Assessing performance of employees- Contribute to discussion of performance management techniques. Assess performance of those in own department. Involve teams and individuals in setting and agreeing targets and monitoring performance. Monitor their success and give feedback.
Employee Counselling- May be involved in initial counselling of employees in his or her own section, or may need to suggest alternative sources of counselling if he or she does not feel qualified to deal with the situation.
Employee welfare- Ensure the well-being of employees in his or her own department and draw their attention to and encourage use of, any provisions designed by the organisation to improve their welfare.
Payment and reward of employees- May be involved in and contribute views about appropriate systems of 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 first instance.
Health and Safety- Responsible for health and safety of employees working in his or her department. Encourage the involvement of individuals and teams in health or safety promotion activities. Monitor activities of own staff. Carry out regular safety inspections in own department. May take initial disciplinary action against those who infringe health and safety rules.
Disciplining individuals- Conduct informal disciplinary interview with own staff if necessary. Issue formal warnings as outlined in disciplinary procedure. Maintains records of warnings issued.
Dealing with grievances- Deal initially with grievances raised by employees in his or her department. This may be handled informally at first or as part of the formal grievance procedure. Deal with grievances within specified 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 in some organisations will also take dismissing an employee in their section in a fair way.
Redundancy- Is likely to be involved in selection or those to be made redundant from his or her own department. May be involved in informing them of the decision to make them redundant.
Negotiation- Is likely to be involved in negotiation on a wide range of issues that affect employees in his or her own department.
Encouraging involvement- Will contribute to organisation’s policies and will encourage involvement of employees in his or her department.
Analysing the need for human resource planning
The need for HR planning [9]
‘The Changing Nature of 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 of skills, experience and competency to fill the post which cannot be brought in the market place.
Employment Protection
Due to recent legislation, it has become increasingly more difficult for businesses to shed their staff, whilst groups representing employees, such as trade unions, argue this is rightly so, the fact remains that the sometimes necessary task of reducing staff levels is becoming more expensive, time consuming, and increasingly complex in terms of administration.
Technological Advances
The increasing dependency of 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 staffs skill base is constantly re-assessed and developed, through training and recruitment to keep pace with the use of 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 of recession, many businesses are forced to reduce staffing levels, whilst in boom periods of high growth businesses may seek to expand the size of their workforce to cater for increasing levels of demand for their goods / services. Whilst the UK economy has seen steady overall growth, there has for some time been a cycle of boom and slump within the economy, which has forced businesses to redefine their staffing needs.’
The stages involved in human resources planning and the information required
The processes summarised as per M Armstrong (2006):
-
Business strategic plans: defining future activity levels and initiatives demanding new skills.
-
Resource strategy: planning to achieve competitive advantage by developing human capital – employing more capable people than rivals, ensuring that they develop organisation specific knowledge and skills, and taking steps to become an ‘employer of choice’.
-
Scenario planning: assessing in broad terms where the organisation is going in its environment and the implications for human resource requirements.
-
Demand/supply forecasting: estimating the future demand for people(numbers and skills), and assessing the number of people likely to be available from within and outside the organisation.
-
Labour turnover analysis: analysing actual labour turnover figures and trends as an input to supply forecasts.
-
Work environment analysis: analysing the environment in which people work in terms of the scope it provides for them to use and develop their skills and achieve job satisfaction.
-
Operational effectiveness analysis: analysing productivity, the utilisation of people and the scope for increasing flexibility to respond to new and changing demands.
‘However, there is no single approach to developing a Human Resources Strategy. The specific approach will vary from one organisation to another. Even so, an excellent approach towards an HR Strategic Management System is evident in the model presented below. This approach identifies six specific steps in developing an HR Strategy:-
- Setting the strategic direction
- Designing the Human Resource Management System
- Planning the total workforce
- Generating the required human resources
- Investing in human resource development and performance
- Assessing and sustaining organisational competence and performance
Source: A Strategic Human Resource Management System for the 21st Century. Naval Personnel Task Force, September 2000
The six broad interconnected components of this system consist of three planning steps and three execution steps.
The top three components represent the need for planning. Organizations must determine their strategic direction and the outcomes they seek. This is usually accomplished with some form of strategic planning. Classic strategic planning is a formal, top-down, staff-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 of change increases, the approach to strategic planning changes substantially:
- First, the planning process is more agile; changes in plans are much more frequent and are often driven by events rather than made on a predetermined time schedule.
- Second, the planning process is more proactive. Successful organizations no longer simply respond to changes in their environment, they proactively shape their environment to maximize their own effectiveness.
- Third, the planning process is no longer exclusively top-down; input into the process comes from many different organizational levels and segments. This creates more employee ownership of the plan and capitalises on the fact that often the most valuable business intelligence can come from employees who are at the bottom of the organizational hierarchy.
- 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 for organizational success. The remaining step in planning is to determine the quality and quantity of human resources the organization needs for its total force.
The rest of the HR strategic system exists for and is guided by these plans, policies, and practices. These execution components contain mechanisms that generate the correct skill sets, invest in staff development and performance, and productively employ them in the organisation. The last component provides a means to assess and sustain the competence and performance of the organization and the people in it with regard to outcomes that the organization seeks.
Setting the strategic direction
This process focuses on aligning human resource policies to support the accomplishment of the Company's mission, vision, goals and strategies. The business' goals sit at the heart of 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 of competitive advantage. Successful companies continuously identify and adopt innovative human resource management policies and practices to sustain that advantage. More importantly, they structure work and design training, performance management, pay, and reward policies to help members of the organization succeed in achieving desired organizational outcomes. In other words, they integrate and align HRM policies and practices to reinforce employee behaviours that can best realize the leaders' strategic intent. In the most successful companies, the set of policies and practices that collectively make up a company's HRM system is the critical management tool for communicating and reinforcing the leaders' strategic intent.
Recommended actions:-
- Conduct an external environmental scan and evaluate its impact on the organisation
- Identify the organisation's vision, mission and guiding principles
- Identify the mission's outcomes and strategic goals
- Consult all relevant stakeholders
- Evaluate the impact of legislation on the organisation
Designing the Human Resource Management System
This stage focuses on the selection, design and alignment of 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 from outsourcing certain non-core functions, adopting flexible work practices (telework, work from home) and the increased use of information technology. Not every industry trend may be appropriate for a specific organisation. In addition, it is essential that a cost-benefit analysis of implementing new HRM policies and practices be undertaken. For example, the costs (monetary and in allocation of resources) of implementing a new job grading system may outweigh the benefit of such an undertaking. There may be more cost-effective 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 of women in the organisation or promoting diversity, especially the representation of designated groups amongst senior management.
A good approach in selecting the appropriate HRM policies, procedures and practices is to identify the appropriate HRM practices which support the organisation's strategic intent as it relates to recruitment, training, career planning and reward management.
Recommended actions:-
- Identify appropriate human resource plans, policies and practices needed to support organisational objectives
- Identify relevant human resource best practices
- Conduct an employment systems review
Planning the total workforce
Determining future business requirements, especially those relating to manpower requirements, represents one of the most challenging tasks facing human resource practitioners.
The development of a workforce plan is a critical component of any human resource strategy and one of the expected outcomes of human resource practitioner’s activities. Despite this, manpower or workforce 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 failure of many organisations to develop and implement workforce planning is rather indicative of the lack of strategic planning itself.
Workforce planning is a systematic process of identifying the workforce competencies required to meet the company's strategic goals and for developing the strategies to meet these requirements. It is a methodical process that provides managers with a framework for making human resource decisions based on the organization’s mission, strategic plan, budgetary resources, and a set of desired workforce competencies. Workforce planning is a systematic process that is integrated, methodical, and ongoing. It identifies the human capital required to meet organisational goals, which consists of determining the number and skills of the workers required and where and when they will be needed. Finally workforce planning entails developing the strategies to meet these requirements, which involves identifying actions that must be taken to attract (and retain) the number and types of workers the organisation needs.
