan, budgetary resources, and a set oI desired
workIorce competencies. WorkIorce planning is a svstematic process that is
integrated, methodical, and ongoing. It identiIies the human capital required to meet
organisational goals, which consists oI determining the number and skills oI the
workers required and where and when they will be needed. Finally workIorce
planning entails developing the strategies to meet these requirements, which involves
identiIying actions that must be taken to attract (and retain) the number and types oI
workers the organisation needs.
A workIorce plan can be as simple or as complex as the organisational requires.
WorkIorce planning can be conducted Ior a department, division or Ior the
organisation as a whole. Whatever the level or approach being adopted, it must
nevertheless be integrated with broad-based management strategies.
In addition to workIorce planning, ensure that organisational structure and jobs ensure
the eIIicient delivery oI services and eIIective management oI the organisation as a
whole.
Recommended actions.-
N Determine the appropriate organisational structure to support the strategic
objectives
N Structure jobs (competencies, tasks and activities) around key activities
N Develop a workIorce plan designed to support the organisations strategic
objectives

N Compile workIorce proIiles, identiIying designated groups, an inventory oI
current workIorce competencies, competencies required in the Iuture and
identiIied gaps in competencies

Generating the required human resources

This process Iocuses on recruiting, hiring, classiIying, training and assigning

employees based on the strategic imperatives oI the organisation's workIorce plan.
A comprehensive workplace skills plan will identiIy appropriate training priorities
based on the organisations workIorce needs now and in the Iuture. New recruitment
practices may need to be adopted to increase the representation oI designated groups,
or securing essential skills in the organisation. A comprehensive "learnership
strategy" may assist in developing Iuture workIorce needs, identiIied either in terms
oI the organisations workIorce plan or required in terms oI industry black economic
empowerment charters.
Recommended actions.-
N Evaluate recruitment and selection practices in light oI the organisation`s
strategic objectives
N Develop and implement a comprehensive workplace skills plan (with a
thorough training needs analysis)
N Implement a learner ship strategy
N Adopt or clariIy occupational levels and category classiIications















22
Investing in human resource development and perIormance

Traditional approaches to career planning, perIormance appraisals, reward
management and employee development must be re-appraised in light oI the vision,
characteristics and mission outcomes as reIlected in the HRM plans, policies, and
practices.
Development responses will aim to increase business skills, the application oI
business skills (sometimes called competencies) and the behavioural elements - all oI
which contribute to an organisation's eIIective perIormance. In many ways, the Skills
Development legislation have required organisations to re-engineer their
developmental methods and practices. New concepts such as liIelong learning and
recognising prior learning should Iorm an integral component oI the process oI
investing in employees.
Clearly, where a workIorce planning exercise reveals that there is little projected
growth in the workIorce or that promotional or career development opportunities are
limited, strategies aimed at employee retention will be very diIIerent Irom
organisations which are experiencing considerable growth and expansion.
Investment initiatives Ior the individual, team and organisation are all geared to
achieve high levels oI organisational perIormance. It is important that at an individual
level, particularly Ior senior staII, that they Ieel their development needs are agreed
and that they are provided with the skills to do their jobs. At a team level, it deIines
the individuals' ability to work Ilexibly with others and align individual and team
skills and activities to business goals - all oI which ensures that the organisation is
equipped to achieve its goals.
Reward strategies aim to align the perIormance oI the organisation with the way it
rewards its people, providing the necessary incentives and motivation to staII. Its
components can be a combination oI base pay, bonuses, proIit sharing, share options,
and a range oI appropriate beneIits, usually based on market or competitor norms and
the organisation's ability to pay.
Recommended actions.-
IdentiIy appropriate policies, procedures and practices in respect oI
N Career pathing
N PerIormance appraisals
N Employee development and learning
N Reward Management (compensation and beneIits)
N Promotions and job assignments

N Separation

Assessing and sustaining organisational competence and perIormance

Finally, Iew organizations eIIectively measure how well their diIIerent inputs aIIect
perIormance. In particular, no measures may be in place Ior quantiIying the
contribution people make to organizational outcomes or, more important, Ior
estimating how changes in policies and practices, systems, or processes will aIIect
that contribution. Implementing clear quantiIiable measures, identiIying milestones in
the achievement oI speciIic organisational goals, and using concepts such as a
"balanced scorecard" will articulate the results oI the HR Strategic Plan in measurable
terms. Regular evaluation oI the plan will also assist in Iine-tuning the HR strategic
plan itselI.
Recommended actions.-
N Evaluate organisation culture and climate
N Implement succession planning
N Evaluate HR strategy using quantiIiable measures, e.g. balanced scorecard
N Revise and adapt HR strategy`
(

SECTION 2 A

, Documentation for structured recruitment process for

TWO organisations
b.Comparing the recruitment and selection procedure for
the TWO organisations
c. Comparing the recruitment and selection procedure for
the TWO organisations to the good and bad practices
d. 1he methods and media that can be used

a) 1he structured process (documentation) for
N recruitment in 1WO organisations
N selection practices and procedures in 1WO organisations

The University of Nottingham
11]


(https://www.nottingham.ac.uk/)

The recruitment process: stages

N Recruitment Activities
N IdentiIy vacancy
N Prepare job description and person speciIication
N Advertise
N Managing the response
N Short-listing
N '898
N #010703.08
N Arrange interviews
N Conduct the interview
N Decision making
N Convey the decision
N Appointment action

Equal opportunities: the University position
We take Equal Opportunities very seriously. This is particularly important with regard
to the recruitment and selection oI staII.
II you are responsible Ior recruiting and/or selecting staII to work at the University
you must be Iamiliar with the Equal Opportunities Policy. Alternatively a hard copy
can be obtained Irom Human Resources. It also Iorms part oI the StaII Handbook.
The most important points to this programme are:
N 'the university seeks to create the conditions whereby students and staII are
treated solely on the basis oI their merits, abilities and potential, regardless oI
25
gender, race, colour, nationality, ethnic or national origin, age*, socio-
economic background, disability, religious or political belieIs, trade union
membership, Iamily circumstance, sexual orientation or other irrelevant
distinction.'*subject to the normal pay and retirement conventions and
University regulations oI admission
N 'in addition to being unjust, such Iorms oI discrimination represent a waste oI
human resources and a denial oI opportunity Ior individual IulIilment.'
N 'a successIul Equal Opportunities policy requires the active support oI the
University community. All staII are required to comply with the
implementation oI the aim and principles set above by training and good
personnel practice, it will not hesitate to enIorce the policy through its
procedures including, where appropriate, disciplinary action.' UNIVERSITY
OF NOTTINGHAM: EQUAL OPPORTUNITIES POLICY
It is clear Irom these extracts Irom the Policy Statement that the University sees Equal
Opportunities, not just as a legal obligation, but something which will enhance the
University and its business. It is also clear that you, as a member oI staII at the
University, are considered responsible Ior ensuring that the policy is implemented.

Guidance Ior writing a list oI duties
Use the checklist below to help in drawing up the list oI duties within a job
description. (Not all areas will be applicable in each case.)
N Does the post holder have to deal with people? Who? How oIten? In what way
(e.g. letters/memos/telephone/in person/at public meetings)? To do what (e.g.
persuade/negotiate/instruct/give inIormation/request inIormation/act as
receptionist)?
N Does the post holder have to do written work? What? How oIten? At what
level (e.g. timesheets/memos/oIIice records/notes oI meetings/committee
papers/publicity materials/advertisements)?
N Does the post holder have to do graphic or cartographic work? What? How
oIten? To what standard (e.g. rough draIts/designs/printer-ready artwork)?
N Does the post holder have responsibility Ior resources (money, equipment)?
What? How much? What level oI responsibility (e.g. own tools/petty
cash/oIIice stocks/section's budget/valuable equipment/vehicles/departmental
budget)?
N What staII management responsibilities does the post holder have (e.g.
training/staII development/discipline and grievance/equal opportunities/setting
work/monitoring results)
N Are there deputising responsibilities? For whom? How oIten? What does this
involve?
N Are planning responsibilities involved? What (work/budgets)? On behalI oI
how many people?
N Does the post holder have to use any particular equipment? What (e.g.
computer/oIIice machinery/vehicle)? How oIten? To do what?
N Are there any miscellaneous activities? What (e.g. unsociable hours/occasional
meetings outside oIIice hours/on-call rota/sickness cover)?

Setting criteria Ior short-listing
Selection criteria should include the skills, abilities and qualiIications required oI the
successIul candidate. Other requirements, such as availability to work unsociable or
long hours, should also be listed.
26
It can be helpIul to make a distinction between essential criteria Ior the perIormance
oI the job and desirable criteria. Criteria should relate to the job description; they
should be speciIic, precise and accurate. The use oI phrases such as 'good English',
'considerable experience', 'basic arithmetic', with adjectives which can be interpreted
in many diIIerent ways, should be avoided: a measurable standard should wherever
possible be given, e.g. 'English to GCSE (or equivalent) standard', 'at least Iive years'
experience', 'understanding oI petty cash system'.
A distinction should be made between the selection criterion itselI and the evidence
which may show that a candidate meets the criterion.
Experience oI oIIice work is evidence that a candidate will understand Iiling; it is not
inIallible evidence, because Iiling may be the candidate's weak point. Equally, it is
possible Ior a candidate without such experience to understand the principles oI Iiling,
be accurate and precise and need only to be shown the system to understand how to
use it. 'The ability to use and maintain the oIIice Iiling system' is the selection criteria
here; 'experience oI oIIice work' is only one oI the pieces oI evidence in support oI the
candidate.
Making the distinction between the criterion and the evidence helps selectors to think
clearly about what is actually needed Ior successIul perIormance oI the job. II a
particular qualiIication is the only way a candidate could have obtained the skills
required - as an extreme example, a Iull driving licence Ior a job requiring driving, it
can stand on its own. Otherwise, it is the skills, not the evidence that should be listed.
Ideally all criteria should be capable oI being measured, either through candidates'
CVs, the interview or a selection test. This becomes diIIicult when qualities such as
motivation, enthusiasm or a pleasant personality are included. It is useIul to consider
careIully how such criteria relate to the job description, what means would be used to
assess candidates against them and what kind oI evidence would be acceptable. This
is an area where personal preIerences can unconsciously inIluence decisions, and an
undeIined Ieeling that someone 'wouldn't Iit in' can lead to a candidate being unIairly
rejected.
The Equal Opportunities Commission recommends that candidates should receive as
much inIormation as possible about the post Ior which they are applying.
Accordingly, consideration should be given to including the Iull selection criteria in
the inIormation sent to candidates. This is good practice in terms oI equal
opportunities; it also enables the candidates to make an inIormed decision about
whether or not to apply Ior the post, thus reducing the likelihood oI large numbers oI
applications Irom clearly unsuitable candidates.

