The Employment Process:

3
Preparation, Recruitment,
Interviewing and Documentation
Learning Objectives
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By the end of this chapter, you should be able to:

• Identify the steps that should be accom-
plished at the beginning of the employment
process.
• Evaluate the numerous recruitment sources
available and develop a recruiting strategy.
• Practice effective questioning techniques.
• Describe the components of effective em-
ployment interviewing documentation.

INTRODUCTION
Several years ago I was approached by one of the attendees at a seminar I was
conducting on employment interviewing. She introduced herself as Dana, an
HR administrator with a mid-sized retail firm. She explained that she dis-
agreed with a statement I’d made just before our break: “You said that a com-
monly held belief by many nonprofessional interviewers is that interviewing
is little more than effortless conversation, but in reality, the most effective in-
terviewers are those who are in control of the interview, having completed
several preparatory steps before meeting their applicants. Where I work, in-
terviewers don’t spend time preparing; instead, they basically ask the appli-
cants to ‘tell me about yourself,’ ask a few follow-up questions, and then sit
back and listen.”
I thought for a moment and then said, “Dana, you appear to be saying
that applicants have control of the employment process, and interviewers are
reactive—merely recipients of information. It becomes a matter of chance as
to whether employees work out or not. I’d like to suggest that when interview-
ers take a proactive role in the employment process, everyone benefits—and
Copyright 2015. AMA Self-Study.

that preparation is the first step.”

63
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 64 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

Think About It . . .

Do you agree with Dana and believe that interviewers don’t need to prepare prior to an interview?
____ yes; ____ no.

Should interviewers ask just a few questions and let applicants do all the talking?
____ yes; ____ no

Do you believe interviewers should be proactive or reactive? ______________

Explain your answers.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

INTERVIEW PREPARATION
Like Dana, many people believe that interviewing does not require prepara-
tion. This is largely based on observations of interviews conducted by pro-
fessionals who can make employment interviews seem like effortless
conversation. In reality, these interviewers have put a great deal of work be-
hind this casual front by completing three key preparatory steps at the begin-
ning of the employment process.

Step One: Become Familiar with the Job

The process of interview preparation begins with becoming familiar with the
specifications of a job every time it becomes available. Much of this can be
accomplished through direct observation, talking with incumbents, and most
importantly, meeting with department heads and managers. Hiring managers
are an excellent source of information; who knows better than they about the
particulars of a given job? With the exceptions of establishing a job’s exemp-
tion classification, union status, and benefits, working together on the remain-
ing specifications enables HR and managers to become more in tune with the
workings of one another’s departments each time there’s an opening; conse-
quently, HR will develop a clearer sense of the best possible fit between an
applicant and a job.

Duties and Responsibilities

In reviewing the duties and responsibilities of an opening, determine if they
are realistic in relation to other factors, such as previous experience and ed-
ucation. Determine, too, if they are relevant to the overall job function, and if
they overlap with the responsibilities of other jobs.

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 65

Education and Prior Experience

When setting educational and experience prerequisites, ask yourself a series
of questions: What skills and knowledge are needed to successfully perform
the essential duties and responsibilities of this job? Why are these skills and
knowledge necessary?
Why couldn’t someone without these skills and knowledge perform the
essential duties of this job? Are the requirements consistent with the job duties
and responsibilities? Are the requirements in accordance with all applicable
employment laws?

Intangible Requirements
Intangible criteria can help balance specific educational or experiential require-
ments. Examples of intangibles include attitude, creativity, initiative, man-
agement style, personality, and temperament. These factors can be significant,
but only when examined in relation to the requirements of the opening. In
other words, they must be job-specific. Intangibles can be particularly helpful
if two or more applicants have similar concrete qualifications; you can then
compare intangible job-related criteria to help make the final decision. Be
careful not to weigh intangible elements too heavily or select someone solely
on the basis of any of these factors.

Reporting Relationships
When familiarizing yourself with reporting relationships, ask yourself two
sets of questions. The first involves the reporting relationship between two
positions: What positions will this job report to, both directly and indirectly?
What positions report directly and/or indirectly to this job? What is the rela-
tionship between this job and other jobs in the department and the organiza-
tion, in terms of level and scope of responsibility? The second set of questions
involves the reporting relationship between two individuals: What is the man-
agement style of the person in charge? What are the traits that he or she values
in an employee?

Work Environment
A position’s work environment encompasses many factors, such as standing
for long periods of time, exposure to chemicals or fumes, working in cramped
quarters, or working in a very noisy location. Unless logistically impractical,
a visit to the job site should be part of the interview. This way there will be
no surprises and new employees know exactly what to expect when reporting
to work on the first day.

Exemption Status
As stated earlier, all employees are classified as exempt or nonexempt. The
Fair Labor Standards Act (FLSA) defines the term exempt as meaning not
entitled, by law, to overtime compensation; that is, employers are not required
to pay exempt employees for time worked in excess of 40 hours per week. Ex-
emption status is determined by a duties test and a salary basis test, both of
which are available through the Department of Labor, Wage and Hour Divi-
sion. The term generally pertains to executives, managers, and some supervi-

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 66 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

sors. The term nonexempt refers to employees who are entitled to overtime
compensation. The FLSA requires employers to pay nonexempt employees
no less than the prevailing minimum hourly wage. Any nonexempt employee
required to work in excess of 40 hours per week must be compensated at a
rate of not less than one-and-one-half times the worker’s regular rate.