A workforce plan can be as simple or as complex as the organisational requires. Workforce planning can be conducted for a department, division or for 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 workforce planning, ensure that organisational structure and jobs ensure the efficient delivery of services and effective management of the organisation as a whole.
Recommended actions:-
- Determine the appropriate organisational structure to support the strategic objectives
- Structure jobs (competencies, tasks and activities) around key activities
- Develop a workforce plan designed to support the organisations strategic objectives
- Compile workforce profiles, identifying designated groups, an inventory of current workforce competencies, competencies required in the future and identified gaps in competencies
Generating the required human resources
This process focuses on recruiting, hiring, classifying, training and assigning employees based on the strategic imperatives of the organisation's workforce plan.
A comprehensive workplace skills plan will identify appropriate training priorities based on the organisations workforce needs now and in the future. New recruitment practices may need to be adopted to increase the representation of designated groups, or securing essential skills in the organisation. A comprehensive "learnership strategy" may assist in developing future workforce needs, identified either in terms of the organisations workforce plan or required in terms of industry black economic empowerment charters.
Recommended actions:-
- Evaluate recruitment and selection practices in light of the organisation’s strategic objectives
- Develop and implement a comprehensive workplace skills plan (with a thorough training needs analysis)
- Implement a learner ship strategy
- Adopt or clarify occupational levels and category classifications
Investing in human resource development and performance
Traditional approaches to career planning, performance appraisals, reward management and employee development must be re-appraised in light of the vision, characteristics and mission outcomes as reflected in the HRM plans, policies, and practices.
Development responses will aim to increase business skills, the application of business skills (sometimes called competencies) and the behavioural elements - all of which contribute to an organisation's effective performance. In many ways, the Skills Development legislation have required organisations to re-engineer their developmental methods and practices. New concepts such as lifelong learning and recognising prior learning should form an integral component of the process of investing in employees.
Clearly, where a workforce planning exercise reveals that there is little projected growth in the workforce or that promotional or career development opportunities are limited, strategies aimed at employee retention will be very different from organisations which are experiencing considerable growth and expansion.
Investment initiatives for the individual, team and organisation are all geared to achieve high levels of organisational performance. It is important that at an individual level, particularly for senior staff, that they feel their development needs are agreed and that they are provided with the skills to do their jobs. At a team level, it defines the individuals' ability to work flexibly with others and align individual and team skills and activities to business goals - all of which ensures that the organisation is equipped to achieve its goals.
Reward strategies aim to align the performance of the organisation with the way it rewards its people, providing the necessary incentives and motivation to staff. Its components can be a combination of base pay, bonuses, profit sharing, share options, and a range of appropriate benefits, usually based on market or competitor norms and the organisation's ability to pay.
Recommended actions:-
Identify appropriate policies, procedures and practices in respect of
- Career pathing
- Performance appraisals
- Employee development and learning
- Reward Management (compensation and benefits)
- Promotions and job assignments
- Separation
Assessing and sustaining organisational competence and performance
Finally, few organizations effectively measure how well their different inputs affect performance. In particular, no measures may be in place for quantifying the contribution people make to organizational outcomes or, more important, for estimating how changes in policies and practices, systems, or processes will affect that contribution. Implementing clear quantifiable measures, identifying milestones in the achievement of specific organisational goals, and using concepts such as a "balanced scorecard" will articulate the results of the HR Strategic Plan in measurable terms. Regular evaluation of the plan will also assist in fine-tuning the HR strategic plan itself.
Recommended actions:-
- Evaluate organisation culture and climate
- Implement succession planning
- Evaluate HR strategy using quantifiable measures, e.g. balanced scorecard
-
Revise and adapt HR strategy’ [10]
SECTION 2 A
- Documentation for structured recruitment process for TWO organisations
- Comparing the recruitment and selection procedure for the TWO organisations
- Comparing the recruitment and selection procedure for the TWO organisations to the good and bad practices
- The methods and media that can be used
a) The structured process (documentation) for
- recruitment in TWO organisations
- selection practices and procedures in TWO organisations
The University of Nottingham [11]
(https://www.nottingham.ac.uk/)
The recruitment process: stages
- Recruitment Activities
- Identify vacancy
- Prepare job description and person specification
- Advertise
- Managing the response
- Short-listing
- Visits
- References
- Arrange interviews
- Conduct the interview
- Decision making
- Convey the decision
- Appointment action
Equal opportunities: the University position
We take Equal Opportunities very seriously. This is particularly important with regard to the recruitment and selection of staff.
If you are responsible for recruiting and/or selecting staff to work at the University you must be familiar with the Equal Opportunities Policy. Alternatively a hard copy can be obtained from Human Resources. It also forms part of the Staff Handbook.
The most important points to this programme are:
- 'the university seeks to create the conditions whereby students and staff are treated solely on the basis of their merits, abilities and potential, regardless of gender, race, colour, nationality, ethnic or national origin, age*, socio-economic background, disability, religious or political beliefs, trade union membership, family circumstance, sexual orientation or other irrelevant distinction.'*subject to the normal pay and retirement conventions and University regulations of admission
- 'in addition to being unjust, such forms of discrimination represent a waste of human resources and a denial of opportunity for individual fulfilment.'
- 'a successful Equal Opportunities policy requires the active support of the University community. All staff are required to comply with the implementation of the aim and principles set above by training and good personnel practice, it will not hesitate to enforce the policy through its procedures including, where appropriate, disciplinary action.' UNIVERSITY OF NOTTINGHAM: EQUAL OPPORTUNITIES POLICY
It is clear from these extracts from 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 of staff at the University, are considered responsible for ensuring that the policy is implemented.
Guidance for writing a list of duties
Use the checklist below to help in drawing up the list of duties within a job description. (Not all areas will be applicable in each case.)
- Does the post holder have to deal with people? Who? How often? In what way (e.g. letters/memos/telephone/in person/at public meetings)? To do what (e.g. persuade/negotiate/instruct/give information/request information/act as receptionist)?
- Does the post holder have to do written work? What? How often? At what level (e.g. timesheets/memos/office records/notes of meetings/committee papers/publicity materials/advertisements)?
- Does the post holder have to do graphic or cartographic work? What? How often? To what standard (e.g. rough drafts/designs/printer-ready artwork)?
- Does the post holder have responsibility for resources (money, equipment)? What? How much? What level of responsibility (e.g. own tools/petty cash/office stocks/section's budget/valuable equipment/vehicles/departmental budget)?
- What staff management responsibilities does the post holder have (e.g. training/staff development/discipline and grievance/equal opportunities/setting work/monitoring results)
- Are there deputising responsibilities? For whom? How often? What does this involve?
- Are planning responsibilities involved? What (work/budgets)? On behalf of how many people?
- Does the post holder have to use any particular equipment? What (e.g. computer/office machinery/vehicle)? How often? To do what?
- Are there any miscellaneous activities? What (e.g. unsociable hours/occasional meetings outside office hours/on-call rota/sickness cover)?
Setting criteria for short-listing
Selection criteria should include the skills, abilities and qualifications required of the successful candidate. Other requirements, such as availability to work unsociable or long hours, should also be listed.
It can be helpful to make a distinction between essential criteria for the performance of the job and desirable criteria. Criteria should relate to the job description; they should be specific, precise and accurate. The use of phrases such as 'good English', 'considerable experience', 'basic arithmetic', with adjectives which can be interpreted in many different ways, should be avoided: a measurable standard should wherever possible be given, e.g. 'English to GCSE (or equivalent) standard', 'at least five years' experience', 'understanding of petty cash system'.
A distinction should be made between the selection criterion itself and the evidence which may show that a candidate meets the criterion.