Short-listing form


Candidate (name or
number may be used)
Selection criteria Total Notes Short-listed?
A B C D E F


27










This Iormat may be used in one oI two ways: a simple tick/cross system in each box
may be adequate Ior some posts; alternatively, it may be more appropriate and more
Ilexible to use a scoring system, allocating points out oI (say) 10 Ior each criterion.
Whichever system is used, it is important to remember that it is there to help the
process oI short-listing, not make it more diIIicult or reduce it to a mathematical
exercise. The Notes column should be used to make comments on the candidate
which either clariIy the score or add to it.

Short-listing candidates with a disability
Where a candidate with a disability appears suitable Ior the post, he or she should be
short-listed Ior interview regardless oI the disability. InIormation should be sought
Irom the candidate to conIirm whether they require any adaptations or support
services in order Ior them to undertake the interview and any selection tests which
may be required.
The advice oI the Government's Jobcentre Plus Disability Service might be sought.
They "provide inIormation and advice to employers to support them in the adoption oI
good employment policies and practices in the recruitment, retention, training and
career development oI people with disabilities. This is done through Disability
Employment Advisers (DEAs) and the Access to Work (AtW) programme.
DEAs are employment specialists, who are usually based in Jobcentre Plus
oIIices/Jobcentre and who work in partnership with external organisations oI and Ior
people with disabilities.
Access to Work Advisers (based in Disability Service Teams) have specialist
knowledge oI the Access to Work programme. Access to Work provides support to
people with disabilities and their employers to help overcome work related obstacles
associated with disability.

The interview - limitations
Do remember that the interview has limitations and risks. Not everyone is trained to
interview skilIully and systematically and very Iew oI us do it all the time anyway, so
it is a skill that can easily lapse.
Here are some oI the common ways the interview can be Ilawed:
N inadequate preparation;
N a subjective process where judgement may be based on Iirst impression
N the panel may not be consistent in their treatment oI diIIerent applicants;
N the skills tested may be only those oI selI-presentation, which may be
irrelevant or Iorm only a minor part oI the skills needed Ior the job.
Once these shortcomings are clear, steps can be taken to overcome them:
N consistent, well-understood recruitment procedures are an important Iactor in
reducing the risks oI selection interviewing;

N the interview may be backed up by a practical exercise or test;
N interviewers can also improve their own eIIectiveness by careIul planning;
N interviewers and those involved in short-listing can being completely Iamiliar
with the job description and selection criteria;
N interviewers can reIlect on the good and bad aspects oI interviews they have
attended;
N interviewers can themselves more aware oI Iactors that cloud their own
judgement so that they can overcome them.

Preparing Ior the interview
Consider the Iollowing issues:
N si:e and composition of panel
(remembering that the panel should be mixed-sex wherever possible);
N anv exercise or test to be used
(ensuring that it is valid and relevant to the job);
N location of interview
(privacy, no interruptions, adequate space and light);
N 9209,-0
(allowing Iive minutes beIore and aIter each session Ior preparation and
review, and comIort breaks Ior the panel);
N structure and question strategv
N preferred stvle of interview
(Iormal or inIormal)
N note-taking
N information for candidates
(structure oI department, terms oI employment, when they can expect to hear
result).

The importance oI getting the interview and the process right
When people talk about poor experiences they have had being interviewed they are
usually still quite angry - even iI it happened a number oI years ago and they've been
happily employed elsewhere since. It's very similar to being in retail. People who
have had a poor experience with a shop or restaurant will invariably take their
business elsewhere and may never return. Furthermore they will tell all their Iriends to
do the same.
You may think that this has nothing to do with universities - but take a moment to
consider some oI the Iollowing thoughts.
N A poor interview experience may well put an excellent candidate oII coming
to the University, even iI they end up being oIIered the post. In today's
competitive environment universities cannot aIIord to be turning away good
staII.
N II someone has had a poor experience they will no doubt tell other people in
their social/work/academic network so that, not only will they think twice
about going to work at this institution, their Iriends and colleagues may also be
deterred. This is how bad reputations develop.
N For those jobs that attract members oI the local community this may be the
Iirst time they have stepped Ioot inside the campus. Nottingham University
has a very imposing campus and dominates most oI Beeston and some oI the
city. It is possible that some local people still Ieel that the University is alooI
and nothing to do with them. II they come on to campus and have a bad
29
interview experience this might conIirm their Iears and they will go and tell
others that this is not a good place to work. Again, this would not help the
reputation oI the University and it may even have another knock on eIIect.
They may tell their children, or other people's children, that this would not be
a nice place to study and maybe suggest that they go elsewhere. In a climate
which is encouraging widening participation and the development oI a greater
diversity oI students this would not be very good publicity Ior the University.
N People who Ieel they have been treated badly might seek some sort oI legal
redress. The world is becoming increasingly litigious and the numbers oI
claims taken under the laws governing Equal Opportunities is growing. It is
vital that people do not make a claim on the University because they Ieel that
they have been treated without respect.
It is vital to remember that Interviews and the Recruitment Process is an occasion
when the University is on display to the public. It is important that everyone who is
involved with recruitment recognises that this is an opportunity to market and
publicise the University and to show it at its best.

Structuring the interview
Every interview should have a structure which is clear and transparent to both the
interviewers and the candidate. A simple structure to Iollow is GASP:
reeting
cquiring inIormation
$upplying inIormation
!arting

Greeting
Interviewers should provide candidates with an outline oI the interview process,
introduce the participants, tell applicants when they will be able to ask questions and
conIirm the Iollow up process.
A gentle introduction puts the candidate at ease. Many candidates will Iind it diIIicult
to plunge straight in to the interview proper: it may help Ior a panel member to begin
by giving some basic inIormation such as the structure oI the interview, names oI
panel members etc. This gives the candidate time to relax. Nerves are not necessarily
a reason to mark a candidate down; beware oI prejudging the candidate at this early
stage.
Acquire
Interviewers should gather inIormation by use oI open, closed and probing questions
Iollowing agreed question Iormat based on agreed question criteria. Ensure that
discriminatory questions are not asked.
Supply
Interviewers should supply appropriate and accurate inIormation by being aware oI
the questions and queries that candidates are likely to ask.
Part
Interviewers should ensure that candidates are clear on what happens next, in
particular how and when they will hear the outcome oI their interview. Ensure that
any administrative details that are your responsibility have been dealt with. Ensure
that the candidate is leIt with an image oI proIessionalism and courtesy - so that
regardless oI the outcome in their individual case, they will carry away a good
impression oI the organisation and will Ieel that they have been dealt with Iairly.

30
Roles and responsibilities
The Role oI the Panel Member
Members oI the panel need to agree on the main areas they will each cover. Questions
must be prepared and, iI possible rehearsed with the other panel members. This will
ensure that you are not 'stepping on each others toes'!
The Role oI the Panel Chair
The Chair oI the Panel should co-ordinate the interview whilst it is underway. The
Chair should start the interview with appropriate introductions and call on the other
panel members to take part as necessary. The Chair should also conclude and close
the interview, ensuring when she or he does so that the candidate Ieels they have had
suIIicient opportunity to demonstrate their appropriateness Ior the job.
It will also be the Chair's responsibility to deal with anything that might unexpectedly
arise, a candidate who bursts into tears, the Iire alarm going oII. The Chair must also
intervene iI a line oI questioning could be deemed to be discriminatory.
The Chair oI the panel must also ensure that appropriate records are kept oI the
interview. Read Iurther guidance on the Role oI the Chair.
Length oI the Interview
Each interview should be roughly the same length, to ensure all candidates are treated
consistently; a planned structure is thereIore essential. Questions will normally come
in the same order Ior each candidate, though it is not necessary to ask all candidates
exactly the same question. What you must do is ensure that each candidate is
questioned on the same areas but it may be necessary to alter phraseology or expand
on a question.
Non-verbal signals
InIormation can be inIerred Irom the candidate's posture, Iacial expression, eye
contact and so on. It is important to accord this inIormation the right amount oI
signiIicance. One oI the limitations oI the interview, reIerred to above, is that selI-
presentation can be the main skills assessed. Depending on the job in question, this
may or may not be an important skill. Culture is also an extremely strong determinant
oI non-verbal behaviour; decisions about a candidate based on European customs may
quite simply be wrong. An orthodox Moslem woman, Ior example, is unlikely to
make eye-contact with a man; this does not mean she has anything to hide.
Interviewers also give out non-verbal signals. It is helpIul to the candidate iI
interviewers demonstrate that they are listening by sitting in an alert posture, nodding
and responding, maintaining eye-contact, occasionally smiling and so on. An entire
panel looking down at its notes is disconcerting Ior the candidate, as is the long slouch
in a chair which indicates boredom, and the deep Irown which seems to signal
proIound disagreement.
Note-taking
All members oI the panel should take notes using the Panel Member's Evaluation
Iorm. This ensures that the Iinal evaluations oI candidates will be inIormed by Iactual
evidence. Notes should record Iacts rather than opinions, e.g. 'supervision - three staII
Ior two years, trained, allocated and checked work' rather than 'supervision - good'.
Candidates can Iind note-taking distracting or intimidating and it can interIere with
eIIective listening. One way oI reducing these problems is to keep note-taking during
one's own question session to a minimum, Iilling in the gaps while another panel
member is asking the questions. Notes can also be expanded aIter each interview -
preIerably without discussion. Since a record oI the interview must be kept Ior a
period oI at least six months aIter the appointment (it may be required by an
31
employment tribunal in the event oI a complaint oI discrimination), it is helpIul iI all
panel members use a similar and comprehensive Iormat.
Evaluating the Applicants
Each applicant's perIormance at interview and the inIormation in their CVs or
application Iorms should be compared rigorously with the selection criteria, not
directly with other applicants. Panel members should be able to support their
individual decisions with evidence and be prepared to challenge the conclusions
which their colleagues have drawn.