Union Status
Be prepared to tell applicants whether they will be required to join a union,
and to provide information relative to initiation fees or required dues, and
any other relevant details.

Salary Range
Whether this information is disclosed to an applicant at the initial interview
is a matter of company policy; regardless, interviewers should know what a
job pays so they can determine if the organization and the applicant are fi-
nancially compatible.

Benefits
Describing your company’s benefits package can be an excellent selling point,
especially for hard-to-fill positions. Interviewers are advised to prepare a 45–
60 second summary of company benefits, such as medical and disability in-
surance, dental coverage, life insurance, profit-sharing plans, stock bonus
programs, vacation days, personal days, leaves of absence, holidays, and tuition
reimbursement. Be sure, too, to mention any benefits that set your company
apart from the competition.

Growth Opportunities
Since most applicants are interested in upward mobility, it’s helpful to know
about the frequency of performance appraisals, salary reviews and increases,
policies regarding promotions, relationship of a position’s level and scope of
responsibilities to that of others within a job family, policies governing internal
job posting, likelihood of advancement, tuition reimbursement plans, and
training opportunities.

Exhibit 3-1 shows what you should know about a position you are trying
to fill.

Step Two: Review the Employment Application or Resume

Have you ever gone on an interview and sat quietly while your interviewer
read your application or resume back to you? “Let’s see; it says here that you’re
currently working as an office manager for the law firm of Driscoll, Driscoll,
and Driscoll, and you’ve been there for two years. Before that you worked for
a year as an administrative assistant for a publishing company; and before that
you attended Oakmere College where you received an undergraduate degree
in psychology.” Right about now the interviewer pauses and looks up. What
are you supposed to say? “That’s all correct? Impressive, huh?” How about,
“Are you going to ask me a question any time soon?”

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 67

xhibit 3–1
Step One of Interview Preparation: Becoming Familiar with a Position

Duties and responsibilities Realistic

Relevant
Education and prior experience prerequisites Necessary skills and knowledge consistent
with duties and responsibilities
In accordance with applicable employment
laws
Intangible criteria Job-specific
Reporting relationships Between positions
Between individuals
Work environment Physical features
Exemption status Exempt or nonexempt
Union status Union or nonunion
Salary range Policy regarding revealing salary information
Benefits Summary of key benefits
Growth opportunities Performance appraisals
Salary reviews and increases
Promotions
Tuition reimbursement
Training

Although the interviewer eventually does ask some questions, these are
usually not well thought-out or job-specific. From the applicant’s perspective,
listening to an interviewer repeat the information they themselves have pro-
vided is frustrating. It’s also unproductive for interviewers, because they’re
not learning anything about the person’s qualifications.
This scenario can easily be avoided by reviewing an applicant’s com-
pleted application and/or resume prior to the interview. Not only will you
become familiar with the person’s credentials, background, and qualifications
as they relate to the requirements and responsibilities of the job, but you can
identify areas to question during the interview. The applicant will also per-
ceive you as being prepared and thus likely to be more responsive.
Though it’s true that between job sites and online applications many em-
ployers have eliminated paper applications and resumes, many companies,
especially small businesses, still accept and even require them. Whatever the
format, applications and resumes are likely to remain an important part of
the employment process.

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 68 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

Ten Checkpoints for Reviewing a Paper or Electronic Application or Resume

1. Overall appearance. Scan the overall appearance of the application or resume
and check to see that it is neat and easy to read. The handwriting on paper
applications should be legible; resumes should be typed and printed; and
electronic-generated applications and resumes should reflect cyberspace-
writing guidelines in terms of organizing the information and highlighting
key accomplishments. The content of applications and resumes should be
grammatically correct and the language easy to understand.
2. Blanks or omissions. Looking for blanks or omissions on an application form
is relatively easy; with a resume, check to see that basic information per-
taining to work and education has been included. Note whether there are
any breaks that are unaccounted for, and plan to ask the applicant to pro-
vide nonpersonal explanations for them during the interview.
3. Gaps between jobs. Check for gaps in time between jobs by looking at the ap-
plicant’s employment history and educational pursuits. Note whether there
are any breaks that are unaccounted for and plan to ask the applicant about
them during the interview, again making certain to guard against receiving
information of a personal nature.
4. Overlaps in time. Overlaps in time may occur if the applicant attended
school and worked at the same time, or worked at more than one job at a
time. Make a note of any overlaps and verify the accuracy of all dates dur-
ing the interview.
5. Inconsistencies. At times, certain information may appear to conflict with
other aspects of the resume. For example, say there’s an applicant with an
extensive educational background who has been employed in a series of
nonexempt jobs. This may be because she has degrees in a highly special-
ized field and cannot find suitable work, or it may be that her educational
credentials are misrepresented. It’s up to you to find out during the inter-
view.
6. Frequency of job changes. Guard against setting arbitrary standards concerning
frequency of job changes and drawing inaccurate conclusions, e.g., chang-
ing jobs more often than once every two years translates into unreliability.
On the other hand, make a note that you want to discuss the pattern of job
changes during the interview.
7. Evaluate salary requirements. Objectively think in terms of the applicant’s ex-
perience and abilities in relation to the salary range set for the job. Typi-
cally, new hires start no higher than the midpoint; and remember, you
cannot hire below the minimum.
8. Reasons for leaving previous jobs. As with frequency of job changes, look for
patterns. For example, if the reason given for leaving several jobs in a row
is “no room for growth,” it may be that this person’s job expectations are
unrealistic. This will become a key area to explore in the interview.
9. Duties and responsibilities. If a person’s current or previous duties and re-
sponsibilities are not clearly described on the application or resume, make
a note to ask for elaboration. Job titles may also require explanation. Some
titles are not functional or descriptive and therefore do not reveal the gen-
eral scope of responsibility. Examples of such titles include “administrative