Experience of office work is evidence that a candidate will understand filing; it is not infallible evidence, because filing may be the candidate's weak point. Equally, it is possible for a candidate without such experience to understand the principles of filing, 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 office filing system' is the selection criteria here; 'experience of office work' is only one of the pieces of evidence in support of the candidate.
Making the distinction between the criterion and the evidence helps selectors to think clearly about what is actually needed for successful performance of the job. If a particular qualification is the only way a candidate could have obtained the skills required - as an extreme example, a full driving licence for 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 of being measured, either through candidates' CVs, the interview or a selection test. This becomes difficult when qualities such as motivation, enthusiasm or a pleasant personality are included. It is useful to consider carefully how such criteria relate to the job description, what means would be used to assess candidates against them and what kind of evidence would be acceptable. This is an area where personal preferences can unconsciously influence decisions, and an undefined feeling that someone 'wouldn't fit in' can lead to a candidate being unfairly rejected.
The Equal Opportunities Commission recommends that candidates should receive as much information as possible about the post for which they are applying. Accordingly, consideration should be given to including the full selection criteria in the information sent to candidates. This is good practice in terms of equal opportunities; it also enables the candidates to make an informed decision about whether or not to apply for the post, thus reducing the likelihood of large numbers of applications from clearly unsuitable candidates.
Short-listing form
This format may be used in one of two ways: a simple tick/cross system in each box may be adequate for some posts; alternatively, it may be more appropriate and more flexible to use a scoring system, allocating points out of (say) 10 for each criterion. Whichever system is used, it is important to remember that it is there to help the process of short-listing, not make it more difficult or reduce it to a mathematical exercise. The Notes column should be used to make comments on the candidate which either clarify the score or add to it.
Short-listing candidates with a disability
Where a candidate with a disability appears suitable for the post, he or she should be short-listed for interview regardless of the disability. Information should be sought from the candidate to confirm whether they require any adaptations or support services in order for them to undertake the interview and any selection tests which may be required.
The advice of the Government's Jobcentre Plus Disability Service might be sought. They "provide information and advice to employers to support them in the adoption of good employment policies and practices in the recruitment, retention, training and career development of 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 offices/Jobcentre and who work in partnership with external organisations of and for people with disabilities.
Access to Work Advisers (based in Disability Service Teams) have specialist knowledge of 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 skilfully and systematically and very few of us do it all the time anyway, so it is a skill that can easily lapse.
Here are some of the common ways the interview can be flawed:
- inadequate preparation;
- a subjective process where judgement may be based on first impression
- the panel may not be consistent in their treatment of different applicants;
- the skills tested may be only those of self-presentation, which may be irrelevant or form only a minor part of the skills needed for the job.
Once these shortcomings are clear, steps can be taken to overcome them:
- consistent, well-understood recruitment procedures are an important factor in reducing the risks of selection interviewing;
- the interview may be backed up by a practical exercise or test;
- interviewers can also improve their own effectiveness by careful planning;
- interviewers and those involved in short-listing can being completely familiar with the job description and selection criteria;
- interviewers can reflect on the good and bad aspects of interviews they have attended;
- interviewers can themselves more aware of factors that cloud their own judgement so that they can overcome them.
Preparing for the interview
Consider the following issues:
-
size and composition of panel
(remembering that the panel should be mixed-sex wherever possible);
-
any exercise or test to be used
(ensuring that it is valid and relevant to the job);
-
location of interview
(privacy, no interruptions, adequate space and light);
-
timetable
(allowing five minutes before and after each session for preparation and review, and comfort breaks for the panel);
-
structure and question strategy;
-
preferred style of interview
(formal or informal)
-
note-taking;
-
information for candidates
(structure of department, terms of employment, when they can expect to hear result).
The importance of 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 if it happened a number of 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 friends to do the same.
You may think that this has nothing to do with universities - but take a moment to consider some of the following thoughts.
- A poor interview experience may well put an excellent candidate off coming to the University, even if they end up being offered the post. In today's competitive environment universities cannot afford to be turning away good staff.
- If 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 friends and colleagues may also be deterred. This is how bad reputations develop.
- For those jobs that attract members of the local community this may be the first time they have stepped foot inside the campus. Nottingham University has a very imposing campus and dominates most of Beeston and some of the city. It is possible that some local people still feel that the University is aloof and nothing to do with them. If they come on to campus and have a bad interview experience this might confirm their fears and they will go and tell others that this is not a good place to work. Again, this would not help the reputation of the University and it may even have another knock on effect. 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 of a greater diversity of students this would not be very good publicity for the University.
- People who feel they have been treated badly might seek some sort of legal redress. The world is becoming increasingly litigious and the numbers of 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 feel 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 follow is GASP:
Greeting
Acquiring information
Supplying information
Parting
Greeting
Interviewers should provide candidates with an outline of the interview process, introduce the participants, tell applicants when they will be able to ask questions and confirm the follow up process.
A gentle introduction puts the candidate at ease. Many candidates will find it difficult to plunge straight in to the interview proper: it may help for a panel member to begin by giving some basic information such as the structure of the interview, names of panel members etc. This gives the candidate time to relax. Nerves are not necessarily a reason to mark a candidate down; beware of prejudging the candidate at this early stage.
Acquire
Interviewers should gather information by use of open, closed and probing questions following agreed question format based on agreed question criteria. Ensure that discriminatory questions are not asked.
Supply
Interviewers should supply appropriate and accurate information by being aware of 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 of their interview. Ensure that any administrative details that are your responsibility have been dealt with. Ensure that the candidate is left with an image of professionalism and courtesy - so that regardless of the outcome in their individual case, they will carry away a good impression of the organisation and will feel that they have been dealt with fairly.
Roles and responsibilities
The Role of the Panel Member
Members of the panel need to agree on the main areas they will each cover. Questions must be prepared and, if possible rehearsed with the other panel members. This will ensure that you are not 'stepping on each others toes'!
The Role of the Panel Chair
The Chair of 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 feels they have had sufficient opportunity to demonstrate their appropriateness for 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 fire alarm going off. The Chair must also intervene if a line of questioning could be deemed to be discriminatory.
The Chair of the panel must also ensure that appropriate records are kept of the interview. Read further guidance on the Role of the Chair.
Length of the Interview
Each interview should be roughly the same length, to ensure all candidates are treated consistently; a planned structure is therefore essential. Questions will normally come in the same order for 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
Information can be inferred from the candidate's posture, facial expression, eye contact and so on. It is important to accord this information the right amount of significance. One of the limitations of the interview, referred to above, is that self-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 of non-verbal behaviour; decisions about a candidate based on European customs may quite simply be wrong. An orthodox Moslem woman, for 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 helpful to the candidate if 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 for the candidate, as is the long slouch in a chair which indicates boredom, and the deep frown which seems to signal profound disagreement.
Note-taking
All members of the panel should take notes using the Panel Member's Evaluation form. This ensures that the final evaluations of candidates will be informed by factual evidence. Notes should record facts rather than opinions, e.g. 'supervision - three staff for two years, trained, allocated and checked work' rather than 'supervision - good'. Candidates can find note-taking distracting or intimidating and it can interfere with effective listening. One way of reducing these problems is to keep note-taking during one's own question session to a minimum, filling in the gaps while another panel member is asking the questions. Notes can also be expanded after each interview - preferably without discussion. Since a record of the interview must be kept for a period of at least six months after the appointment (it may be required by an employment tribunal in the event of a complaint of discrimination), it is helpful if all panel members use a similar and comprehensive format.