Role oI the Chair
Pre-interview
N Ensure that the room layout is appropriate
N Ensure that adequate reIreshments are provided
N Ensure all members oI the panel are present, you will have been inIormed by
HR who should be present
N Ask Head oI School/Department (or nominee) to summarise reason Ior
vacancy/new post and any relevant issues and to identiIy key selection criteria
N Discuss questions and order oI questions with the panel members
N ConIirm the panel will NOT ask the candidates to wait Ior the decision
N ConIirm that a decision can be made at the end oI the interviews, i.e. check
that the panel is not waiting Ior any additional inIormation
N Remind the panel about our responsibilities under equality and diversity in
making an appointment to the University. In adhering to these principles the
panel should ensure that:
4 the same questions or question area should be asked to each candidate
4 questions should be structured to mirror the person speciIication or job
description
4 personal circumstances and arrangements should not be reIerred to
unless raised by the candidate
4 internal candidates should be dealt with in the same way as external
candidates
During the interview
N Introduce panel or the panel introduce themselves
N Order oI questions as agreed
At the end oI the interview
N Ask the candidate iI s/he has any questions
N ConIirm their current salary and notice period is as stated on their application
Iorm, iI not gather the updated details
N Contact details, i.e. mobile phone number Ior inIorming candidates oI the
outcome
N InIorm the candidates that they will be contacted with the decision asap aIter
the interview
N ConIirm that normally HR will contact with the decision
AIter the interview
N Collect the Interview Panel Members Evaluation Iorms to guide the panel`s
overall decision
N Arrange with the panel members who will contact the candidates with
interview Ieedback, iI requested
N Return the Iorms to HR as the basis oI the record oI the interview

N Complete and Iax the Chair's report Iorm (Iorm HR/01) to the appropriate
Human Resources Adviser as indicated on the Iorm, with the panel`s decision
or contact by telephone Iollowed up by the Iax
The interview causes some Iorm oI stress Ior most interviewees, but added anxieties
may be present Ior those with disabilities. It is thereIore essential that those
responsible Ior carrying out the interview area aware at all times that it may be
necessary to give additional Iorethought to the practical arrangements Ior interview, to
ensure that all candidates receive Iair treatment. What Iollows is a set oI general
guidelines which should be considered in this context.

Guidelines on conducting interviews for applicants with a disabilitv
Mobility diIIiculties
Prior to interview it may be necessary to arrange to have a parking space close to the
building made available to the candidate. Both the candidate and security personnel
should receive notiIication oI this arrangement. The room in which the interview is to
be held should be Iully accessible to wheelchair users and have suIIicient space to
allow the applicant to manoeuvre while in the room. The space must also be adequate
to allow the applicant comIortably to view all oI the interview panel. Accessible toilet
provision should also be available.
Not all people with mobility diIIiculties are wheelchair users; some may depend oI
mobility aids, thereIore the Iloor surIaces should be non-slip. The interviewee may
also preIer a chair with arms, which will give assistance in rising Irom the sitting
position. A straight-backed chair will also help with posture.
Hearing impairments
Selection decisions are usually based on a Ilow oI inIormation and Ieedback Irom the
interviewer and the applicant. A breakdown in this Ilow can easily occur when
interviewing a person with a hearing impairment. Some hearing impaired people may
be proIoundly deaI, others may have a little hearing and are assisted by the use oI
hearing aids. Hearing aids ampliIy all sound; so excess noise during the interview
should be kept to a minimum. This may simply mean keeping the window closed to
cut out traIIic or building work noises. The hearing impaired person should be
allowed the opportunity oI having the services oI an interpreter and iI one is present
during the interview it should be remembered that questions must be directed to the
interviewee and not to the interpreter.
It is helpIul iI each person on the interview panel has an identiIying mane block
directly in Iront oI him/her. The light within the room will best Iacilitate the hearing
impaired person iI it Ialls on the Iace oI the interviewer so lip patterns and Iacial
expressions can be read with ease. Speech patterns should be natural without
overemphasizing lip movements. Shouting does not help; slow clear speech will be oI
greater assistance. The hand or any other object should never cover the mouth area.
When one interviewer has Iinished asking questions the hearing impaired person's
attention should be directed to the next interviewer. Try not to Ilit Irom one
interviewer to another as this can cause conIusion and embarrassment to both parties.
Do not be embarrassed to repeat questions iI the candidate has misunderstood the
topic. it would also be useIul iI a pre-planned Iormat oI the interview was given to the
interviewee in advance oI the interview.
Blindness & visual impairment
The degree oI visual impairment can vary greatly Irom person to person; Ior example
short or long sightedness, colour blindness, tunnel vision, patchy vision and in rarer
33
cases, total blindness. The majority oI people with a visual impairment so however
have some residual sight.
On arrival Ior interview, some blind or visually impaired people may require guidance
to the interview rom. II this assistance is required, the receptionist must know whom
to contact to ensure this task is carried out. Guidance should only be given iI the
visually impaired person wants it (i.e. oIIer Iirst) and is given by asking the person to
place his/her hand on the guide's arm just above the elbow. The guide leads by
walking a halI step ahead oI the person. A blind person's guide dog must also be
allowed to enter the interview room. The person will be assisted iI they are guided to
the chair and their hand is placed on the back oI it. Blind or partially sighted
candidates will appreciate it iI each member oI the interview panel clearly identiIies
him/herselI and their relative location in the room. When an interviewer has Iinished
asking questions, each new interviewer should identiIy him or herselI to avoid
conIusion. The light should also Iall on the interviewers to help partially sighted
candidates have a clearer picture oI gestures, body language and Iacial expressions.
Learning diIIiculties
People with learning diIIiculties may have a mild to severe impairment to their
intellectual abilities which will generally mean they are slower at learning certain
skills or tasks or dealing with new inIormation.
A map or plan oI where the interview is to be held would be oI assistance to those
with learning diIIiculties. It would also be helpIul to allow a person with severe
learning diIIiculties to be accompanied by an advocate or a Iriend during the
interview; this will greatly enhance their ability to cope with the stress oI the
situation. Questions, however, should always be addressed to the applicant and not to
a third party.
An inIormal interview approach will also be more eIIective than a Iormal interview
panel and extra eIIorts should be made to ensure the candidate is relaxed.
Generally
When interviewing the job description and selection criteria should be uppermost in
the minds oI the interviewers. They should aim to see beyond any disability and look
at the ability oI the applicant. Interviews should be speciIic at examining the skills,
training, experience and ability oI the interviewees and questions should not Iocus on
the personal details oI the applicant's disability. Arrangements Ior any special
equipment which may be required, or Ior any organisational implications oI the
candidate's disability, should be dealt with separately; it should be clear to the
candidate that selection decisions are being made primarily on the basis oI his or her
skills and abilities.

34
University College London
12]


(http://www.ucl.ac.uk/)

Introduction
1. This policy is designed to assist you to recruit and select the best candidate Ior a
vacancy. In doing so it also enables you to take account oI:
N UCL's equal opportunities policy
Legislation including the Sex Discrimination Act 1975 and Race Relations Act
1976, the Disability Discrimination Act 1995 and 2005, the Data Protection
Act 1998, Employment Equality (Sexual Orientation) and Employment
Equality (Religion or BelieI) Regulations 2003 and the Race Relations
(Amendment) Act 2000, The Employment Equality (Age) Regulations 2006
and the codes oI practice relating to them.
N Advice on good practice Irom the Equal Opportunities Commission, the
Commission Ior Racial Equality, the Disability Rights Commission, the
Commission on University Career Opportunity, the Equality Challenge Unit
and Opportunity Now.
See Equalities web site The Law Ior more inIormation.
2. It is the responsibility oI each Head oI Department/Division to ensure that this
policy is careIully Iollowed within their department/division. All Heads oI
Departments/Division should make members oI their staII aware oI the obligation to
Iamiliarize themselves with and Iollow this policy.
3. The policy will be reviewed Irom time to time and amended as appropriate. (last
amended March 2007)
4. Advice on any aspect oI this policy or procedures allied to it is available Irom the
Human Resources Division website, at 'www.ucl.ac.uk/hr'. A 'Recruitment and
Selection Checklist' is also provided in this policy.
$.450
5. Normally appointments must be made in accordance with this policy and must,
thereIore, be subject to advertisement and interview. The Human Resources Division
must approve any exceptions in advance oI Iormal appointment, Ior example where a
grant awarding body approves Iunding Ior a named individual to work on a particular
piece oI research and the grant is dependent on that individual's contribution.
6. When employing temporary or casual staII on a short-term basis the principles oI
good practice outlined in this policy should be Iollowed. In summary these are that
details oI a post must be publicized, selection must be on the basis oI appropriate
criteria and merit, a record oI the process and decision must be kept and the
monitoring inIormation returned to the HR Division.
7. It is UCL policy that staII normally retire on the 31st July Iollowing their 65th
birthday. In light oI its policy on retirement UCL will not normally employ someone
who is within six months oI the 31st July Iollowing their 65th birthday. Where the
best candidate is within six months oI that date, the decision to oIIer the candidate
employment will be made in line with the criteria Ior considering requests to work
beyond retirement, as set out in UCL's Retirement Policy
35
8. Financial approval Ior the establishment oI a new post or the Iilling oI a vacancy
must be obtained beIore recruitment commences. Departments should thereIore
consult with the appropriate section oI the Finance Division - Planning &
Management Accounts in respect oI non-research posts and Research Administration
in respect oI research posts.
New Jobs and Job Jacancies
9. The occurrence oI a vacancy is an opportunity to review the necessity Ior the post
and its duties, responsibilities and grade.
10. Where the duties oI a post have changed signiIicantly the Head oI Department
must seek conIirmation Irom the Human Resources Consultancy team oI the
appropriate grade Ior the post, ideally beIore Iinancial approval is sought.
11. When a vacancy arises, consideration must be given to staII whose posts are being
made redundant and Ior whom redeployment is being sought (see
www.ucl.ac.uk/hr/docs/redeployment ). Details oI employees seeking redeployment
can be Iound on the Redeployment Database. Recruiting managers must view this
database and give consideration where appropriate prior to an advertisement being
placed. Recruiting a redeployed can reduce both the time and the cost incurred in
Iilling a vacancy.
12. When making appointments to posts with management responsibilities
1
,
consideration must also be given to UCL`s management competency expectations
(see http://www.ucl.ac.uk/hr/competencies/). For academic, research and teaching
posts, consideration must be given to the expectations outlined in the document
Excellence and the UCL community: a shared Endeavour` (see
http://www.ucl.ac.uk/hr/docs/uclexcellence.php). These will vary according to the
needs oI the post, and the relevant elements should be included in the Person
SpeciIication` (see paragraphs 19 - 28, below).
Job Description (details of the role)
13. A job description is a key document in the recruitment process, and must be
Iinalized prior to taking any other steps in the process (see Appendix B Ior sample job
descriptions). It should clearly and accurately set out the duties and responsibilities oI
the job and must include:
N the job title (which must be sex and age neutral)
N the location oI the job i.e. department/Iaculty/division/research group
N grade oI the post
N the post to whom the postholder is responsible
N any posts reporting to the postholder
N main purpose oI the job
N main duties and responsibilities
N any special working conditions (e.g., unsocial or shiIt working patterns, the
requirement - Ior clinical posts - to obtain health clearance Irom an NHS
Trust, the requirement Ior a criminal record check - (see paragraph 79)
14. Items that should be included in job descriptions are:
N A note that indicates that, as duties and responsibilities change, the job
description will be reviewed and amended in consultation with the postholder
N An indication that the postholder will carry out any other duties as are within
the scope, spirit and purpose oI the job as requested by the line manager or
Head oI Department/Division
N A statement that the postholder will actively Iollow UCL policies including
Equal Opportunities policies