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 69

assistant” and “vice president.” Sometimes, too, titles sound very grand,
but upon probing, you discover that they carry few substantive responsi-
bilities.
10. “Red-flag” areas. “Red-flags” refer to any information that does not seem to
make sense or that leaves you with an uneasy feeling. Make a note of these
and pursue them during the interview.
See Exhibit 3-2 for an abbreviated list of these checkpoints.

Step Three: Plan Basic Questions

Planning a handful of general questions at the preparation stage will serve as
the foundation for your interview. The job description is an excellent source
for this (more about job descriptions in Chapter 5). By reviewing the job de-
scription, you can easily identify the skills required. Then proceed to formu-
late the questions you need to ask in order to determine whether applicants
possess these skills and are capable of performing the required duties and re-
sponsibilities. Hypothetical situations can also be developed and presented
to applicants enabling them to demonstrate how they would respond to job-
specific scenarios.
Be careful not to list too many questions or become very specific during
this stage. If you have an extensive list of detailed questions, you may be in-
clined to read from that list during the interview. This will likely result in a
stiff, formalized session, which could, in turn, make the applicant feel ill at
ease. In addition, with a lengthy list of questions, interviewers often feel com-
pelled to cover the entire list and often end up repeating themselves. Again,
this can result in applicants feeling uncomfortable and wondering whether
you are really listening to their responses.
Instead, limit yourself to preparing about a half-dozen general questions.
Once you begin the interview, other questions will naturally follow the ap-
plicant’s answers. In fact, if your first question is a good, open-ended question,
the applicant’s response will generate numerous additional questions. Here’s
an example of an effective first question: “Would you please describe your ac-
tivities during a typical day at your present (or most recent) job? As you listen

xhibit 3–2
Step Two of Interview Preparation: 10 Checkpoints for Reviewing the
Employment Application or Resume
1. Scan the overall appearance.
2. Look for blanks or omissions.
3. Review the applicant’s work history and make a note of gaps in time.
4. Consider overlaps in time.
5. Note any other inconsistencies.
6. Consider the frequency of job changes.
7. Be objective when evaluating salary requirements.
8. Review reasons for leaving previous jobs.
9. Look for clearly defined duties and responsibilities.
10.Pay attention to “red flags.”

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 70 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

to the applicant respond, note any areas mentioned that you want to pursue
further. I’ve had as many as two dozen follow-ups to this one question. In fact,
this one question alone could yield enough information to fill an entire in-
terview if you listen closely to the applicant’s answer and use portions of it as
the basis for additional questions. Exhibit 3-3 offers some questions that may
be prepared prior to the interview.

Think About It . . .

First, review your original answers to the following questions. Apply what you’ve learned since
you first answered them.

Do you believe that interviewers don’t need to prepare prior to an interview? ____ yes; ____ no

Should interviewers ask just a few questions and let applicants do all the talking?
____ yes; ____ no

Do you believe interviewers should be proactive or reactive? ______________

Explain your answers.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Are your answers the same as they were initially, or have they changed? Explain.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

RECRUITMENT
Angela, the HR manager for a retail firm of 1,000 employees, nervously
scanned her list of e-mail messages, hoping there wouldn’t be another one
from Ted, the director of marketing. He was growing increasingly impatient
with her efforts over the past month and a half to fill his opening for an exec-
utive assistant. Angela has run out of qualified people to send. Aside from
posting the opening on the job opportunity section of their company website
and on a popular general job board, she didn’t know what else to do. She was
getting plenty of responses, but few seemed right for the job. She wondered
if she should explore other, “old-school” recruitment sources, but wasn’t the
Internet the only way to go these days? Her phone rang, interrupting her
thoughts. When she heard the voice on the other end, she swallowed hard: it

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 71

xhibit 3–3
Step Three of Interview Preparation: Plan Basic Questions

For Applicants with Prior Work Experience

1. What (do/did) you like most and least about your (present/most recent) job?
2. Describe a situation in your (present/most recent) job involving ______; how did you handle it?
3. What (are/were) some of the duties in your (present/most recent) job that you (find/found) to
be difficult and easy? Why?
4. Why (do/did) you want to leave your (present/most recent) job?
5. How do you generally approach tasks you dislike? Please give me a specific example relative
to your (present/most recent) job. How does this differ from how you approach tasks you like?

For Applicants with Formal Education but No Prior Work Experience

1. What were your favorite and least favorite subjects in (high school/college/other)? Why?
2. Describe your study habits.
3. Why did you major in ______________?
4. How do you feel your studies in ________ have prepared you for this job?