Evaluating the Applicants
Each applicant's performance at interview and the information in their CVs or application forms 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 of the Chair
Pre-interview
- Ensure that the room layout is appropriate
- Ensure that adequate refreshments are provided
- Ensure all members of the panel are present, you will have been informed by HR who should be present
- Ask Head of School/Department (or nominee) to summarise reason for vacancy/new post and any relevant issues and to identify key selection criteria
- Discuss questions and order of questions with the panel members
- Confirm the panel will NOT ask the candidates to wait for the decision
- Confirm that a decision can be made at the end of the interviews, i.e. check that the panel is not waiting for any additional information
- 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:
- the same questions or question area should be asked to each candidate
- questions should be structured to mirror the person specification or job description
- personal circumstances and arrangements should not be referred to unless raised by the candidate
- internal candidates should be dealt with in the same way as external candidates
During the interview
- Introduce panel or the panel introduce themselves
- Order of questions as agreed
At the end of the interview
- Ask the candidate if s/he has any questions
- Confirm their current salary and notice period is as stated on their application form, if not gather the updated details
- Contact details, i.e. mobile phone number for informing candidates of the outcome
- Inform the candidates that they will be contacted with the decision asap after the interview
- Confirm that normally HR will contact with the decision
After the interview
- Collect the Interview Panel Members Evaluation forms to guide the panel’s overall decision
- Arrange with the panel members who will contact the candidates with interview feedback, if requested
- Return the forms to HR as the basis of the record of the interview
- Complete and fax the Chair's report form (form HR/01) to the appropriate Human Resources Adviser as indicated on the form, with the panel’s decision or contact by telephone followed up by the fax
The interview causes some form of stress for most interviewees, but added anxieties may be present for those with disabilities. It is therefore essential that those responsible for carrying out the interview area aware at all times that it may be necessary to give additional forethought to the practical arrangements for interview, to ensure that all candidates receive fair treatment. What follows is a set of general guidelines which should be considered in this context.
Guidelines on conducting interviews for applicants with a disability
Mobility difficulties
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 notification of this arrangement. The room in which the interview is to be held should be fully accessible to wheelchair users and have sufficient space to allow the applicant to manoeuvre while in the room. The space must also be adequate to allow the applicant comfortably to view all of the interview panel. Accessible toilet provision should also be available.
Not all people with mobility difficulties are wheelchair users; some may depend of mobility aids, therefore the floor surfaces should be non-slip. The interviewee may also prefer a chair with arms, which will give assistance in rising from the sitting position. A straight-backed chair will also help with posture.
Hearing impairments
Selection decisions are usually based on a flow of information and feedback from the interviewer and the applicant. A breakdown in this flow can easily occur when interviewing a person with a hearing impairment. Some hearing impaired people may be profoundly deaf, others may have a little hearing and are assisted by the use of hearing aids. Hearing aids amplify 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 traffic or building work noises. The hearing impaired person should be allowed the opportunity of having the services of an interpreter and if 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 helpful if each person on the interview panel has an identifying mane block directly in front of him/her. The light within the room will best facilitate the hearing impaired person if it falls on the face of the interviewer so lip patterns and facial expressions can be read with ease. Speech patterns should be natural without overemphasizing lip movements. Shouting does not help; slow clear speech will be of greater assistance. The hand or any other object should never cover the mouth area. When one interviewer has finished asking questions the hearing impaired person's attention should be directed to the next interviewer. Try not to flit from one interviewer to another as this can cause confusion and embarrassment to both parties. Do not be embarrassed to repeat questions if the candidate has misunderstood the topic. it would also be useful if a pre-planned format of the interview was given to the interviewee in advance of the interview.
Blindness & visual impairment
The degree of visual impairment can vary greatly from person to person; for example short or long sightedness, colour blindness, tunnel vision, patchy vision and in rarer cases, total blindness. The majority of people with a visual impairment so however have some residual sight.
On arrival for interview, some blind or visually impaired people may require guidance to the interview rom. If this assistance is required, the receptionist must know whom to contact to ensure this task is carried out. Guidance should only be given if the visually impaired person wants it (i.e. offer first) 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 half step ahead of the person. A blind person's guide dog must also be allowed to enter the interview room. The person will be assisted if they are guided to the chair and their hand is placed on the back of it. Blind or partially sighted candidates will appreciate it if each member of the interview panel clearly identifies him/herself and their relative location in the room. When an interviewer has finished asking questions, each new interviewer should identify him or herself to avoid confusion. The light should also fall on the interviewers to help partially sighted candidates have a clearer picture of gestures, body language and facial expressions.
Learning difficulties
People with learning difficulties 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 information.
A map or plan of where the interview is to be held would be of assistance to those with learning difficulties. It would also be helpful to allow a person with severe learning difficulties to be accompanied by an advocate or a friend during the interview; this will greatly enhance their ability to cope with the stress of the situation. Questions, however, should always be addressed to the applicant and not to a third party.
An informal interview approach will also be more effective than a formal interview panel and extra efforts should be made to ensure the candidate is relaxed.
Generally
When interviewing the job description and selection criteria should be uppermost in the minds of the interviewers. They should aim to see beyond any disability and look at the ability of the applicant. Interviews should be specific at examining the skills, training, experience and ability of the interviewees and questions should not focus on the personal details of the applicant's disability. Arrangements for any special equipment which may be required, or for any organisational implications of 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 of his or her skills and abilities.
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 for a vacancy. In doing so it also enables you to take account of:
- 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 Belief) Regulations 2003 and the Race Relations (Amendment) Act 2000, The Employment Equality (Age) Regulations 2006 and the codes of practice relating to them.
- Advice on good practice from the Equal Opportunities Commission, the Commission for 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 for more information.
2. It is the responsibility of each Head of Department/Division to ensure that this policy is carefully followed within their department/division. All Heads of Departments/Division should make members of their staff aware of the obligation to familiarize themselves with and follow this policy.
3. The policy will be reviewed from time to time and amended as appropriate. (last amended March 2007)
4. Advice on any aspect of this policy or procedures allied to it is available from the Human Resources Division website, at 'www.ucl.ac.uk/hr'. A 'Recruitment and Selection Checklist' is also provided in this policy.
Scope
5. Normally appointments must be made in accordance with this policy and must, therefore, be subject to advertisement and interview. The Human Resources Division must approve any exceptions in advance of formal appointment, for example where a grant awarding body approves funding for a named individual to work on a particular piece of research and the grant is dependent on that individual's contribution.
6. When employing temporary or casual staff on a short-term basis the principles of good practice outlined in this policy should be followed. In summary these are that details of a post must be publicized, selection must be on the basis of appropriate criteria and merit, a record of the process and decision must be kept and the monitoring information returned to the HR Division.
7. It is UCL policy that staff normally retire on the 31st July following their 65th birthday. In light of its policy on retirement UCL will not normally employ someone who is within six months of the 31st July following their 65th birthday. Where the best candidate is within six months of that date, the decision to offer the candidate employment will be made in line with the criteria for considering requests to work beyond retirement, as set out in UCL's Retirement Policy.
8. Financial approval for the establishment of a new post or the filling of a vacancy must be obtained before recruitment commences. Departments should therefore consult with the appropriate section of the Finance Division - Planning & Management Accounts in respect of non-research posts and Research Administration in respect of research posts.
New Jobs and Job Vacancies
9. The occurrence of a vacancy is an opportunity to review the necessity for the post and its duties, responsibilities and grade.
10. Where the duties of a post have changed significantly the Head of Department must seek confirmation from the Human Resources Consultancy team of the appropriate grade for the post, ideally before financial approval is sought.