N An indication that the postholder will maintain an awareness and observation
oI Fire and Health & SaIety Regulations
15. The language in job descriptions should:
N Avoid jargon and unexplained acronyms and abbreviations
N Be readily understandable to potential applicants Ior the post
'http://www.plainenglish.co.uk/'can prooI documents Ior accessibility and
plain, eIIective English
N Avoid ambiguity about responsibilities and be clear about the postholder's
accountability Ior resources, staII, etc.
N Use inclusive language - Ior advice on non-discriminatory language see UCL's
'Guide to non-discriminatory Language', at
http://www.ucl.ac.uk/hr/docs/nondiscrimlanguage.php.
Person Specification
16. The person speciIication is oI equal importance to the job description and inIorms
the selection decision. The person speciIication details the skills, experience, abilities
and expertise that are required to do the job. It should be drawn up aIter the job
description and, with the job description, should inIorm the content oI the advert. The
person speciIication should be speciIic, related to the job, and not unnecessarily
restrictive - Ior example only qualiIications strictly needed to do the job should be
speciIied. The inclusion oI criteria that cannot be justiIied as essential Ior the
perIormance oI the job may be deemed discriminatory under discrimination law, iI
these impact disproportionately to the disadvantage oI speciIic groups.
17. The person speciIication must Iorm part oI the Iurther particulars oI a vacancy
along with the job description in order that applicants have a Iull picture oI what the
job entails. The person speciIication enables potential applicants to make an inIormed
decision about whether to apply and those who do apply, to give suIIicient relevant
detail oI their skills and experience in their application. The person speciIication
Iorms the basis oI the selection decision and enables the selection panel to ensure
objectivity in their selection. Sample person speciIications can be Iound in Appendix
B.
18. UCL has agreed a set oI management competencies which should inIorm the
person speciIication Ior staII with management responsibilities (Competency
Expectations oI Post Holders with Management Responsibilities` - see
http://www.ucl.ac.uk/hr/competencies/). Similarly, UCL has outlined a range oI
expectations which should inIorm the person speciIication Ior all academic, research,
and teaching staII (Excellence and the UCL community: a shared Endeavour` (see
http://www.ucl.ac.uk/hr/docs/uclexcellence.php). When developing the person
speciIication, the recruiting manager will include the relevant competencies and
expectations.
Elements oI the Person SpeciIication
19. The person speciIication details the:
N knowledge (including necessary qualiIications)
N skills and abilities
N 050703.0
N aptitudes
required to do the job, speciIying which are essential and which are desirable; these
may be diIIerent Irom the attributes oI the previous postholder.
20. Essential criteria are those without which an appointee would be unable to
adequately perIorm the job; Desirable criteria are those that may enable the candidate
to perIorm better or require a shorter Iamiliarization period.
37
21. Criteria which are subjective and Ior which little evidence is likely to be obtained
through the selection process should be avoided (Ior example, 'a Ilexible approach' is
oIten too vague to be oI any help in the selection process).
22. Knowledge can be derived in a number oI ways, Ior example through education,
training, or experience.
23. For some jobs a particular qualiIication(s) may be essential, while Ior others no
single qualiIication may be appropriate and a particular type oI experience may be
just as relevant as a Iormal qualiIication. Where qualiIications are deemed essential
these should reIlect the minimum requirements necessary to carry out the job to an
acceptable standard. UK qualiIications should be stated but (other than Ior required
membership oI a UK proIessional body) it should be made clear that overseas
equivalents will be accepted. The Human Resources Division can assist in advising on
the equivalence oI particular overseas qualiIications.
24. Candidates will increasingly come Iorward with National Vocational
QualiIications (NVQs). These qualiIications recognize the achievement oI
employment-led standards oI competence.
25. The type oI experience required oI applicants should be speciIied; but stipulating
the length oI experience must be avoided unless it can be objectively justiIied because
the quality oI experience is more important than its length and the Age Regulations
make such stipulation unlawIul unless objectively justiIied. It is also important to
remember that experience is sometimes transIerable Irom one area oI work to another,
in which case speciIying skills is likely to be more eIIective than speciIying a narrow
deIinition oI experience.
26. Required abilities should be expressed in terms oI the standards required, not just
in terms oI the task to be undertaken. For example, avoid statements such as 'Ability
to write reports'; instead, indicate the expected standard, such as 'Ability to write
detailed Iinancial reports that encompass departmental budgeting, annual variances,
and Iorecasting'.
27. Extreme care must be taken iI physical requirements are speciIied. The Disability
Discrimination Act requires employers to make reasonable adjustments to a
workplace or the way a job is carried out to make them suitable Ior disabled people.
(Further inIormation is available on what is considered reasonable and a helpIul
checklist regarding disabled candidates is also available). It is thereIore important that
any physical requirement is stated in terms oI the job that needs to be done. For
example a job may require that the appointee 'must be able to travel to a number oI
diIIerent locations on UCL business'. For driving jobs, it will be appropriate to speciIy
the ability to drive.
28. Personal qualities may aIIect the ability oI an individual to do the job, but they
should not be seen as substitutes Ior skills. For example, the ability to deal eIIectively
with Irustrated customers is a skill. Simply possessing patience (a personal quality)
will not be enough.
Details for Applicants
29. The details oI a vacancy or 'Iurther particulars' oI a post must include the job
description and person speciIication Ior the post together with any other important
inIormation that a potential applicant needs to decide whether to apply. The purpose
oI advertising a post is to attract the widest range oI high caliber applicants possible
and thereIore the Iurther particulars sent to or accessed by applicants must give a clear
picture oI the post, the department, and oI UCL as an employer.
30. Further particulars must include the Iollowing where they apply:

N details oI the main terms and conditions oI employment (including holiday
and pension arrangements, entitlement to apply Ior sabbatical leave iI
appropriate, working hours, call-out or shiIt patterns arrangements iI
appropriate, etc.)
N details oI any relocation beneIits - relocation expenses, relocation supplements
where they apply, etc.
N inIormation about UCL ( Appendix M ) and the department (including details
about the research strategy or research interests within the department)
N the Equal Opportunity Policy statement and Equal Opportunities monitoring
Iorm
N application Iorm, iI applicable, which can be Iound at
www.ucl.ac.uk/hr/docs/downloadIorms/jobapp.doc.
N guidelines about completing the application Iorm, including the number oI
reIerees and whether there is an intention to seek reIerences beIore interview
N where a CV is required, candidates should be advised that it must include:
education history (institution name, start and end dates oI courses,
qualiIication gained), details oI membership oI any proIessional organizations,
details oI current or most recent employer (name and address oI current
organization, job title, salary and duties), details oI previous employment and
how the applicants' knowledge, skills, and abilities meet the job requirements;
N in addition, UCL requires applicants applying with a CV to provide
standardized monitoring inIormation as indicated in Appendix I
N where applicable, a statement explaining that only candidates who are
shortlisted will be contacted - see 58
N where applicable, a copy oI either Competency Expectations oI Post Holders
with Management Responsibilities` (see 18 and
http://www.ucl.ac.uk/hr/competencies/) OR Excellence and the UCL
community: a shared Endeavour` (see
http://www.ucl.ac.uk/hr/docs/uclexcellence.php)
N reIerence to the Human Resources website which details UCL's employment
policies
N an indication oI the need Ior a Criminal Records Bureau check, depending on
the post (see paragraph 79 below)
31. InIormation on terms and conditions and general inIormation about UCL Ior
insertion in Iurther particulars can be Iound at Appendix L.
32. Consideration should be given to making recruitment inIormation available
electronically as this is an increasingly eIIective and less resource intensive method oI
communication. When requested and where reasonable, documentation should be
translated into alternative Iormats. For example blind or partially sighted people may
have preIerred ways oI receiving inIormation e.g. Braille, large print, tape or an
electronic Iormat so that their accessibility soItware can be used. Assistance with the
production oI alternative Iormats is available Irom UCL's Equalities Project OIIicer.