For Applicants Without Formal Education or Work Experience

1. Here are a series of hypothetical situations that are likely to occur on the job. How would you
handle them?
2. What has prepared you for this job?

was Ted. He didn’t waste any time getting to the point: “What we need is a
recruitment plan,” he said emphatically. Ted was right; Angela had to explore
other avenues and develop a strategy for filling his opening. He continued,
“Let’s sit down together and go over some of our options. I think if we work
together as a team we’ll succeed.”

Recruitment Sources
With all the recruitment sources available you should never find yourself in
the position of saying, “I can’t find anyone!” Still, deciding which recruitment
source to tap each time you have an opening can prove challenging. Some
people take the easy way out and use the same source each time. Aside from
the possibility that market conditions and certain internal factors may have
changed, there is the possibility that this practice could lead to charges of sys-
temic discrimination—the denial of equal employment opportunity through
an established business practice, such as recruitment. Even though the dis-
crimination may be inadvertent, the disparate effect it produces may develop
into a prime area of vulnerability for employers.
Selecting the most productive recruitment source becomes even more
challenging during a tumultuous economic market. When unemployment
rates rapidly peak and dip, employers are left to wonder how and where to
find employees.
Despite the popularity of electronic recruiting, these sources don’t always
yield desired results. Consequently, an increasing number of companies are

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 72 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

combining electronic searches with more traditional sources. A list of more

than two dozen traditional sources appears in Exhibit 3-4.
To select the most effective recruitment source for any position, first
make certain that you are familiar with the core competencies your organi-
zation values most—that is, the skills, traits, qualities, or characteristics that
every employee should possess. Examples include teamwork, commitment,
and time management skills. Then explore competencies and requirements
that are job-specific: what contributes to a person’s ability to perform the du-
ties and responsibilities of a specific job effectively? These will be tangible,
such as, ‘demonstrated ability to meet deadlines,’ and intangible qualities
(those that are not quantified or easily measured), like, ‘effective interpersonal
skills.’ Two effective ways of identifying these competencies is through dis-
cussions with the manager of the department with the opening, and well-writ-
ten job descriptions (Chapter 5).

Electronic Recruiting
Many recruiters remain steadfast in their allegiance to online recruiting, even
if they don’t get the quality applicants they’re seeking. Whether you fall into
that category, or are someone who likes to mix things up a bit by exploring
both electronic sources and some of the more traditional ones discussed ear-
lier and in Exhibit 3-4, let’s see if we can clarify some of the factors that impact
electronic recruiting.

xhibit 3–4
Traditional Recruitment Sources

Advertising Job posting (internal)

Alumni groups Military
Campus recruiting Networking
Company-sponsored social events On-site recruitment (airports, fast food
Competitors chains, etc.)
Contingent workers (temps and Open houses
consultants) Outplacement firms
Customers and clients Preemployment training (pool of trained
Employee referrals applicants)
Employment agencies Professional associations
Former employees Radio and television
Government agencies (state and local Research firms (abbreviated search firms,
unemployment departments) providing roughly half the services)
HR files of previous applicants Retirement groups
Job fairs Search firms
Walk-ins

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 73

Internet Applicants
To comply with record-keeping requirements and to preclude charges of dis-
crimination, the Office of Federal Contract Compliance Programs (OFCCP)
of the U.S. Department of Labor, has determined that an “Internet Applicant”
is defined according to certain criteria:
• An individual submits an expression of interest in employment through the
Internet or related electronic data technologies;
• The contractor considers the individual for employment in a particular po-
sition;
• The individual’s expression of interest indicates the individual possesses
the basic qualifications for the position; and
• The individual at no point in the contractor’s selection process, prior to re-
ceiving an offer of employment from the contractor, removes himself or
herself from further consideration.

Note that the degree of an individual’s qualifications does not determine

or impact applicant status. An example of someone who would be considered
an Internet applicant is someone who completes a profile and forwards a re-
sume in response to an ad posted by the employer. In contrast, someone who
transmits a resume to the ‘jobs’ section of a company’s website without indi-
cating interest in a particular job would not be considered an Internet appli-
cant.

Employer Career Websites

Employers that put up their own career websites or who advertise on a job
opportunity section on their corporate site are recruiting proactively and in-
creasing their chances of finding suitable employees. Before proceeding, be
clear about your primary objective: attracting qualified applicants whose back-
grounds and interests are compatible with the culture and offerings of your
organization. This statement identifies your company as unique and imme-
diately sets it apart. To succeed at attracting applicants to their career websites
or career opportunity sections, employers need to focus on four areas: content,
navigation, branding, and functionality. In this regard, here are some employer
career website guidelines:
• Make the overall site navigable and job listings easily accessible.
• Maintain an up-to-date employment opportunity database.
• Avoid slow-to-load images.
• Balance content with design: make it easy to zero in on relevant data and
still please the eye.
• Keep screening questions simple and to a minimum.
• Allow submission options, e.g., online applications or e-mail.
• Offer a resume builder tool so applicants can edit an existing resume.
• Provide information about the history of your organization, its products or
services, the culture, and benefits of working there.
• Provide “attractive” information about the geographic area, including hous-
ing, taxes, schools, and recreational and cultural activities.
• Enable applicants to register to receive updates about new jobs.

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 74 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

• Provide a calendar of career-related events.