11. When a vacancy arises, consideration must be given to staff whose posts are being made redundant and for whom redeployment is being sought (see www.ucl.ac.uk/hr/docs/redeployment ). Details of employees seeking redeployment can be found 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 filling 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/ucl_excellence.php). These will vary according to the needs of the post, and the relevant elements should be included in the ‘Person Specification’ (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 finalized prior to taking any other steps in the process (see Appendix B for sample job descriptions). It should clearly and accurately set out the duties and responsibilities of the job and must include:
- the job title (which must be sex and age neutral)
- the location of the job i.e. department/faculty/division/research group
- grade of the post
- the post to whom the postholder is responsible
- any posts reporting to the postholder
- main purpose of the job
- main duties and responsibilities
- any special working conditions (e.g., unsocial or shift working patterns, the requirement - for clinical posts - to obtain health clearance from an NHS Trust, the requirement for a criminal record check - (see paragraph 79)
14. Items that should be included in job descriptions are:
- A note that indicates that, as duties and responsibilities change, the job description will be reviewed and amended in consultation with the postholder
- An indication that the postholder will carry out any other duties as are within the scope, spirit and purpose of the job as requested by the line manager or Head of Department/Division
- A statement that the postholder will actively follow UCL policies including Equal Opportunities policies
- An indication that the postholder will maintain an awareness and observation of Fire and Health & Safety Regulations
15. The language in job descriptions should:
- Avoid jargon and unexplained acronyms and abbreviations
- Be readily understandable to potential applicants for the post 'http://www.plainenglish.co.uk/'can proof documents for accessibility and plain, effective English
- Avoid ambiguity about responsibilities and be clear about the postholder's accountability for resources, staff, etc.
- Use inclusive language - for advice on non-discriminatory language see UCL's 'Guide to non-discriminatory Language', at http://www.ucl.ac.uk/hr/docs/non_discrim_language.php.
Person Specification
16. The person specification is of equal importance to the job description and informs the selection decision. The person specification details the skills, experience, abilities and expertise that are required to do the job. It should be drawn up after the job description and, with the job description, should inform the content of the advert. The person specification should be specific, related to the job, and not unnecessarily restrictive - for example only qualifications strictly needed to do the job should be specified. The inclusion of criteria that cannot be justified as essential for the performance of the job may be deemed discriminatory under discrimination law, if these impact disproportionately to the disadvantage of specific groups.
17. The person specification must form part of the further particulars of a vacancy along with the job description in order that applicants have a full picture of what the job entails. The person specification enables potential applicants to make an informed decision about whether to apply and those who do apply, to give sufficient relevant detail of their skills and experience in their application. The person specification forms the basis of the selection decision and enables the selection panel to ensure objectivity in their selection. Sample person specifications can be found in Appendix B.
18. UCL has agreed a set of management competencies which should inform the person specification for staff with management responsibilities (‘Competency Expectations of Post Holders with Management Responsibilities’ - see http://www.ucl.ac.uk/hr/competencies/). Similarly, UCL has outlined a range of expectations which should inform the person specification for all academic, research, and teaching staff (‘Excellence and the UCL community: a shared Endeavour’ (see http://www.ucl.ac.uk/hr/docs/ucl_excellence.php). When developing the person specification, the recruiting manager will include the relevant competencies and expectations.
Elements of the Person Specification
19. The person specification details the:
- knowledge (including necessary qualifications)
- skills and abilities
- experience
- aptitudes
required to do the job, specifying which are essential and which are desirable; these may be different from the attributes of the previous postholder.
20. Essential criteria are those without which an appointee would be unable to adequately perform the job; Desirable criteria are those that may enable the candidate to perform better or require a shorter familiarization period.
21. Criteria which are subjective and for which little evidence is likely to be obtained through the selection process should be avoided (for example, 'a flexible approach' is often too vague to be of any help in the selection process).
22. Knowledge can be derived in a number of ways, for example through education, training, or experience.
23. For some jobs a particular qualification(s) may be essential, while for others no single qualification may be appropriate and a particular type of experience may be just as relevant as a formal qualification. Where qualifications are deemed essential these should reflect the minimum requirements necessary to carry out the job to an acceptable standard. UK qualifications should be stated but (other than for required membership of a UK professional body) it should be made clear that overseas equivalents will be accepted. The Human Resources Division can assist in advising on the equivalence of particular overseas qualifications.
24. Candidates will increasingly come forward with National Vocational Qualifications (NVQs). These qualifications recognize the achievement of employment-led standards of competence.
25. The type of experience required of applicants should be specified; but stipulating the length of experience must be avoided unless it can be objectively justified because the quality of experience is more important than its length and the Age Regulations make such stipulation unlawful unless objectively justified. It is also important to remember that experience is sometimes transferable from one area of work to another, in which case specifying skills is likely to be more effective than specifying a narrow definition of experience.
26. Required abilities should be expressed in terms of the standards required, not just in terms of 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 financial reports that encompass departmental budgeting, annual variances, and forecasting'.
27. Extreme care must be taken if physical requirements are specified. 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 for disabled people. (Further information is available on what is considered reasonable and a helpful checklist regarding disabled candidates is also available). It is therefore important that any physical requirement is stated in terms of the job that needs to be done. For example a job may require that the appointee 'must be able to travel to a number of different locations on UCL business'. For driving jobs, it will be appropriate to specify the ability to drive.
28. Personal qualities may affect the ability of an individual to do the job, but they should not be seen as substitutes for skills. For example, the ability to deal effectively with frustrated customers is a skill. Simply possessing patience (a personal quality) will not be enough.
Details for Applicants
29. The details of a vacancy or 'further particulars' of a post must include the job description and person specification for the post together with any other important information that a potential applicant needs to decide whether to apply. The purpose of advertising a post is to attract the widest range of high caliber applicants possible and therefore the further particulars sent to or accessed by applicants must give a clear picture of the post, the department, and of UCL as an employer.
30. Further particulars must include the following where they apply:
- details of the main terms and conditions of employment (including holiday and pension arrangements, entitlement to apply for sabbatical leave if appropriate, working hours, call-out or shift patterns arrangements if appropriate, etc.)
- details of any relocation benefits - relocation expenses, relocation supplements where they apply, etc.
- information about UCL ( Appendix M ) and the department (including details about the research strategy or research interests within the department)
- the Equal Opportunity Policy statement and Equal Opportunities monitoring form
- application form, if applicable, which can be found at www.ucl.ac.uk/hr/docs/download_forms/job_app.doc.
- guidelines about completing the application form, including the number of referees and whether there is an intention to seek references before interview
- where a CV is required, candidates should be advised that it must include: education history (institution name, start and end dates of courses, qualification gained), details of membership of any professional organizations, details of current or most recent employer (name and address of current organization, job title, salary and duties), details of previous employment and how the applicants' knowledge, skills, and abilities meet the job requirements;
- in addition, UCL requires applicants applying with a CV to provide standardized monitoring information as indicated in Appendix I
- where applicable, a statement explaining that only candidates who are shortlisted will be contacted - see 58
- where applicable, a copy of either ‘Competency Expectations of 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/ucl_excellence.php)
- reference to the Human Resources website which details UCL's employment policies
- an indication of the need for a Criminal Records Bureau check, depending on the post (see paragraph 79 below)
31. Information on terms and conditions and general information about UCL for insertion in further particulars can be found at Appendix L.
32. Consideration should be given to making recruitment information available electronically as this is an increasingly effective and less resource intensive method of communication. When requested and where reasonable, documentation should be translated into alternative formats. For example blind or partially sighted people may have preferred ways of receiving information e.g. Braille, large print, tape or an electronic format so that their accessibility software can be used. Assistance with the production of alternative formats is available from UCL's Equalities Project Officer.
Publicizing the Vacancy
33. All posts must be advertised on the UCL website and in the University of 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 staff are facing redundancy and the HR Division is seeking redeployment for existing staff.
