Perspectives for action and strategies to reduce stereotyping and discrimination in recruitment & selection processes Unbiased Selection training programme For the best match!  This publication is sponsored by the PROGRESS programme, the Programme for Employment and Social Solidarity of the European Union.  For more information, see: ec.europa.eu/progress.  The contents of this publication is the responsibility of the Netherlands Institute for  Human Rights and cannot be interpreted as the viewpoint of the European Commission in  any way.

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3 About the Netherlands Institute for Human Rights  Independent Human rights institute  Principal task: to protect human rights e.g., right to protection against discrimination  Rulings in discrimination cases (cf. courts) concerning pregnancy (gender)and hardness of hearing (disability)  Advice, research and projects  Example of project: “Discrimination-free Recruitment and Selection in Access to Labour Market”

4 Module 1: Discrimination and stereotypes  What is the nature of stereotypes and how does stereotyping work?  What is the connection between stereotyping and discrimination?  To what extent is discrimination recognised and acknowledged and how can real-life discrimination be proven?  What does the law say about discrimination in finding employment?  What is the interest for employers and employees in discrimination-free recruitment and selection processes?

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6 Assignment: who has the ‘X’ factor?  Which stereotypes appear in this video?  Discuss in pairs: can you describe a situation in which you found yourself having stereotypical notions about a group/individual, for which you felt ashamed later on?

7 How about your implicit stereotypes?  Internal test Harvard Implicit (IAT)  Associating groups with characteristics: measures the response time of participants  If a group is strongly associated with a particular characteristic, the shorter the response time  Time factor indicates implicit stereotypes

8 Assignment: Implicit Association Test After completing the test:  What do you find most striking about your test results? How do you describe your experience with the test?  Would you recommend the test to (future) HR colleagues? Why, or why not?  How can implicit stereotyping influence the recruitment of staff?

9 How can discrimination be proven?  Field tests and discrimination cases of the Netherlands Institute for Human Rights demonstrate: discrimination does play a role!  Not easy to prove for every group

10 Module 2: Where do stereotypes come from?  How can stereotype thinking be explained by the Cognitive-functional approach, Need for a positive Social identity theory and role expectations?  How does stereotype thinking get activated?  What is the effect of stereotypes on the person who judges and those who get judged?  How are stereotypes confirmed and reinforced?  How can stereotype thinking be chanced ore reduced?

11 Assignment: in-group versus out-group  Video‘White Dolls Black Dolls’:  Which examples of in-group and out-group stereotypes appear in this video?

12 Does discrimination really not play a role?  Employment rates of women, non-Western ethnic (minority) groups, people with a disability, the elderly (55+) and young people are lagging behind  Explanations / causes:  Institutional factors (e.g., salary systems)  Individual factors (e.g., educational level, work experience)  Stereotyping and discrimination (e.g., managers, intermediaries, HR professionals)

13 How are stereotypes confirmed? Mechanisms:  Self-fulfilling prophecy  Stereotype threat  Incomplete / irrelevant information  Sub-typing  Role of the media and politics

Module 3: Discrimination-free recruitment & selection  How can you reduce the influence of stereotype thinking, on the recruitment & selection for employment?  What are the risks of new ways of recruitment and selection?  How do you manage resistance from the CEO, colleagues and customers in the in HR practice?  How do build a discrimination free business case for the recruitment & selection procedure? 14

15 Assignment: the Heineken candidate  Which competences do you and don’t you measure in the candidates in this video?

16 Assignment: neutral profile?

Module 4: legal framework  What is equal treatment legislation?  When do we speak of direct, or indirect distinction?  How is discrimination visible in practice?  How do you establish a discrimination free recruitment and selection procedure?  What does a preference policy look like and what are the implementation criteria? 17

18 Assignment: self-fulfilling prophecy  Self-fulfilling prophecy: ‘Young women are unreliable employees’  How can an employer (unwittingly) contribute to the image that young women are unreliable employees?  How can a woman (unwittingly) contribute to the image that young women are unreliable employees?

19 Case of the Institute: discrimination based on disability? Opinion  A hearing-impaired man applies for the position of metalworker at a company through an employment agency. The agency informs the man in an that he is rejected for the position: “I asked our client about it, and sadly you are not eligible for the job, because you are hard of hearing. Our client is looking for someone who is able to communicate with customers and that would be difficult for you.  Which stereotypes do you recognise?  Is this a case of discrimination?  Why or why not?

20 Assignment: what is allowed in job vacancy texts?  …sporty and energetic…  …old…  …age 40 and up …  …driving experience…  …affinity with young/old target group…  …maximum age: 55…  …young…  …have a specific network…  …plenty of life experience…  …between ages 20 and 30…  …high potential…

21 In short…

22 Are there any questions or remarks?