1. EFFECTIVE RECRUITMENT AND SELECTION
Claire Jackson
HR Development Consultant

2. Effective recruitment and selection
Recruitment and selection best practice will help:
Eliminate direct and indirect discrimination
Comply with legislation and college policy
Get the right person with the right skills for the role
Demonstrate transparency, fairness and accountability

3. Direct Discrimination
Takes place where a person or group of people is treated less favourably than other people in the same or similar circumstances
For example where a man is offered a post rather than a woman and where the employer cannot clearly give evidence for the basis of the decision based on the job description and person specification

4. Indirect discrimination
Takes place when a requirement or condition has the effect of discriminating unfairly and unjustifiably between one group and another or one individual and another
This applies where the group or individual has protection under equality legislation
This currently covers race, gender and marriage, sexuality, disability and religion

5. Candidates with disabilities
Any candidate that has a physical, sensory or mental impairment that has a substantial long-term effect on their ability to carry out work
Reasonable adjustment may be to:
Hours, duties, work place, equipment and recruitment procedures
Long term usually refers to a condition that has had an impact over one year such as MS, dyslexia etc – not short-term injuries
Always consult HR at an early stage in recruitment to check your approach

6. Job analysis
This involves the process you follow to draw up the job description and person specification (criteria)
It may involve discussion and interviews, analysis of the job conditions, awareness of future need and change, consideration of other peoples’ roles and the job market
It is a good stage to involve the team

7. Person specification
Describes the minimum requirements a person must meet to be able to do the job
The desirable requirements that candidates could meet
They must be objective and relevant to the needs of the job
If unjustifiable criteria are used this might lead to indirect unfair discrimination

8. Person specification
A person specification will contain the following:
Education/Qualifications
Skills and abilities
Proven competence - where possible specify experience as specific behaviours/knowledge
Knowledge
Any other requirements (e.g. ability to work shifts, willing to wear uniform etc)

9. Advertising
Attract the best candidates from all sections of the community
Put off candidates who do not meet the criteria
HR should place all advertisements
Consult your HR adviser for help - mention if you may want to recruit from outside the EEA on the points system

10. Short-listing key points
A disabled person should, wherever possible, be considered for posts relative to the essential (minimum) selection criteria irrespective of the nature of their disability
Any applicant with a declared disability who appears to meet most of the essential (minimum) criteria outlined in the person specification should be short-listed for further consideration at interview

11. Short-listing key points - contd
Initial interviews can be used to finalise the short-list for a second interview
Use the HR template and always give feedback to unsuccessful applicants when asked
Read the HR guidelines on this important part of the procedure

12. Short-listing and the points system
Please note that, in line with the government’s Points Based Immigration System criteria, EEA candidates who meet the essential criteria must be short-listed in preference to non-EEA candidates even if the non-EEA candidate achieves a higher score
This also applies when making a final selection decision. For further guidance on employing a non-EEA staff member please contact your HR adviser

13. Administering tests and presentations
College policy is to set job related tests such as in-tray, written tests, presentations
Candidates must be given advance notice of the type of test to be set
Make adjustments for candidates with a disability
The conditions for taking tests must be controlled and fair to all
The assessment of tests must be considered in advance and be linked to criteria

14. Using job related tests
Choosing tests
Content must be relevant to post needs
Must not disadvantage external candidates
Must be at the right level of expertise
Must be administered fairly
Advantages of using job related tests
Candidates find them credible and get some indication of tasks
Increases reliability of selection procedure

15. Role of the chair Facilitate the interview and decision making process
Convene the planning meeting prior to the interviews
Ensure the panel are clear about their roles and responsibilities during the interview
Intervene where necessary to ensure all candidates are treated fairly
Actively manage the time and process

16. The 5 stages of an interview
Pre-planning meeting of panel
Introductory phase
Core questions and probing on criteria
Closure - candidates opportunity to ask questions
Completion - recording of the information gained during the interview
Followed by decision making after all candidates seen

17. Formulating questions
What is the evidence/behaviour you are looking for?
What aspect are you seeking evidence on?
What would be a suitable open question to ask all candidates (the core question)?
See HR Guidance on question types and examples

18. Formulating questions
For each criteria of the person specification you are testing you should consider the following:
What evidence are you looking for?
What might be a good core question?
What probing questions might be asked?
Note: Probing questions come from the answer given by the candidate to check detail. They can be pre-prepared if you are less experienced. Be sure to listen carefully to decide if you need to probe.

19. Question types Open questions Probe questions
How, what, when, where, who, why?
Probe questions
Can you give me more information about?
Why did you use that approach?
What else did you consider?
What was the result?

20. Question types to avoid
Leading
Did your application get turned down because you had no other experience?
Multiple
Why did you apply for the grant and how did you approach it?
Closed questions
Did you apply for the right grant?

21. Hypothetical questions
These are situation based such as ‘what would you do if?’
They give less evidence than the more usual evidence based ‘how did you do it?’
They are more difficult to probe
Can be useful in some situations for example new situations for the candidate

22. Body language Use active listening – show you are paying attention
Use eye contact to show interest - soften this if you are aware of discomfort
Think of how your posture is encouraging rather than discouraging
Consider comfortable distances for the candidate and panel
Consider how your body language could help or hinder a candidate.

23. Taking notes at the interview
Take notes of the evidence on each criteria
These notes should be specific and factual. Key facts rather than verbatim
Do not just write an evaluation e.g. ‘good answer’. This is too vague
Allow time after the interview for additional notes from memory

24. Decision making
Agree your methodology for assessment, see college template and guidance
Assess how well each candidate meets the different criteria then rate against these from the evidence
Assess test results
In the panel start discussions on selection decisions
Aim to reach an unanimous decision
Second interviews are a possibility

25. References Beware of bias in references - poor references are rare
Useful for factual information - e.g. when worked for organisation, verifiable track record
Referees chosen by candidate may not be the most relevant
Use references to back up decision made for support staff, for academic and research staff use earlier in the process
Discuss any concerns with HR

26. Giving feedback to unsuccessful candidates
Always respond to requests
Agree a time to phone and prepare
Review interview notes
Give criteria and performance based constructive feedback
Point out good answers and delivery
Give examples of where improvement could be made
End on a positive note

27. Managing induction and probation
Prepare an induction plan - refer to interview outcomes and induction checklist
Consider appointing a buddy or mentor
Carry out probation reviews - at a minimum at 3 and 6 months
Mention any performance concerns at one month, identify development needed and contact HR for advice
Confirm appointment at 6 months (length of probation varies for academic staff). See guidance at:
www3.imperial.ac.uk/hr/procedures/recruitment/lecturers