34. The majority of posts, however, will also be concurrently advertised in other specialist, national or international media to maximize the chances of attracting the best candidate. Attention is drawn to the specific requirements in relation to advertising for work permit purposes (see paragraph 84). More information about work permit applications can be found on the Human Resources web site at: 'http://www.ucl.ac.uk/hr/docs/wpguide.php'
35. Both the Commission for Racial Equality and the Equal Opportunities Commission advise that 'word of mouth' recruitment is likely to be indirectly discriminatory in terms of race and/or sex discrimination. It is very important therefore 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 information and opportunity to make an application.
36. To ensure that applicants are fully informed about the vacancy for which they are applying and to ensure that they provide UCL with all the information we require, adverts must direct applicants to the further particulars, which will provide more information including how to apply.
37. An advertisement is written from the job description and person specification and should contain the following points:
- UCL name and logo (use of the UCL logo is strictly regulated; a guide to 'Using the UCL Logo' is available from the Development Office (http://www.ucl.ac.uk/corporate-identity/artwork)
- title of vacancy
- salary inclusive of London Weighting
- brief details of the job
- key details of the person specification
- the necessity of a criminal records check, if required, see paragraph 79 or an Occupational Health Assessment
- duration of the appointment (if fixed term)
- how to obtain further particulars of the vacancies
- closing date for applications (sufficient time should be allowed to enable applicants to consider the further particulars and make their application)
- where known, date of interview
- A statement reflecting UCL's commitment to equality of opportunity is automatically included in all recruitment advertisements
38. Assistance with drafting advertisements is available on request from the Human Resources Division.
39. Heads of Departments must ensure that permission to fill a post has been obtained before seeking to publicise a vacancy; details are available from the appropriate section of the Finance Division - Planning & Management Accounts in respect of non-research posts and Research Administration in respect of 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 significant volume discounts.
41. More information about advertising vacancies and targeting advertisements can be found at Appendix C.
Advertising on UCL's Website and the Internet
42. Instructions on how to prepare advertisements for placement on the UCL website can be found on the Human Resources website at 'www.ucl.ac.uk/hr'.
43. The majority of UCL advertisements are placed on the Internet. The most popular and effective website for posts within Higher Education is 'http://www.jobs.ac.uk'. It advertises vacancies for the academic community and associated areas of research in both the public and private sector.
Advertisements internal to the University of London
44. Advertisements are placed free of charge in the Opportunities bulletin that is on the University of London website and circulated to all colleges within the University of London. Copies of the Opportunities bulletin are circulated to all departments and should be displayed on departmental notice boards.
Processing Applications
45. Heads of Departments must make their staff aware that when dealing with enquiries about vacancies it is unlawful to state or imply that applications from one sex or from a particular racial group would be preferred and to do so may lead to a complaint of 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, for example with regard to invitations to visit the department, informal meetings to discuss the vacancy, and provision of information.
47. Disabled candidates should be allowed to submit an application in a different form e.g. by tape.
48. The confidentiality of applications must be respected by all of those involved in the selection process.
Selecting the Interview Panel
49. All interviews must be conducted by a panel. The Head of 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 for the interview is a key to successful interviewing.
50. Panels must:
- consist of a minimum of three people including the immediate line manager of the vacant post, a colleague who is familiar with the area of work and a third person, preferably from outside the department to balance the panel's perspective.
- consist of staff who have received training in fair recruitment (see paragraph 58) and ideally at least one member who has received disability awareness training
- consider if the appointment is to a department providing services to the rest of the College, of inviting an end user of these services to join the panel
- reflect a sex and ethnicity balance wherever possible - the make up of panels will be monitored to assess how regularly this is achieved
- declare if they already know a candidate
- be willing and able to attend all interviews for the duration of the recruitment process, to maintain consistency and to ensure fair treatment of all candidates.
51. UCL's Statutes prescribe the appointment to certain senior posts within UCL. Guidelines on the composition of appointment panels for academic staff groups are set out in Part C of the Academic Manual, on UCL's website at http://www.ucl.ac.uk/academic-manual/part-e/.
Monitoring
52. UCL is required by the Race Relations (Amendment) Act 2000 to monitor the ethnic origin of applicants for all posts, those shortlisted and appointees, and has also decided to monitor sex and disability status. This informs UCL how its Equal Opportunities Policy is working in practice and whether its recruitment practices are having a discriminatory effect on any particular groups. Departments are therefore required to complete a Recruitment Monitoring Form (available on the Human Resources website) in relation to every employment selection decision. See Appendix E for the monitoring procedure and the Recruitment Monitoring Form. Panel members should remind themselves of the monitoring information required of them in relation to their selection decisions before commencing the selection process.
Shortlisting
53. After the closing date has passed the interview panel should assess the applications to determine which applicants are to be called for interview. At least two members of the interview panel, including the immediate line manager, should undertake the task of 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 of the person specification. Shortlisting panel members should avoid dismissing applicants who appear to be over-qualified. Assumptions should not be made about their reasons for applying for the post as they may eliminate an otherwise exemplary candidate. The selection criteria pro forma at Appendix D can assist with the task of shortlisting.
54. The original applications for all applicants, together with a written note of reasons for shortlisting or rejecting applicants must be retained for a minimum of 6 months from the date that an appointment decision is notified, in case of complaint to an Employment Tribunal.
55. If a shortlisted applicant’s attendance record (as indicated on the application form) would trigger a meeting under the Sickness Absence Policy if the individual was already a UCL employee, the panel should follow up at the end of the interview to determine the reasons for the attendance record (see paragraph 62).
Arrangements for Interviews
56. Letters or e-mails to shortlisted candidates should include:
- date, time and place of their interview
- instructions on how to find their way to the interview venue
- a request that they contact the author of the letter/message if they have any particular requirements or to discuss the interview facilities (related to access to the venue or any other need related to a disability).
- if appropriate, details of any test or presentation they will be required to take or anything they should bring with them (e.g., examples of work or proof of qualifications 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 if this is not possible due to limited resources, the further particulars for the post should make clear that after a certain period, if they have not heard from UCL, applicants should consider themselves not to have been shortlisted.
Interviewing
58. All members of the interview panel must have received training in fair 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 offer advice on any stage of the recruitment process, HR staff can join an interview panel, if requested in advance.
59. Interviews should be scheduled as soon after the closing date as reasonably possible, as delays are likely to lead to a loss of candidates.
60. The structure of interviews should be decided in advance by determining who will chair the panel and what areas of questioning are required to cover all of the elements of the person specification. The question areas to be explored by each panel member should be agreed in advance to avoid overlap or repetition and panels may find it helpful to discuss their expectations of full answers to the questions, prior to the interview. The interview panel may decide to schedule a series of one-to-one interviews between all individual panel members and every candidate. In this situation each individual panel member should keep notes of each interview.
61. The same areas of questioning should be covered with all candidates and assumptions should not be made regarding the expertise or abilities of candidates because of their employment history. Interview questions should be phrased so that they do not favour any one candidate or group of candidates. Supplementary questions should be used to probe for further information or clarification 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, for example, legitimate to ask for confirmation of whether individuals can comply with the working patterns of the post, but not to ask details of their domestic or child care arrangements etc. It is the responsibility of the Chair of 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 clarify with an applicant a sickness absence record (as indicated on the application form) of a level that would normally trigger a meeting under the Sickness Absence Policy (http://www.ucl.ac.uk/hr/docs/sickness_absence.php). This means the panel should consider on a case-by-case basis the nature of the absence and must, where appropriate, disregard periods related to the assessment, treatment, and rehabilitation of a disability. These decisions are not, however, always straightforward, 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 for the applicant in the event they are the successful candidate (see paragraph 72), and notes of the judgements of the panel regarding sickness absence and adjustments must be made.
63. Staff conducting interviews must be aware that, although questions asked may not in themselves be discriminatory, the interpretation of answers by the panel could exhibit prejudice. For example, if indications of ambition were to be regarded as a worthy characteristic in applicants of one sex or ethnic group but not in another. Information regarding personal circumstances which is offered in a CV or at interview must not be taken into consideration in reaching a selection decision. For example, the fact that a male candidate shares details of his domestic circumstances with the panel but a female candidate chooses not to (or vice versa), should not be taken into account.