• Review visits to your website to identify patterns.
• Be prepared to respond quickly.
• Ensure that the contents are in full compliance with employment laws.

The matter of exposure is essential. Even the most expensive website is in-
effective if not seen or accessed. Employers often purchase hypertext links or
hotlinks, buttons that lead directly into its server from popular employment
service sites. This allows web surfers to jump from one site to another, ensuring
easier access and greater exposure. It’s also a good idea to track how often the
site is being accessed and what pages are the most popular. Tracking the number
of hits on each page can offer insight into how the website should be redesigned
and what features should be revised, included, or eliminated down the road.

Internet Job Boards

Many employers opt to post job openings on Internet job boards. General job
boards are the most commonly used means of online recruiting. Companies
post jobs and applicants respond, either to the system, which sends the appli-
cation on to the company, or directly to an e-mail address. Resume banks are
extensions of general job boards, providing employers with the option of pre-
viewing resumes and paying for the contact information. Some of the most
popular, enduring job boards include Monster.com and CareerBuilder.com.
There are also industry-specific boards that target applicants with experience
or interest in your particular type of business, and professional associations,
such as shrm.org for human resources, that target applicants with experience
or interest in a particular field. Most professional associations offer either free
posting as a benefit to their members or they post and review resumes for a
nominal fee. Consider, too, posting jobs on school job boards, those of out-
placement services, and diversity sites. The latter can not only produce qual-
ified applicants, but also help you meet affirmative action goals.
Some employers prefer using their company websites over job boards,
viewing the latter as largely ineffective because of the amount of competition
on them, as well as the number of resumes the employers have to go through
before finding a viable applicant. Many believe applicants applying for jobs
at a certain company’s website are more serious about work and likely to have
relevant experience.

Additional Electronic Recruitment Alternatives

Some employers prefer electronic recruitment tools that fall somewhere in
between full-out company websites and job boards, such as LinkedIn, a site
used primarily for professional networking. The site allows individuals to con-
nect with prospective employees as well as colleagues and business prospects.
For organizations with job openings this means a greater opportunity to con-
nect with prospective employees. LinkedIn members can create professional
profiles detailing their skills and employment experiences; companies can add
the “Apply with LinkedIn” button to their job postings. As part of the submis-
sion process, employers can request cover letters as well as other pertinent
information.

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 75

Still others develop variations of social media games such as FarmVille

and CityVille, screening applicants according to how well they perform. The
public relations and communications firm of Burson-Marsteller tells us just
how popular social media has become. They report that in 2011, 77 percent
of Fortune Global 100 companies relied on Twitter, 61 percent had a presence
on Facebook, 57 percent had YouTube channels, and 36 percent had corporate
blogs, and that one out of every ten of these companies used social media for
career information or jobs.
(http://www.workforce.com/articles/marriott-hopes-to-win-with-face-
book-game).
International Electronic Recruitment
Websites offer a global presence as an increasing number of companies are
posting their job openings online in more than a hundred countries. Not sur-
prisingly, most of these sites are produced in English. For many people, though,
English is a second language. They may be familiar with the basic structure of
the language and be able to converse in it or read it, but they may not be aware
of the nuances we so often use without regard to whether they constitute
“proper English.” It’s impractical, costly, and excessively time-consuming to
prepare variations of each web page in several different languages. You can,
however, develop one site in one language that most people will be able to un-
derstand. This requires avoiding jargon and terms that are ambiguous, using
proper grammar, punctuation, and spelling, and taking care with the use of
numbers in dates (they are reversed in many countries, so a filing date of 12/11
could be interpreted as November 12), and considering the possible cultural
or religious meanings of colors used in the website.
Potential Legal Issues Concerning Electronic Recruitment
According to the Society for Human Resource Management, 77 percent of its
members regularly used social media for recruiting in 2013: an increase of 21
percent from two years before (http://www.bna.com/social-media-strategies-
n17179889714/ ). With that in mind, employers should know that electronic re-
cruitment comes with some element of risk, potentially violating employment
legislation such as Title VII of the Civil Rights Act of 1964, the Age Discrimi-
nation in Employment Act of 1967, and the Americans with Disabilities Act
Amendments Act of 2008. Using social media sites such as Linkedin, Twitter,
or Facebook could reveal protected class information, such as race, ethnicity,
gender, age, disability status, whether the person is pregnant, and religious af-
filiations, thereby resulting in charges of intentional disparate treatment dis-
crimination by applicants bypassed for consideration. And although employers
may not intend bias, once factors such as race and age are known, they cannot
be unknown: in other words, it’s extremely difficult to argue that knowing some-
one is a member of a protected class did not influence the selection process.
As of this writing, the EEOC has not indicated plans to issue guidelines
as to what employers can and cannot do with regard to using social media in
making employment decisions. Until then, at the very least, it’s best to avoid
exclusive reliance on social media for recruiting and to limit social media
searches to job-relevant factors about applicants.

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 76 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

Exercise 3–1
Recruitment
Let’s revisit Angela and Ted from earlier in this chapter. As you recall, Ted, the director of marketing,
was frustrated with Angela, the HR manager, because he felt that after a month and a half she
should have been able to find him a qualified executive assistant. He believed this was due largely
to the fact that she had limited her search to posting the opening on the job opportunity section of
their company website and on a popular general job board. Angela understood his concern, having
been cautioned by the company’s attorney to avoid over-reliance on electronic sources.
Compile a list of recruitment sources Angela can use that are more likely to result in finding
Ted a qualified executive assistant.