Publici:ing the Jacancv
33. All posts must be advertised on the UCL website and in the University oI London
weekly vacancy bulletin entitled 'Opportunities' to ensure that vacancies are open to
external applicants. The only exceptions to this are where an individual is named on a
grant application (see paragraph 5 above), where restructuring is taking place or
where staII are Iacing redundancy and the HR Division is seeking redeployment Ior
existing staII.
39
34. The majority oI posts, however, will also be concurrently advertised in other
specialist, national or international media to maximize the chances oI attracting the
best candidate. Attention is drawn to the speciIic requirements in relation to
advertising Ior work permit purposes (see paragraph 84). More inIormation about
work permit applications can be Iound on the Human Resources web site at:
'http://www.ucl.ac.uk/hr/docs/wpguide.php'
35. Both the Commission Ior Racial Equality and the Equal Opportunities
Commission advise that 'word oI mouth' recruitment is likely to be indirectly
discriminatory in terms oI race and/or sex discrimination. It is very important
thereIore that all posts are advertised as widely as possible in media that reach
underrepresented groups and that all applicants are dealt with in the same way and
given the same inIormation and opportunity to make an application.
36. To ensure that applicants are Iully inIormed about the vacancy Ior which they are
applying and to ensure that they provide UCL with all the inIormation we require,
adverts must direct applicants to the Iurther particulars, which will provide more
inIormation including how to apply.
37. An advertisement is written Irom the job description and person speciIication and
should contain the Iollowing points:
N UCL name and logo (use oI the UCL logo is strictly regulated; a guide to
'Using the UCL Logo' is available Irom the Development OIIice
(http://www.ucl.ac.uk/corporate-identity/artwork)
N title oI vacancy
N salary inclusive oI London Weighting
N brieI details oI the job
N key details oI the person speciIication
N the necessity oI a criminal records check, iI required, see paragraph 79 or an
Occupational Health Assessment
N duration oI the appointment (iI Iixed term)
N how to obtain Iurther particulars oI the vacancies
N closing date Ior applications (suIIicient time should be allowed to enable
applicants to consider the Iurther particulars and make their application)
N where known, date oI interview
N A statement reIlecting UCL's commitment to equality oI opportunity is
automatically included in all recruitment advertisements
38. Assistance with draIting advertisements is available on request Irom the Human
Resources Division.
39. Heads oI Departments must ensure that permission to Iill a post has been obtained
beIore seeking to publicise a vacancy; details are available Irom the appropriate
section oI the Finance Division - Planning & Management Accounts in respect oI
non-research posts and Research Administration in respect oI research posts.
40. All job advertisements must be placed through the Human Resources website to
ensure compliance with this policy and because the contract with UCL's advertising
agency is dependent on signiIicant volume discounts.
41. More inIormation about advertising vacancies and targeting advertisements can be
Iound at Appendix C.
Advertising on UCL's Website and the Internet
42. Instructions on how to prepare advertisements Ior placement on the UCL website
can be Iound on the Human Resources website at 'www.ucl.ac.uk/hr'.
43. The majority oI UCL advertisements are placed on the Internet. The most popular
and eIIective website Ior posts within Higher Education is ' http://www.jobs.ac.uk'. It
40
advertises vacancies Ior the academic community and associated areas oI research in
both the public and private sector.

Advertisements internal to the Universitv of London
44. Advertisements are placed Iree oI charge in the Opportunities bulletin that is on
the University oI London website and circulated to all colleges within the University
oI London. Copies oI the Opportunities bulletin are circulated to all departments and
should be displayed on departmental notice boards.

Processing Applications
45. Heads oI Departments must make their staII aware that when dealing with
enquiries about vacancies it is unlawIul to state or imply that applications Irom one
sex or Irom a particular racial group would be preIerred and to do so may lead to a
complaint oI race or sex discrimination against UCL.
46. Care must also be taken when initiating contacts with applicants that all are
treated in the same way, Ior example with regard to invitations to visit the department,
inIormal meetings to discuss the vacancy, and provision oI inIormation.
47. Disabled candidates should be allowed to submit an application in a diIIerent Iorm
e.g. by tape.
48. The conIidentiality oI applications must be respected by all oI those involved in
the selection process.

Selecting the Interview Panel
49. All interviews must be conducted by a panel. The Head oI Department/line
manager should select interview panel members prior to the closing date. This allows
panel members to assist in the short listing process. Familiarity with the vacancy and
preparation Ior the interview is a key to successIul interviewing.
50. Panels must:
N consist oI a minimum oI three people including the immediate line manager oI
the vacant post, a colleague who is Iamiliar with the area oI work and a third
person, preIerably Irom outside the department to balance the panel's
perspective.
N consist oI staII who have received training in Iair recruitment (see paragraph
58) and ideally at least one member who has received disability awareness
training
N consider iI the appointment is to a department providing services to the rest oI
the College, oI inviting an end user oI these services to join the panel
N reIlect a sex and ethnicity balance wherever possible - the make up oI panels
will be monitored to assess how regularly this is achieved
N declare iI they already know a candidate
N be willing and able to attend all interviews Ior the duration oI the recruitment
process, to maintain consistency and to ensure Iair treatment oI all candidates.