64. Interview panels act for UCL in making selection decisions and are accountable for them. Interview notes must be taken by each panellist to help the panel to make an informed decision based on the content of the interviews. Such notes must relate to how candidates demonstrate their knowledge, skills, experience and abilities in relation to the person specification. The Data Protection Act allows applicants to request disclosure of such notes in the event of a complaint and an Employment Tribunal would expect UCL to have notes of every selection decision. The lack of 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 if the disabled candidate is successful at interview. See paragraph 72.
66. It is good practice to offer internal applicants feedback after interviews and it is UCL policy to respond to requests for feedback from external applicants. Feedback should be specific, relating to the person specification, and honest. In feeding 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 of the selection process if there are some elements of the person specification that are difficult to test at interview. If selection tests or presentations are to be used, all candidates should be given the same written information as to how long they will take, the topic area(s) they will cover, and what - if 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 for advice. In all cases care should be taken to ensure that job-related tests are well explained in writing for 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 favour any one candidate. It is very important that selection tests are not unfairly discriminatory. Advice is available from the Human Resources Division for those wishing to develop selection tests.
Making A Decision After Interview
68. The information obtained in the application (including the applicant’s attendance record), the interview, any selection tests and in references (if obtained prior to interview) will allow candidates to be assessed against the person specification and a selection decision to be made. The Chair of the panel must ensure that a written note of the reasons for selecting the successful candidate and rejecting others is made and placed on the recruitment file, together with the original applications and notes of all panel members, for a minimum of 6 months after the appointment decision has been notified to the candidates.
69. If a member of a selection panel feels 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 of Human Resources.
70. Interview proceedings are confidential and interviewers are free to divulge to others the decision reached only once the appointee has accepted the post.
71. If references have not been taken up prior to the appointment decision, the Human Resources Division will make a provisional offer to the preferred candidate subject to satisfactory references being received and criminal records or occupational health clearance, where appropriate.
72. Where the successful 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 after appointment. UCL has a duty to consider what reasonable adjustments can be made to working practices, or premises, or to enable access to goods, facilities and services by disabled people. (See www.ucl.ac.uk/hr/equalities/disability_the_law for further information on what is considered reasonable and a helpful checklist at appendix N regarding good practice and disabled candidates.) Urgent advice should be sought from the Occupational Health Service regarding adjustments to work premises, practices, equipment or the job itself. The candidate may qualify for the Government's Access To Work Programme (details of which are available at http://www.ucl.ac.uk/hr/docs/access_to_work.php ).Where reasonable adjustments are agreed these must be recorded in writing. The candidate should also receive written confirmation of whatever adjustments have been agreed.
References
73. The further particulars for a post should make clear to candidates the number and status of referees required and whether the panel intends to seek references before interview (see paragraphs 30 and 71). References from relatives or friends should not be accepted. Appropriate referees are those who have direct experience of a candidate's work, education or training: preferably in a supervisory capacity and a reference must be obtained from 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 offer being made, this should be respected.
74. When requesting references, it is helpful to seek precise information and confirm facts, such as length of employment, relationship of the applicant to the referee, job title, brief details of responsibilities, reasons for leaving, unauthorized absence, attendance including sickness absence, performance, and any other relevant information. It is helpful to the referee to include a copy of the job description and person specification of the post to which you are recruiting. Do not make requests that only elicit generalisations about candidates' attendance, honesty, or subjective information as to the applicant's suitability for the job. The value of unsolicited references submitted by candidates and addressed 'To Whom It May Concern' is very limited and should be disregarded. Model reference requests are shown at Appendix F.
75. Telephone references should be avoided but, where time pressures or the location of referees dictate that this may be appropriate, recruiters should ensure that they are certain as to the identity of the person to whom they are speaking. When conducting telephone references, it is helpful to plan the conversation beforehand and to have a list of questions ready. A file note should be made at the time of the telephone conversation and written confirmation should always be requested.
76. It should be noted that for appointments in which handling cash or responsibility for valuables such as computers, stores, etc., is part of the job UCL's insurers require that references be obtained for the previous three years and that the successful applicant may not start work until references satisfactory to the Head of Department/Section have been obtained.
77. References are confidential and must be sought 'in confidence'. Any request for disclosure of references must be forwarded to the Human Resources Division. References should only be used for the purpose for which they were intended and their confidentiality must be maintained. Panel members must return all copies of any references with the application forms and their interview notes to the Chair on completion of the recruitment exercise. References must only be kept on the recruitment file and the personal file held by the Human Resources Division.
78. Guidance concerning the provision of employment references is set out at Appendix H and on the Human Resources website.
Criminal reference checks
79. UCL will not discriminate unfairly against applicants who possess a criminal record; for UCL's policy on the recruitment of staff with criminal records and the use of criminal record checks see http://www.ucl.ac.uk /hr/docs/criminal_record.php. UCL will not necessarily bar an applicant from employment due to an unspent conviction; the nature of the conviction and its relevance to the post will be considered. However, unspent convictions of violence, assault or damage to property are likely to be incompatible with working for UCL.
80. Under the Rehabilitation of Offenders Act 1974 ex-offenders do not have to disclose spent convictions. However certain types of posts, particularly those that involve working with children or vulnerable adults or in other positions of trust or sensitive areas, are exempt from these provisions, and in these cases all convictions must be declared.
81. The Criminal Records Bureau (CRB), a Home Office agency, has been established to allow employers to carry out Police checks on potential employees in certain areas of work and UCL is registered with the CRB. If 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 if 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 of the appointee.
Appointment
82. Only the Human Resources Division issues letters of appointment and places individuals on the payroll (other than very limited exceptions). If the job offer is conditional on completion of a qualification or health screening, this will be made clear in the appointment letter.
83. Academic qualifications and any others considered essential for the post must be verified by the Department. If requested, Human Resources can advise on the equivalence of overseas qualifications.
84. The Asylum and Immigration Act makes it an offence 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 for evidence of eligibility to work in the UK. It is unlawful racial discrimination to carry out checks only on potential employees who by their appearance or accent seem to be other than British. It is therefore useful to ask all candidates attending for interview to bring with them evidence of their right to work in the UK.
Evidence may be presented in the form of:
- A British passport or a passport or national identity card from an EEA country or Switzerland
- A passport or other travel document endorsed to show that the holder can stay indefinitely in the UK or that they can stay in the UK and are allowed to undertake the type of work that they are being offered. (for further advice, contact Human Resources)
- An Application Registration Card issued by the Home Office stating that the holder is permitted to take employment.
- Please note that a National Insurance number is not evidence that an individual is eligible to work in this country.
Nationals from the following new member states of the EU are required to apply to register with the Home Office under the "Worker Registration Scheme" as soon as they find work in the UK; Poland, Lithuania, Estonia, Latvia, Slovenia, Slovakia, Hungary and the Czech Republic. Details are available at www.ucl.ac.uk/hr/docs/wpguide_wrs. In cases where registration is required the satisfactory completion of probation will be subject to appropriate registration.
Induction and Probation
85. It is UCL policy that all staff who are new to UCL undergo a separate induction, followed by a probationary period during which they will be introduced to the main duties and responsibilities of their post; details can be found in the Induction and Probation Policy on the Human Resources website at www.ucl.ac.uk/hr/docs/new_induction_probation. Some appointees to Probationary Lecturer posts have previous relevant experience, which allows for a reduced probationary period (which is normally three years) and the Head of Department should bring such cases to the attention of the Director of Human Resources. (Non clinical Senior Lecturers, Readers and Professors will not normally be required to a serve a probationary period).