Recruitment Source and Reason Selected

1. _________________________________________________________________________

2. _________________________________________________________________________

3. _________________________________________________________________________

4. _________________________________________________________________________

5. _________________________________________________________________________

6. _________________________________________________________________________

Suggested responses to Exercise 3-1 include:

Heeding the company’s legal advice, Angela should explore some traditional recruitment sources
to balance those that are electronic. Since Ted’s executive assistant position has already been
vacant for six weeks, she needs to explore sources that are likely to yield immediate results. For
this reason, she would do well to avoid any form of advertising, job fairs, yet-to-be scheduled com-
pany-sponsored social events, or an open house. Instead, she might consider previous applicants
and former employees, since they have already either been interviewed by or worked for the com-
pany. Additional sources that could produce results include networking and employee referrals.
Angela should also consider job posting, to see if there’s anyone currently on staff who might be
interested in working for Ted.
The electronic sources Angela explored were viable, but didn’t pan out. Perhaps it was the
way she positioned the opening or described the job. She should revisit the contents of the ad on
the job opportunity section of their company website and consider some electronic recruitment
alternatives, such as LinkedIn and Facebook, understanding that each form of social media is
likely to attract a different audience. She should also consider the possible legal ramifications of
each choice. By exploring a mix of traditional and electronic resources, Angela will maximize her
chances of finding the right match for the position.

Successful Recruitment Guidelines

An uneven economy, inter-industry turmoil, and even politics can influence
the success of your recruitment efforts. Although these are matters over which
we have no control, employers can take steps that are likely to lead to recruit-
ment success.

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 77

1. Begin with a clear understanding of your objectives. Make certain every-

one concerned with the recruiting effort is working toward the same goal
in terms of the qualities and skills needed for the successful performance
of the job. This includes intangible qualities that will make someone the
best fit for the job. For example, do you need someone who has a positive
outlook? The ability to take charge in a crisis?
2. Know the parameters of the available job. What duties will he or she need
to perform?
3. Make certain your expectations are realistic.
4. Know what ‘sells’ your organization, in terms of benefits, geographic lo-
cation, and the like, and communicate the best of these factors through
your recruitment sources.
5. Be selective in what you share via selected recruitment sources: clearly
identify a handful of critical qualities you’re seeking in your employees—
enough for applicants to decide if they’re interested and qualified.
6. View your recruitment sources from the perspective of an applicant. For
example, if you’re presenting a job on your company website, ask yourself:
Is it eye-catching? Easy to read and navigate? Clear as to how an individual
should apply?
7. Look for signs that confirm the recruitment sources you’re using are pro-
ducing the kinds of results wanted. If you’re consistently getting resumes
from people who lack the skill set you’re seeking, ask yourself: did we
clearly communicate what we’re looking for?
8. Keep it legal in every way, including your sources, terminology used, and
the stipulated requirements.

INTERVIEW QUESTIONING TECHNIQUES

Any thought can be expressed in a number of different ways. The wording
you choose will determine how much information you receive and how useful
that information is in making a hiring decision. Furthermore, questions should
be job-specific and in accordance with relevant employment laws.
There are five effective kinds of questions you can use during interviews:
competency-based, open-ended, hypothetical, probing, and closed-ended.

Competency-Based Questions
As stated earlier, competencies are skills, traits, qualities, or characteristics
that contribute to a person’s ability to perform the duties and responsibilities
of a job effectively. Competencies are the gauges for job success. Identifying job-
specific competencies enables you to assess how effective a person has been
in the past and hence how effectively he or she is likely to perform in their
next job. Accordingly, competency-based questions relate past job performance to
probable future on-the-job behavior by exploring four key areas: tangible or
measurable skills, knowledge, behavior, and interpersonal skills. Most jobs
emphasize the need for one category over the others, but every employee
should be able to demonstrate competencies in all four categories.

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 78 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

Competency-based questions require specific examples concerning what

the applicant has done in the past in relation to job-specific competencies.
They are easily formulated, using lead-ins such as, “Tell me about a time
when you . . .,” Give me an example of a specific occasion when you . . . ,” or
“Describe a situation in which you . . .” For example, if a job requires the ability
to oversee a project, you would ask, “Tell me about a time when you were re-
sponsible for managing a project. What did the task require from the outset
until completion?”

Competency-based questions should constitute approximately 70 per-

cent of the interview.

Open-Ended Questions
Open-ended questions require full, multiple-word answers. The answers gener-
ally lend themselves to discussion and result in statements upon which you
can build additional questions. Open-ended questions further encourage ap-
plicants to talk, allowing you to actively listen, assess verbal communication
skills, observe the applicant’s pattern of nonverbal communication, and pro-
vide time to plan subsequent questions.
The question, “Could you please describe your activities in a typical day
at your current job?” is a classic, generic, open-ended question. Here are ad-
ditional examples, this time for a job requiring customer service: “What is the
process that someone with a complaint is supposed to follow?” “What is your
role in the process?” “What do you do when a customer is not satisfied with
the answer you have given?” A classic ineffective open-ended question is “Can
you tell me about yourself ?” It can result in irrelevant and possibly inappro-
priate information that can ultimately lead to discrimination charges.
Open-ended questions should make up about 15 percent of the interview.