51. UCL's Statutes prescribe the appointment to certain senior posts within UCL.
Guidelines on the composition oI appointment panels Ior academic staII groups are
set out in Part C oI the Academic Manual, on UCL's website at
http://www.ucl.ac.uk/academic-manual/part-e/.
439473
52. UCL is required by the Race Relations (Amendment) Act 2000 to monitor the
ethnic origin oI applicants Ior all posts, those shortlisted and appointees, and has also
41
decided to monitor sex and disability status. This inIorms UCL how its Equal
Opportunities Policy is working in practice and whether its recruitment practices are
having a discriminatory eIIect on any particular groups. Departments are thereIore
required to complete a Recruitment Monitoring Form (available on the Human
Resources website) in relation to every employment selection decision. See Appendix
E Ior the monitoring procedure and the Recruitment Monitoring Form. Panel
members should remind themselves oI the monitoring inIormation required oI them in
relation to their selection decisions beIore commencing the selection process.
Shortlisting
53. AIter the closing date has passed the interview panel should assess the
applications to determine which applicants are to be called Ior interview. At least two
members oI the interview panel, including the immediate line manager, should
undertake the task oI shortlisting. Where the panel has an external member, that
person should take part in the shortlisting wherever practicable. Shortlisting decisions
should be based on evidence that the applicant has met the requirements oI the person
speciIication. Shortlisting panel members should avoid dismissing applicants who
appear to be over-qualiIied. Assumptions should not be made about their reasons Ior
applying Ior the post as they may eliminate an otherwise exemplary candidate. The
selection criteria pro Iorma at Appendix D can assist with the task oI shortlisting.
54. The original applications Ior all applicants, together with a written note oI reasons
Ior shortlisting or rejecting applicants must be retained Ior a minimum oI 6 months
Irom the date that an appointment decision is notiIied, in case oI complaint to an
Employment Tribunal.
55. II a shortlisted applicant`s attendance record (as indicated on the application Iorm)
would trigger a meeting under the Sickness Absence Policy iI the individual was
already a UCL employee, the panel should Iollow up at the end oI the interview to
determine the reasons Ior the attendance record (see paragraph 62).
Arrangements for Interviews
56. Letters or e-mails to shortlisted candidates should include:
N date, time and place oI their interview
N instructions on how to Iind their way to the interview venue
N a request that they contact the author oI the letter/message iI they have any
particular requirements or to discuss the interview Iacilities (related to access
to the venue or any other need related to a disability).
N iI appropriate, details oI any test or presentation they will be required to take
or anything they should bring with them (e.g., examples oI work or prooI oI
qualiIications that are essential to the post).
A specimen letter is set out in Appendix F.
57. It is best practice to write to candidates who have not been shortlisted (a specimen
letter is set out at Appendix F), but iI this is not possible due to limited resources, the
Iurther particulars Ior the post should make clear that aIter a certain period, iI they
have not heard Irom UCL, applicants should consider themselves not to have been
shortlisted.
Interviewing
58. All members oI the interview panel must have received training in Iair recruitment
and ideally at least one panel member should have attended disability awareness
training. Courses are provided by the SDTU. In addition to being available to oIIer
advice on any stage oI the recruitment process, HR staII can join an interview panel,
iI requested in advance.
42
59. Interviews should be scheduled as soon aIter the closing date as reasonably
possible, as delays are likely to lead to a loss oI candidates.
60. The structure oI interviews should be decided in advance by determining who will
chair the panel and what areas oI questioning are required to cover all oI the elements
oI the person speciIication. The question areas to be explored by each panel member
should be agreed in advance to avoid overlap or repetition and panels may Iind it
helpIul to discuss their expectations oI Iull answers to the questions, prior to the
interview. The interview panel may decide to schedule a series oI one-to-one
interviews between all individual panel members and every candidate. In this situation
each individual panel member should keep notes oI each interview.
61. The same areas oI questioning should be covered with all candidates and
assumptions should not be made regarding the expertise or abilities oI candidates
because oI their employment history. Interview questions should be phrased so that
they do not Iavour any one candidate or group oI candidates. Supplementary
questions should be used to probe Ior Iurther inIormation or clariIication where
answers are incomplete or ambiguous. Care must be taken to avoid questions that
could be construed as discriminatory (e.g., questions about personal circumstances
that are unrelated to the job). It is, Ior example, legitimate to ask Ior conIirmation oI
whether individuals can comply with the working patterns oI the post, but not to ask
details oI their domestic or child care arrangements etc. It is the responsibility oI the
Chair oI the panel to ensure that such questions are not asked. Further guidance on
questioning is given at Appendix G.
62. The panel should discuss and clariIy with an applicant a sickness absence record
(as indicated on the application Iorm) oI a level that would normally trigger a meeting
under the Sickness Absence Policy
(http://www.ucl.ac.uk/hr/docs/sicknessabsence.php). This means the panel should
consider on a case-by-case basis the nature oI the absence and must, where
appropriate, disregard periods related to the assessment, treatment, and rehabilitation
oI a disability. These decisions are not, however, always straightIorward, so recruiting
managers should discuss these cases with their HR Consultancy contact prior to
disregarding any sickness absence periods. In addition, the panel must explore
whether or not any reasonable adjustments are required Ior the applicant in the event
they are the successIul candidate (see paragraph 72), and notes oI the judgements oI
the panel regarding sickness absence and adjustments must be made.
63. StaII conducting interviews must be aware that, although questions asked may not
in themselves be discriminatory, the interpretation oI answers by the panel could
exhibit prejudice. For example, iI indications oI ambition were to be regarded as a
worthy characteristic in applicants oI one sex or ethnic group but not in another.
InIormation regarding personal circumstances which is oIIered in a CV or at interview
must not be taken into consideration in reaching a selection decision. For example, the
Iact that a male candidate shares details oI his domestic circumstances with the panel
but a Iemale candidate chooses not to (or vice versa), should not be taken into
account.
64. Interview panels act Ior UCL in making selection decisions and are accountable
Ior them. Interview notes must be taken by each panellist to help the panel to make an
inIormed decision based on the content oI the interviews. Such notes must relate to
how candidates demonstrate their knowledge, skills, experience and abilities in
relation to the person speciIication. The Data Protection Act allows applicants to
request disclosure oI such notes in the event oI a complaint and an Employment
Tribunal would expect UCL to have notes oI every selection decision. The lack oI
43
such notes would seriously impede UCL's ability to contest such a complaint.
Obviously any inappropriate or personally derogatory comments contained within the
notes could be considered discriminatory and are unacceptable.
65 Where the candidate being interviewed is disabled and reasonable adjustments
may need to be considered in relation to the workplace or job, these should only be
discussed iI the disabled candidate is successIul at interview. See paragraph 72.
66. It is good practice to oIIer internal applicants Ieedback aIter interviews and it is
UCL policy to respond to requests Ior Ieedback Irom external applicants. Feedback
should be speciIic, relating to the person speciIication, and honest. In Ieeding back to
candidates it is good practice to balance the applicants' weaknesses with some
positive points.
Selection Tests and Presentations
67. Consideration should be given to using job-related selection tests or asking
candidates to give presentations as part oI the selection process iI there are some
elements oI the person speciIication that are diIIicult to test at interview. II selection
tests or presentations are to be used, all candidates should be given the same written
inIormation as to how long they will take, the topic area(s) they will cover, and what -
iI anything - they should prepare in advance. Psychometric tests may only be given by
trained test administrators and any department wishing to use psychometric tests must
contact HR Division Ior advice. In all cases care should be taken to ensure that job-
related tests are well explained in writing Ior candidates, in plain language, that all
candidates are subject to the same tests under exactly the same conditions, (excluding
any allowances made as 'reasonable adjustments' to disabled candidates) and that
presentation topics do not Iavour any one candidate. It is very important that selection
tests are not unIairly discriminatory. Advice is available Irom the Human Resources
Division Ior those wishing to develop selection tests.
Making A Decision After Interview
68. The inIormation obtained in the application (including the applicant`s attendance
record), the interview, any selection tests and in reIerences (iI obtained prior to
interview) will allow candidates to be assessed against the person speciIication and a
selection decision to be made. The Chair oI the panel must ensure that a written note
oI the reasons Ior selecting the successIul candidate and rejecting others is made and
placed on the recruitment Iile, together with the original applications and notes oI all
panel members, Ior a minimum oI 6 months aIter the appointment decision has been
notiIied to the candidates.
69. II a member oI a selection panel Ieels that there has been any irregularity in the
recruitment and selection procedure and the panel cannot resolve the matter at the
time, they must report the matter without delay to the Director oI Human Resources.
70. Interview proceedings are conIidential and interviewers are Iree to divulge to
others the decision reached only once the appointee has accepted the post.
71. II reIerences have not been taken up prior to the appointment decision, the Human
Resources Division will make a provisional oIIer to the preIerred candidate subject to
satisIactory reIerences being received and criminal records or occupational health
clearance, where appropriate.
72. Where the successIul candidate is disabled, reasonable adjustments may need to
be considered depending on their disability in consultation with them. This should be
done as soon as possible aIter appointment. UCL has a duty to consider what
reasonable adjustments can be made to working practices, or premises, or to enable
access to goods, Iacilities and services by disabled people. (See
www.ucl.ac.uk/hr/equalities/disabilitythelaw Ior Iurther inIormation on what is
44
considered reasonable and a helpIul checklist at appendix N regarding good practice
and disabled candidates.) Urgent advice should be sought Irom the Occupational
Health Service regarding adjustments to work premises, practices, equipment or the
job itselI. The candidate may qualiIy Ior the Government's Access To Work
Programme (details oI which are available at
http://www.ucl.ac.uk/hr/docs/accesstowork.php ).Where reasonable adjustments are
agreed these must be recorded in writing. The candidate should also receive written
conIirmation oI whatever adjustments have been agreed.
#010703.08
73. The Iurther particulars Ior a post should make clear to candidates the number and
status oI reIerees required and whether the panel intends to seek reIerences beIore
interview (see paragraphs 30 and 71). ReIerences Irom relatives or Iriends should not
be accepted. Appropriate reIerees are those who have direct experience oI a
candidate's work, education or training: preIerably in a supervisory capacity and a
reIerence must be obtained Irom the current or previous employer. Where an
applicant indicates that s/he does not wish his/her current employer to be contacted
prior to a provisional oIIer being made, this should be respected.
74. When requesting reIerences, it is helpIul to seek precise inIormation and conIirm
Iacts, such as length oI employment, relationship oI the applicant to the reIeree, job
title, brieI details oI responsibilities, reasons Ior leaving, unauthorized absence,
attendance including sickness absence, perIormance, and any other relevant
inIormation. It is helpIul to the reIeree to include a copy oI the job description and
person speciIication oI the post to which you are recruiting. Do not make requests that
only elicit generalisations about candidates' attendance, honesty, or subjective
inIormation as to the applicant's suitability Ior the job. The value oI unsolicited
reIerences submitted by candidates and addressed 'To Whom It May Concern' is very
limited and should be disregarded. Model reIerence requests are shown at Appendix
F.
75. Telephone reIerences should be avoided but, where time pressures or the location
oI reIerees dictate that this may be appropriate, recruiters should ensure that they are
certain as to the identity oI the person to whom they are speaking. When conducting
telephone reIerences, it is helpIul to plan the conversation beIorehand and to have a
list oI questions ready. A Iile note should be made at the time oI the telephone
conversation and written conIirmation should always be requested.
76. It should be noted that Ior appointments in which handling cash or responsibility
Ior valuables such as computers, stores, etc., is part oI the job UCL's insurers require
that reIerences be obtained Ior the previous three years and that the successIul
applicant may not start work until reIerences satisIactory to the Head oI
Department/Section have been obtained.
77. ReIerences are conIidential and must be sought 'in conIidence'. Any request Ior
disclosure oI reIerences must be Iorwarded to the Human Resources Division.
ReIerences should only be used Ior the purpose Ior which they were intended and
their conIidentiality must be maintained. Panel members must return all copies oI any
reIerences with the application Iorms and their interview notes to the Chair on
completion oI the recruitment exercise. ReIerences must only be kept on the
recruitment Iile and the personal Iile held by the Human Resources Division.
78. Guidance concerning the provision oI employment reIerences is set out at
Appendix H and on the Human Resources website.
Criminal reference checks
45
79. UCL will not discriminate unIairly against applicants who possess a criminal
record; Ior UCL's policy on the recruitment oI staII with criminal records and the use
oI criminal record checks see http://www.ucl.ac.uk /hr/docs/criminalrecord.php.
UCL will not necessarily bar an applicant Irom employment due to an unspent
conviction; the nature oI the conviction and its relevance to the post will be
considered. However, unspent convictions oI violence, assault or damage to property
are likely to be incompatible with working Ior UCL.
80. Under the Rehabilitation oI OIIenders Act 1974 ex-oIIenders do not have to
disclose spent convictions. However certain types oI posts, particularly those that
involve working with children or vulnerable adults or in other positions oI trust or
sensitive areas, are exempt Irom these provisions, and in these cases all convictions
must be declared.
81. The Criminal Records Bureau (CRB), a Home OIIice agency, has been
established to allow employers to carry out Police checks on potential employees in
certain areas oI work and UCL is registered with the CRB. II a manager believes that
the appointee to a vacancy requires a criminal records check, the Human Resources
Division must be contacted prior to advertising. A criminal records check will only be
carried out iI the position meets the criteria set out above (paragraph 80), and
applicants must be made aware early in the recruitment process that a criminal records
check will be required oI the appointee.
Appointment
82. Only the Human Resources Division issues letters oI appointment and places
individuals on the payroll (other than very limited exceptions). II the job oIIer is
conditional on completion oI a qualiIication or health screening, this will be made
clear in the appointment letter.
83. Academic qualiIications and any others considered essential Ior the post must be
veriIied by the Department. II requested, Human Resources can advise on the
equivalence oI overseas qualiIications.
84. The Asylum and Immigration Act makes it an oIIence to employ anyone who
does not have permission to be in, or work in, the UK. To avoid making assumptions
about such permission, it is the Department's responsibility to ask all appointees Ior
evidence oI eligibility to work in the UK. It is unlawIul racial discrimination to carry
out checks only on potential employees who by their appearance or accent seem to be
other than British. It is thereIore useIul to ask all candidates attending Ior interview to
bring with them evidence oI their right to work in the UK.
Evidence may be presented in the Iorm oI:
N A British passport or a passport or national identity card Irom an EEA country
or Switzerland
N A passport or other travel document endorsed to show that the holder can stay
indeIinitely in the UK or that they can stay in the UK and are allowed to
undertake the type oI work that they are being oIIered. (Ior Iurther advice,
contact Human Resources)
N An Application Registration Card issued by the Home OIIice stating that the
holder is permitted to take employment.
N Please note that a National Insurance number is not evidence that an individual
is eligible to work in this country.
Nationals Irom the Iollowing new member states oI the EU are required to apply to
register with the Home OIIice under the "Worker Registration Scheme" as soon as
they Iind work in the UK; Poland, Lithuania, Estonia, Latvia, Slovenia, Slovakia,
Hungary and the Czech Republic. Details are available at
46
www.ucl.ac.uk/hr/docs/wpguidewrs. In cases where registration is required the
satisIactory completion oI probation will be subject to appropriate registration.
Induction and Probation
85. It is UCL policy that all staII who are new to UCL undergo a separate induction,
Iollowed by a probationary period during which they will be introduced to the main
duties and responsibilities oI their post; details can be Iound in the Induction and
Probation Policy on the Human Resources website at
www.ucl.ac.uk/hr/docs/newinductionprobation. Some appointees to Probationary
Lecturer posts have previous relevant experience, which allows Ior a reduced
probationary period (which is normally three years) and the Head oI Department
should bring such cases to the attention oI the Director oI Human Resources. (Non
clinical Senior Lecturers, Readers and ProIessors will not normally be required to a
serve a probationary period).
Salarv
86. Within the Iinancial provision or established grading oI the post, the salary oIIered
should have regard to the applicant's experience or expertise and will normally be at
or above the incremental point equivalent to the applicant's present salary. The
salaries oI other staII doing similar work within the department/division with similar
experience should also be taken into account.
Work Permits
87. II the person to be appointed is a national oI a non-EEA country, a work permit
may be required. II so, the Human Resources Division must be contacted as soon as
the interviews are complete in order that an application can be made to Work permits
UK - the Home OIIice's Immigration and Nationality Directorate - Ior a work permit.
Only the Human Resources Division is authorised to make the application. The
process can take up to three months and staII cannot under any circumstances be
employed until permission is given. It is essential to the work permit application that
the vacancy has been advertised in at least one national newspaper or journal
normally available throughout the European Economic Area or on a Home OIIice
approved website, within the preceding 6 months. Further details are available Irom
the Human Resources Consultancy Team or on the Human Resources website.
Breaches of Policv
88. Any member oI staII with concerns about the application oI this policy should
raise their concerns in writing with their Head oI Department, or with the manager to
whom the Head reports, iI the concern includes the Head's actions. Applicants Ior
employment concerned about the application oI the policy should write to the Director
oI Human Resources. Recruitment and monitoring data is reported annually to the
Committee Ior Equal Opportunities.