Hypothetical Questions
Hypothetical questions are based on anticipated or known job-related tasks for
an available position, phrased in the form of problems and presented to the
applicant for solutions. The questions are generally introduced with words
and phrases like: “What would you do if . . . ,” How would you handle . . . ,” or
“Consider this scenario . . .” They are, effectively, the opposite of competency-
based questions in that they look to the future.
Hypothetical questions allow for the evaluation of an individual’s rea-
soning abilities, thought processes, values, attitudes, work style, and approach
to different tasks. They are especially helpful when asked of applicants with
limited or no prior work experience.
Hypothetical questions typically comprise approximately five percent of
an interview.

Probing Questions
Probing questions allow the interviewer to look more thoroughly for additional
information. Best thought of as follow-up questions, they are usually short

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 79

and simply worded. Applicants who have trouble providing full answers to
questions usually appreciate the extra help that comes from a probing ques-
tion. These also show the applicant you are interested in what he or she is
saying and want to learn more.
Examples of probing questions include, “Why?,” “How often?,” “What
caused that to happen?” They usually constitute about five percent of the in-
terview.

Closed-Ended Questions
Closed-ended questions may be answered with a single word—generally yes or
no. They are most useful when seeking clarification or verification of infor-
mation in that they result in concise responses. Closed-ended questions should
not be used instead of open-ended or competency-based questions.
Here are some examples of effective closed-ended questions: “How often
do you travel in your current job?” “Based on what you have told me so far,
may I assume that you prefer working independently rather than as part of a
team?” “What did you major in while in college?” Closed-ended questions
should make up no more than five percent of an interview.

Exercise 3–2
Asking Questions That Get Results

You are interviewing an applicant for a sales position involving extensive customer contact. Prepare
five questions representing the different questioning techniques as you explore the person’s prior
experience with difficult customers.

1. Competency-based question: _______________________________________

2. Open-ended question: ____________________________________________
3. Hypothetical question: ____________________________________________
4. Probing question: ________________________________________________
5. Closed-ended question: ___________________________________________

Suggested responses to Exercise 3-2 include:

1. Competency-Based: Seek a specific example. “Tell me about a time when you encountered a
particularly difficult customer who would not listen to reason.”
2. Open-Ended: Seek a full, multiple-word response. “How would you describe your overall
approach to dealing with difficult customers?”
3. Hypothetical: Present a problem. “What would you do if a difficult customer threatened to call
your boss and complain about the way you were handling his complaint?”
4. Probing: Seek additional information. “How frequently do you encounter difficult customers?”
5. Closed-Ended: Answered with a single word. “Based on what you’ve told me thus far, may I
assume that you enjoy helping difficult customers achieve resolution?”

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 80 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

Striking a balance between these five questioning techniques not only

ensures the greatest opportunity for finding the most suitable applicant for a
job, but also provides HR and hiring managers with a common ground for
discussion when it’s time to make the final selection. Both can discuss their
reasons for wanting to hire or not hire, based on the applicants’ answers to key
questions as well as their interview notes (discussed in the next section). Gen-
erally, HR and the hiring manager agree on who makes the best overall fit; if
they don’t, it’s typically the hiring manager’s decision as to whom to hire, with
HR noting its concerns.

DOCUMENTATION
Notes taken during and after an interview become a permanent record of that
meeting. These notes will prove useful to the original interviewer as well as
others considering rejected applicants for future job openings. In addition,
post-interview documentation is often scrutinized as potential evidence in
employment discrimination suits.

Objective and Subjective Language

Use objective language and avoid subjective language, even if complimentary. For
example, saying that an applicant is attractive, while complementary, is a sub-
jective statement. On the other hand, writing that “the applicant’s appearance
is consistent with the employee image desired by the organization” is objective.
Examples of subjective language to avoid include abrasive, boring, chip on
his shoulder, diligent, energetic, ideal candidate, lacks luster, narrow-minded, perfect, per-
sonable, rude, sarcastic, smart, uptight, and vain. Note that subjective language can
include positive terms as well as negative ones. By comparison, here are some
examples of objective language:
• “This job requires prior customer service experience; applicant has two
years’ experience as a customer service representative.”
• “This job calls for excellent verbal skills; applicant has made a number of
presentations to senior management and clients in his current job.”
• “This job includes working with highly confidential matters; applicant has
never worked with confidential matters before.”
• “This job requires employees to be on-call; applicant said one of the reasons
he was leaving his current job was because he was on-call and found it dis-
rupted his personal life.”

Avoid Recording Unsubstantiated Opinions

Avoid recording your opinions without sufficient job-related support. Opin-
ions that stand alone without concrete back-up imply that the interviewer has
drawn some conclusions, but fail to identify what information these conclu-
sions are based on. These statements generally begin with phrases such as “I
feel . . . ,” “In my opinion . . . ,” “I believe . . . ,” and “I think . . .”