b) Comparing the recruitment and selection procedure of the 1WO organisations:
(

The recruitment process at University oI Nottingham begins when it is known that

the university needs someone new in the School or Department, either because an
existing staII member has leIt, or because there is new work to be done. It doesn't
Iinish until aIter the appointment has been made and the person responsible (someone
Irom the HR Department) have reIlected on any changes that they would make in
Iuture recruitments.
Whereas, recruiting and selecting the right people is oI paramount import ance to the
continued success oI UCL. Their Recruitment and Selection Policy sets out how to
ensure, as Iar as possible, that the best people are recruited on merit and that the
recruitment process is Iree Irom bias and discrimination.
Building on the previous guidelines, their main thematic change relates to monitoring
the recruitment process and its outcome. The Race Relations (Amendment) Act 2000
places a responsibility on organizations to monitor, amongst other things, their
recruitment processes to ensure they are not discriminatory. Accordingly, their policy
sets out a procedure to enable departments to monitor staII recruitment and to provide
inIormation to enable the appropriate committees to monitor recruitment activity
across all oI UCL.
Also, by Iollowing their policy, in addition to IulIilling employment law
requirements, UCL ensures that it continues to uphold its commitment to equal
opportunity.`

c) Comparing the recruitment and selection procedure for the 1WO organisations
to the good and bad practices
14]

Identifving vacancv

Good practice Bad practice
N Review existing job
speciIication or prepare a new
one;
N Prepare background inIormation
about the workplace and notes
Ior the applicant.
N Spend insuIIicient time on
reviewing the job description
and person speciIication.

Preparing fob description

Good practice Bad practice
N Speak to all those involved with
the post to establish tasks
required;
N Ensure that all those involved
with the post agree with the role;
N Describe accurately the
requirements and duties oI the
job;
N Avoid wording which implies
that members oI one sex are
more likely to be able to do the
job;
N Avoid wording such as "Iit and
able-bodied" - concentrate on the
tasks required to IulIil the post.
N No job description provided;
N Job description Iull oI jargon;
N Unnecessary conditions or
standards.


Preparing person specification

Good practice Bad practice
N Produce a speciIication oI the
essential / desirable attributes
and characteristics oI the person
required to carry out the job
satisIactorily;
N Assess each individual against
set standards.
N No person speciIication,
outlining skills, experience and
knowledge needed;
N Base the speciIications on the
personal qualities oI the person
currently in post rather than the
tasks needed;
N Standards are set which are
higher than necessary, there
physical ability is required (e.g.
strength);
N Unnecessarily high education
standards are set iI these are not
required Ior the job;

N Marriage plans, marital status,
numbers and ages and care oI
children or any other personal
considerations such as age,
religious belieI or sexual
orientation included in the
person speciIication.

Advertising the post

Good practice Bad practice
N Post should be advertised in
appropriate areas e.g. correct
publications and journals;
N Consideration should be given to
advertising in publications
targeted at minority groups, such
as the Caribbean Times;
N DraIt advertisement to reIlect job
description;
N Give closing date oI a minimum
oI two weeks aIter the
advertisement appears;
N InIorm job-centres, private
employment agencies and
management consultants that
you are keen to interview
minority groups.
N Advert is worded badly;
N Advert is placed in wrong
publication where only a portion
oI potential applicants see it;
N Advert is placed in correct
publication on the wrong day
e.g. not the specialist day Ior
education;
N Advert placed only in very
specialist journal - read mainly
by those already involved,
encouraging the "old boy"
network;
N Wording or illustrations used
which could be taken to indicate
a preIerence Ior members oI one
sex or ethnic group;
N Advertisements placed in
journals or papers which are
intended primarily Ior men or
primarily Ior women, or Ior
those oI one speciIic sexual
orientation.

Managing the response

Good practice Bad practice
N Send out the application Iorm or
invite CVs to be sent in;
N Ensure that candidates are sent
inIormation about the post
including the job description and
person speciIications;
N Log applications received;
N Acknowledge receipt oI
applications.
N Application asks Ior irrelevant
inIormation such as maiden
name, date oI birth etc.;

Short-listing from CJ / application form

Good practice Bad practice
N Use the objective set standards
oI the person speciIication as the
basis Ior short-listing;
N Arrange Ior people to be part oI
a short-listing panel;
N Make sure they are available Ior
interview;
N Make sure all short-listing panel
members understand the
selection criteria;
N Send papers in advance;
N Read applications;
N Short-list and record decisions;
N Process men and women's
applications in exactly the same
way;
N Write to unsuccessIul
candidates.
N Allow too little time Ior short-
listing;
N Allow too little time to get
reIerences (people who will
suIIer most Irom this bad
practice are those who are not
the standard applicant and whose
application will probably take
more time to process);
N Applications rejected on the
basis oI assumptions about the
abilities oI men and women in
general, people Irom a particular
race or those with a disability;
N Notes taken oI names which are
not obviously white British.

'898

Good practice Bad practice

N Arrange where appropriate;
N Avoid unless this is an
opportunity that every candidate
is able to take advantage oI.
N People who ask to come Ior an
inIormal visit are judged as
being more enthusiastic and
committed because they have
made the eIIort and shown the
initiative to visit the University
in advance oI the interview.

#010703.08

Good practice Bad practice

N Send a copy oI the job
description and allow time Ior
return beIore interview date.
N Ask Ior a verbal report rather
than a written reIerence.


Arranging interviews

Good practice Bad practice
N Send papers to interviewers in
advance;
N Write to candidates with details
oI the interview, including any
tests which might be used;
N Book an appropriate room -
N Book a noisy room;
N Don't inIorm candidates about
tests they will be asked to do;
N Don't send a map showing how
to get to the University.
51
check iI candidates have any
speciIic requirements e.g. access
might require a ground Iloor
room.

Conducting the interview

Good practice Bad practice
N Assess candidates against
selection criteria;
N Relate the questions to the
requirements oI the job. Where it
is necessary to assess whether
personal circumstances will
aIIect perIormance oI the job,
discuss this objectively without
detailed questions based on
assumptions about marital status,
children and domestic
obligations;
N Base assessments, wherever
possible on Iactual evidence oI
past perIormance, behaviour and
achievements;
N Arrange Ior candidates to be
assessed by a panel rather than
by one person alone;
N Record decisions on individual
interview sheet.
N Inappropriate questions used;
N Candidates get very diIIerent
length interviews;
N DiIIerent personnel, Irom short-
listing panel sit on interview
panel;
N Panel appoints people like
themselves rather than the best
candidate;
N All candidates are treated
identically - this may not be
appropriate;
N Decisions made based only on
impressions Iormed during the
interview, instead oI using Iacts;
N Discriminatory questions asked.


Make the decision

Good practice Bad practice
N Decisions on all candidates made
at the end oI the interview;
N Base judgments on Iacts rather
than impressions;
N Match the proIile oI all job
requirements against the
complete proIile oI the
individual;
N Pause and question whether sex
or racial bias has inIluenced the
proposal to reject a candidate;
N Allow each assessor to Iorm an
independent view. Allow junior
members oI the panel to express
their opinions Iirst (to avoid
inIluence);
N Candidates are compared against
each other rather than against the
agreed selection criteria;
N Candidates are discussed as
interviews go along, rather than
at the end oI the interview.
N Appointment made on the basis
oI assumed "acceptability" to
colleagues.

N Final decision is summarised and
recorded.

Conveving the decision

Good practice Bad practice
N Candidates are written to with
the decision;
N Appropriate Ieedback is given;
N All interview documents are
kept.
N Candidates are kept waiting to
hear oI appointments;
N Others are told oI decisions
beIore the candidates.


Making the appointment

Good practice Bad practice
N Agree starting date;
N Make any necessary pre
employment checks;
N Issue appointment letter.
N "Letter oI Appointment" sent by
wrong part oI University - e.g.
department rather than Human
Resources;
N Appropriate terms and
conditions are not given to the
successIul candidate.

The process as a whole

Good practice Bad practice
Be objective and seek to identiIy the
candidates' abilities. Judge on individual
merits and set the same standards Ior all.
Generalised assumptions made about
ability or ambition, based on applicant's
sex, race, age, religious belieI, sexual
orientation or any disability.

d) 1he methods and media that can be used
(

Advertising the vacancy
When advertising Ior vacancy consideration should be given as to- who you want to
read the advertisement, how long it should run, how Iast you want a response and how
much you want to pay.
Options include
N newspapers and magazines - they can reach speciIic audiences within a sector
or locality
N Internet sites - they can reach a wide audience quickly, and some have a
database oI candidates that you can search
Checking the costs Internet sites can be cheaper than advertising in a newspaper
and the advertisement should be timed careIully, e.g. avoid holiday periods.

A good fob advertisement should.
N be concise but give enough inIormation so candidates can decide whether to
apply, e.g. gives the location and pay range
N clearly state the skills and experience needed based on your person
speciIication and job description
N be attractively designed
N be non-discriminatory
N explain how the applicants should respond to the advertisement, eg by sending
a CV or completing an application Iorm

Employment agencies
Employment agencies have databases oI potential candidates and can advertise on
your behalI.

Jobcentre Plus and government schemes
Jobcentre Plus provides the same services as an employment agency but at no direct
cost to employers. Jobcentre Plus also manages government schemes, oIIers advice
and may be able to provide Iinancial support Ior employers taking on staII.

Other sources
These include:
N colleges and schools
N internal notice boards
N word oI mouth
N head-hunters and recruitment consultants
N local advertising, e.g. newsagents or outside your own premises
N local radio`

SECTION 2B

Evaluating the interview as a selection technique and
discussing a range of alternative selection methods available
16]


:Interview as a selection technique
Traditionally, the interview has been the main means oI assessing the suitability oI
candidates Ior a job. Almost all organisations use the interview at some stage in their
selection process. Similarly, most applicants expect to be interviewed. Interviews are
useIul Ior assessing such personal characteristics as practical intelligence and
interpersonal and communication skills. The interview can be used Ior answering
applicants` questions, selling the organisation and negotiating terms and conditions. It
is a matter oI debate whether an interview accurately assesses ability at work, relevant
experience and work skills. A Iurther problem with interviews is that Iactors that are
not related to the job inIluence the decision: clothing, colour, ethnic origin, gender,
accent, physical Ieatures or a disability might be such Iactors. There is also evidence
that interviewers make decisions very rapidly on little inIormation. You need to be
aware oI the potential pitIalls in using selection interviews and may choose to
supplement them with a variety oI tests.
(http://openlearn.open.ac.uk/mod/resource/view.php?id210989)

Range of alternative selection methods available
As well as interviewing, there are other ways to select the best candidate. Options
include:
N practical tests
N psychometric tests
N 889089
N ,880882039.039708
N -4/,9,
N group selection methods
N written and oral presentations
N case study


Tests can be done beIore or at the time oI the interview, but should not be used as the
sole method oI candidate selection. It should be kept in mind that such tests could also
be unlawIul iI they discriminate against candidates oI a particular race, sex or age or
who have a disability.
However, one should use such tests only iI they are:
N relevant to the job
N well designed
When thinking about using any kind oI test, one should also weigh up the beneIits
against the costs oI organising them.