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 81

Such broad, summarizing statements do not refer to specific require-

ments and matching qualifications. Interview notes containing statements
such as these would not be useful in determining the applicant’s job suitability.
Here are some expressions that illustrate the ineffectiveness of recording
opinions:
• “I feel Ms. Jenkins would make an excellent manager of product planning.”
• “In my opinion, Mr. Martin does not have what it takes to be a sales repre-
sentative.”
• “I believe Ms. Costello is just what we’re looking for.”
• “It is apparent to me that Mr. Brock can’t do this job.”

These statements become objective and job-specific when they are fol-
lowed by job-related information. For example, “I feel Ms. Jenkins would make
an excellent manager of product planning” becomes effective when rewritten
as “I feel Ms. Jenkins would make an excellent manager of product planning
based on her experience in her present capacity as manager of product plan-
ning at Avedon Industries.”

Exercise 3–3
Using Objective Language

Rewrite these statements so that they are objective and job-specific.

“In my opinion, Mr. Martin does not have what it takes to be a sales representative.”

____________________________________________________________________________

____________________________________________________________________________

“I believe Ms. Costello is just what we’re looking for.”

____________________________________________________________________________

____________________________________________________________________________

“It is apparent to me that Mr. Brock can’t do this job.”

____________________________________________________________________________

____________________________________________________________________________

Suggested responses to Exercise 3-3 include:

Post-interview documentation should be objective, factual, and job-related. Recording opinions
renders statements ineffective. For maximum effectiveness, the rewritten versions of these state-
ments should reflect requirements of the respective jobs. For example, the statement concerning
Mr. Martin might be revised to read as follows: “Mr. Martin does not meet the minimum require-
ments of this job based on his responses to specific sales-related questions.

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 82 FUNDAMENTALS OF HUMAN RESOURCES MANAGEMENT

Refer to Job-Related Facts

As soon after the interview as possible, refer directly to each duty and re-
quirement of the position and then indicate whether the applicant has the
necessary skills and experience. You may also want to record direct quotes
made by the applicant verbatim. This is especially helpful when comparing
several candidates with similar backgrounds and qualifications.

Documentation for Jobs Without Tangible Requirements

Even with applicants who lack prior work experience, post-interview docu-
mentation can be objective, factual, and job-related. If you pose hypothetical
questions relative to the specific tasks of the job, you can then record the ap-
plicant’s answers. For example, the opening for a messenger calls for picking
up presorted mail from the mailroom and distributing it to each employee.
During the interview ask the applicant, “What would you do if a manager told
you that she was expecting an important document, but it wasn’t included in
the mail you had just delivered? The applicant might reply, “I would tell her
to check with my supervisor.” Your notes for this interview would then include
reference to a specific job-related activity: “When asked how she would handle
missing mail, applicant said, ‘I would tell her to check with my supervisor.”
All those involved in the employment process should share their notes
and impressions of the candidates under final consideration.

Many people believe that interviewing does not require any

real preparation. Actually, there are three key preparatory
steps that, if completed, can make the interview seem like ef-
fortless conversation. These steps are (1) becoming familiar
with the job, (2) reviewing the employment application or re-
sume, and (3) planning basic questions.
Deciding which recruitment source to tap each time you
have an opening can prove challenging. Still, with so many
traditional and electronic sources from which to choose, employers should
never find themselves in the position of saying, “I just can’t find anyone!” Al-
though electronic recruitment is favored by many, these sources don’t always
yield desired results. Consequently, many companies combine electronic
searches with more traditional sources.
When interviewing, consider which of five effective questioning tech-
niques will elicit the most meaningful information. Choose from among com-
petency-based, open-ended, hypothetical, probing, or closed-ended questions.
Competency-based questions require specific examples concerning what the
applicant has done in the past in relation to job-specific competencies, and
consequently tend to yield the most specific and useful information.
Following the interview, your documentation should consist of objective
language, and refer to job-related facts. In addition, it should be free of sub-
jective language and unsubstantiated opinions.

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 THE EMPLOYMENT PROCESS: PREPARATION, RECRUITMENT, INTERVIEWING AND DOCUMENTATION 83

Review Questions

1. Of the five recommended questioning techniques, that one that is 1. (d)

effectively the opposite of a competency-based question is the:
(a) open-ended question.
(b) probing question.
(c) closed-ended question.
(d) hypothetical question.

2. The statement, “This applicant’s experience with computers is 2. (b)

consistent with the requirements of this job,” is an example of:
(a) an unsubstantiated opinion.
(b) objective language.
(c) subjective language.
(d) notes taken on a blank piece of paper.

3. The three key preparatory steps at the beginning of the employment 3. (b)
process are:
(a) preparing key questions, planning the orientation program, and
documentation.
(b) becoming familiar with the job, reviewing the application or resume,
and preparing key questions.
(c) exploring various recruitment sources, becoming familiar with the job,
and reviewing the application or resume.
(d) exploring various recruitment sources, reviewing the application or
resume, and preparing key questions.

4. In order to attract prime candidates, savvy HR practitioners approach 4. (c)

recruitment:
(a) reactively.
(b) defensively.
(c) proactively.
(d) constructively.

5. An important element of the definition of an Internet applicant is: 5. (a)

(a) the individual’s expression of interest indicates that person possesses
the necessary qualifications for the job.
(b) it is up to the prospective employer to determine whether a person
qualifies as an Internet applicant.
(c) the type of electronic recruitment source to which an applicant
applies.
(d) whether the job opening is exempt or nonexempt.

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