Practical tests
These test ability and are usually done Ior:
N manual jobs - trade skills

N secretarial jobs - word processing skills
N those working in call-centres or in telesales - telephone skills

Psychometric tests
Psychometric tests can be useIul when choosing a candidate Irom a group oI people
who do not have easily comparable skills or experience. They are more likely to be
used when a manager is being sought. Psychometric tests can be used to measure
intelligence, personality or aptitude Ior speciIic tasks, such as:
N reasoning/problem solving
N decision making
N interpersonal skills
N conIidence
There are three types oI psychometric test:
N Tests oI ability, aptitude or intelligence;
N Questionnaires to measure "personality";
N Questionnaires to establish interests and preIerences.
However, one should bear in mind that these tests:
N are not always a good indicator oI Iuture perIormance
N should not be used unless there is a proven need and a suitably qualiIied
person to administer them
N oIten require a Iee when you use them

Skills Tests
Skills tests are used where candidates need to possess a particular skill in order to
perIorm the job, e.g. typing, driving a motor vehicle, or operating a piece oI
machinery. Many such skills are taught and tested by outside bodies, in which case
candidates are likely to hold certiIicates oI proIiciency. However, where candidates
do not hold such certiIicates, or where they have been obtained several years ago, it
may be appropriate to devise a short skills test.

Assessment centres
These are generally used by large organisations, particularly when making senior
appointments. Individual and group exercises take place, sometimes over a Iew days,
oIten including an interview, psychometric tests, group discussions and tasks, written
exercises and presentations. They can be expensive and time-consuming.

Bio data
This test takes the Iorm oI a multiple-choice biographical questionnaire and is more
likely to be used by large organisations. However, appropriate care should be taken
not to breach data protection or discrimination laws.

Group Selection Methods

Group selection methods are most Irequently used to assess candidates' leadership
qualities and their ability to express themselves clearly and get on with and inIluence
colleagues. The types oI exercise which are used include:
N Leaderless group discussions;
N Command or executive exercises (e.g. outward bound);
N Group problem solving.
56
Group exercises are time consuming and, thereIore, costly. However, they may be
particularly useIul Ior appointments requiring good leadership and communication
skills.

Written and Oral Presentations
Presentations are oIten used to assess the qualities oI candidates applying Ior posts
which require a complex set oI skills, together with speciIic proIessional/academic
knowledge. By asking candidates to prepare and deliver a presentation on a given
subject, and in some cases to participate in a discussion aIterwards, selectors can see
an example oI the individual's skills oI written or oral presentation, analysis and
reasoning, as well as gaining some evidence oI their proIessional/academic
knowledge and oI their attitudes.

Case Studies
As with presentations, case studies can be a valuable way oI assessing a candidate's
knowledge oI a particular subject area, and their likely approach to handling a
particular situation. This selection method is sometimes used Ior candidates Ior
managerial posts, or Ior posts requiring knowledge oI speciIic procedures, regulations
or legislation.`

Bibliography/References

Books/Articles:
N A handbook oI Human Resource Management; Michael Armstrong; 10
th
Ed;
2006; Kogan Page; United Kingdom; ISBN-10: 0749446315; ISBN- 13:
9780749446314.
N Classroom Notes and Handouts; Marion Fieldstead; 2007/08; Wirral Metropolitan
College; Conway Park Campus; United Kingdom.
N A Strategic Human Resource Management System Ior the 21st Century. Naval
Personnel Task Force, September 2000.
N Your Guide to Human Resources (Newsletter); The New Roles oI the Human
Resources ProIessional; Susan M. HeathIield.
N Human Resource Management versus Personnel Management; Marco Kster,
2002.

0-8908
N 440.42
N ,8.42
N www.hausarbeiten.de
N http://humanresources.about.com
N www.cipd.co.uk
N www.workinIo.com
N www.coursework.inIo
N www.nottingham.ac.uk
N :.,.:
N www.businesslink.gov.uk

#010703.08
1. (http://www.hausarbeiten.de/Iaecher/vorschau/25299.html)
2. (http://www.coursework.inIo/GCSE/BusinessStudies/PeopleinBusiness/huma
nreosurceL134134.html)
3. A handbook oI Human Resource Management; Michael Armstrong; 10
th
Ed;
2006; Kogan Page; United Kingdom; ISBN-10: 0749446315; ISBN- 13:
9780749446314.
4. (http://humanresources.about.com/od/hrbasicsIaq/a/hrrole.htm)
5. A handbook oI Human Resource Management; Michael Armstrong; 10
th
Ed;
2006; Kogan Page; United Kingdom; ISBN-10: 0749446315; ISBN- 13:
9780749446314.
6. (http://www.cipd.co.uk/subjects/maneco/general/roleIrntlinemngers.htm)
7. (http://www.cipd.co.uk/subjects/maneco/general/roleIrntlinemngers.htm)
8. (http://www.coursework.inIo/GCSE/BusinessStudies/PeopleinBusiness/Why
isthesupportoIlinemanagementcrL73828.html)
9. (http://www.coursework.inIo/GCSE/BusinessStudies/PeopleinBusiness/TheI
mportanceoIHumanResourcePlanninL21844.html)
10.(http://www.workinIo.com/Iree/Downloads/176.htm)
11.(https://www.nottingham.ac.uk/sedu/recruitment/)
12.(http://www.ucl.ac.uk/hr/docs/recruitment.php)
58
13.Collectively Irom:
N (https://www.nottingham.ac.uk/sedu/recruitment/process/stages.php)
N (http://www.ucl.ac.uk/hr/docs/recruitment.php)
14.(https://www.nottingham.ac.uk/sedu/recruitment/summary/summary.php)
15.(http://www.businesslink.gov.uk/bdotg/action/detail?r.l11073858787&r.l31074
207535&r.tRESOURCES&typeRESOURCES&itemId1073793809&r.i1073
793824&r.l21073858914&r.sm)
16.Collectively Irom:
N (http://www.businesslink.gov.uk/bdotg/action/detail?typeRESOURCES&ite
mId1073793824)
N (https://www.nottingham.ac.uk/sedu/recruitment/interview-
plan/selecttests.php)

59
Self Reflection & Evaluation

This was both an interesting and enlightening assignment. It gave me the chance to
look at eh subject diIIerently and to obtain a knowledge and understanding I did not
have because it asked questioned the traditional view oI personnel management and
demonstrated the new approach to human resource management., by studying the
procedure and practices used Ior recruiting and selecting suitable employees, by using
what I had been taught in the classroom, the course textbooks (both those purchased
personally and those borrowed Irom the college library), course work Materials, the
internet and discussion with the lecturer. All oI this enabled me to research and gain
an understanding oI the diIIerences between personnel management` and human
resource management` alongside discussing the historical development and the
changing context in which they operate; assessing the role, tasks and activities oI the
HR practitioner and evaluating the role and responsibilities oI the line manager in
human resource practices . Simultaneously comparing the recruitment and selection
procedure & the recruitment and selection procedure Ior the TWO organisations to the
good and bad practices; analysing the methods and media that can be used and
evaluating the interview as a selection technique and discussing the range oI
alternative selection methods available.

I began the assignment by reading the course notes, then relevant course text books.
I used the internet and conversation with the course lecturer and the textbook and a
range oI articles Ior Iurther resources.

I Iound 'A Handbook oI HRM by Armstrong and a useIul guide to the completion oI
this assignment.
Internet sites I personally Iound most useIul were:-
N 440.42
N ,8.42
N www.hausarbeiten.de
N http://humanresources.about.com
N www.cipd.co.uk
N www.workinIo.com
N www.coursework.inIo
N www.nottingham.ac.uk
N :.,.:
N www.businesslink.gov.uk

Upon reIlection I believe I made use oI used a suIIiciently wide range oI research
sources. I made use oI all material provided by the college and all that was
reasonably available to me.
It was diIIicult to keep within the word count while covering all oI the criteria to a
good standard given the wide area that this assignment encompassed.

I have met with the completion time, and have endeavoured to produce work oI a
standard which is above average.

60
Timetable:

Date Activity
Wednesday 5
th
December, 2007. Discussed the progress and the doubts
with the course lecturer.
Tuesday 1
st
January, 2008. Researched the assessment criteria and
gathered notes and printouts also bought
a book Irom Liverpool, Waterstones i.e.
M Armstrong.
Wednesday 2
nd
January, 2008. Used my class handouts to understand
and revise the portion
Thursday 3
rd
January, 2008. Distinguished between personnel
management` and human resource
management` and discussed the historical
development and the changing context in
which they operate using the textbooks,
class handouts and the internet.
Friday 4
th
January, 2008. Researched the role, tasks and activities
oI the HR practitioner using the textbook,
class handouts and on the internet.
Saturday 5
th
January, 2008. Researched the role and responsibilities
oI the line manager in human resource
practices using the textbook, class
handouts and on the internet.
Sunday 6
th
January, 2008 Analysed the need Ior human resource
planning and the stages involved in the
process using the textbook, class
handouts and on the internet.
Monday 7th January, 2008. Gathered the documentation Ior
structured recruitment process Ior TWO
organisations; Compared the recruitment
and selection procedure, the recruitment
and selection procedure Ior the TWO
organisations to the good and bad
practices & analysed the methods and
media that can be used Irom the internet
and using the help oI the textbook, class
handouts and on the internet.
Tuesday 8
th
January, 2008. Researched the interview as a selection
technique and discussed the range oI
alternative selection methods available
using the textbook, class handouts and on
the internet.
Wednesday 9
th
January, 2008. Finished the selI reIlection, timetable and
the reIerencing and completed the
assignment.