Salary
86. Within the financial provision or established grading of the post, the salary offered 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 of other staff doing similar work within the department/division with similar experience should also be taken into account.
Work Permits
87. If the person to be appointed is a national of a non-EEA country, a work permit may be required. If 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 Office's Immigration and Nationality Directorate - for a work permit. Only the Human Resources Division is authorised to make the application. The process can take up to three months and staff 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 Office approved website, within the preceding 6 months. Further details are available from the Human Resources Consultancy Team or on the Human Resources website.
Breaches of Policy
88. Any member of staff with concerns about the application of this policy should raise their concerns in writing with their Head of Department, or with the manager to whom the Head reports, if the concern includes the Head's actions. Applicants for employment concerned about the application of the policy should write to the Director of Human Resources. Recruitment and monitoring data is reported annually to the Committee for Equal Opportunities.
b) Comparing the recruitment and selection procedure of the TWO organisations: [13]
‘The recruitment process at University of Nottingham begins when it is known that the university needs someone new in the School or Department, either because an existing staff member has left, or because there is new work to be done. It doesn't finish until after the appointment has been made and the person responsible (someone from the HR Department) have reflected on any changes that they would make in future recruitments.
Whereas, recruiting and selecting the right people is of paramount importance to the continued success of UCL. Their Recruitment and Selection Policy sets out how to ensure, as far as possible, that the best people are recruited on merit and that the recruitment process is free from 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 staff recruitment and to provide information to enable the appropriate committees to monitor recruitment activity across all of UCL.
Also, by following their policy, in addition to fulfilling employment law requirements, UCL ensures that it continues to uphold its commitment to equal opportunity.’
c) Comparing the recruitment and selection procedure for the TWO organisations to the good and bad practices [14]
‘Identifying vacancy
Preparing job description
Preparing person specification
Advertising the post
Managing the response
Short-listing from CV / application form
Visits
References
Arranging interviews
Conducting the interview
Make the decision
Conveying the decision
Making the appointment
The process as a whole’
d) The methods and media that can be used [15]
‘Advertising the vacancy
When advertising for vacancy consideration should be given as to- who you want to read the advertisement, how long it should run, how fast you want a response and how much you want to pay.
Options include:
- newspapers and magazines - they can reach specific audiences within a sector or locality
- Internet sites - they can reach a wide audience quickly, and some have a database of candidates that you can search
Checking the costs – Internet sites can be cheaper than advertising in a newspaper – and the advertisement should be timed carefully, e.g. avoid holiday periods.
A good job advertisement should:
- be concise but give enough information so candidates can decide whether to apply, e.g. gives the location and pay range
- clearly state the skills and experience needed based on your person specification and job description
- be attractively designed
- be non-discriminatory
- explain how the applicants should respond to the advertisement, eg by sending a CV or completing an application form
Employment agencies
Employment agencies have databases of potential candidates and can advertise on your behalf.
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, offers advice and may be able to provide financial support for employers taking on staff.
Other sources
These include:
- colleges and schools
- internal notice boards
- word of mouth
- head-hunters and recruitment consultants
- local advertising, e.g. newsagents or outside your own premises
- 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 of assessing the suitability of candidates for a job. Almost all organisations use the interview at some stage in their selection process. Similarly, most applicants expect to be interviewed. Interviews are useful for assessing such personal characteristics as practical intelligence and interpersonal and communication skills. The interview can be used for answering applicants’ questions, selling the organisation and negotiating terms and conditions. It is a matter of debate whether an interview accurately assesses ability at work, relevant experience and work skills. A further problem with interviews is that factors that are not related to the job influence the decision: clothing, colour, ethnic origin, gender, accent, physical features or a disability might be such factors. There is also evidence that interviewers make decisions very rapidly on little information. You need to be aware of the potential pitfalls in using selection interviews and may choose to supplement them with a variety of tests.
(http://openlearn.open.ac.uk/mod/resource/view.php?id=210989)
Range of alternative selection methods available
As well as interviewing, there are other ways to select the best candidate. Options include:
- practical tests
- psychometric tests
- skills test
- assessment centres
- bio data
- group selection methods
- written and oral presentations
- case study
Tests can be done before or at the time of the interview, but should not be used as the sole method of candidate selection. It should be kept in mind that such tests could also be unlawful if they discriminate against candidates of a particular race, sex or age or who have a disability.
However, one should use such tests only if they are:
- relevant to the job
- well designed
When thinking about using any kind of test, one should also weigh up the benefits against the costs of organising them.
Practical tests
These test ability and are usually done for:
- manual jobs - trade skills
- secretarial jobs - word processing skills
- those working in call-centres or in telesales - telephone skills
Psychometric tests
Psychometric tests can be useful when choosing a candidate from a group of 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 for specific tasks, such as:
- reasoning/problem solving
- decision making
- interpersonal skills
- confidence
There are three types of psychometric test:
- Tests of ability, aptitude or intelligence;
- Questionnaires to measure "personality";
- Questionnaires to establish interests and preferences.
However, one should bear in mind that these tests:
- are not always a good indicator of future performance
- should not be used unless there is a proven need and a suitably qualified person to administer them
- often require a fee when you use them
Skills Tests
Skills tests are used where candidates need to possess a particular skill in order to perform the job, e.g. typing, driving a motor vehicle, or operating a piece of machinery. Many such skills are taught and tested by outside bodies, in which case candidates are likely to hold certificates of proficiency. However, where candidates do not hold such certificates, 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 few days, often 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 form of 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 frequently used to assess candidates' leadership qualities and their ability to express themselves clearly and get on with and influence colleagues. The types of exercise which are used include:
- Leaderless group discussions;
- Command or executive exercises (e.g. outward bound);
- Group problem solving.
Group exercises are time consuming and, therefore, costly. However, they may be particularly useful for appointments requiring good leadership and communication skills.
Written and Oral Presentations
Presentations are often used to assess the qualities of candidates applying for posts which require a complex set of skills, together with specific professional/academic knowledge. By asking candidates to prepare and deliver a presentation on a given subject, and in some cases to participate in a discussion afterwards, selectors can see an example of the individual's skills of written or oral presentation, analysis and reasoning, as well as gaining some evidence of their professional/academic knowledge and of their attitudes.
Case Studies
As with presentations, case studies can be a valuable way of assessing a candidate's knowledge of a particular subject area, and their likely approach to handling a particular situation. This selection method is sometimes used for candidates for managerial posts, or for posts requiring knowledge of specific procedures, regulations or legislation.’
Bibliography/References
Books/Articles:
-
A handbook of Human Resource Management; Michael Armstrong; 10th Ed; 2006; Kogan Page; United Kingdom; ISBN-10: 0749446315; ISBN- 13: 9780749446314.
- Classroom Notes and Handouts; Marion Fieldstead; 2007/08; Wirral Metropolitan College; Conway Park Campus; United Kingdom.
- A Strategic Human Resource Management System for the 21st Century. Naval Personnel Task Force, September 2000.
- Your Guide to Human Resources (Newsletter); The New Roles of the Human Resources Professional; Susan M. Heathfield.
- Human Resource Management versus Personnel Management; Marco Köster, 2002.
Websites:
- www.google.com
- www.ask.com
- www.hausarbeiten.de
- http://humanresources.about.com
- www.cipd.co.uk
- www.workinfo.com
- www.coursework.info
- www.nottingham.ac.uk
- www.ucl.ac.uk
- www.businesslink.gov.uk
References:
- (http://www.hausarbeiten.de/faecher/vorschau/25299.html)
- (http://www.coursework.info/GCSE/Business_Studies/People_in_Business/human_reosurce_L134134.html)
-
A handbook of Human Resource Management; Michael Armstrong; 10th Ed; 2006; Kogan Page; United Kingdom; ISBN-10: 0749446315; ISBN- 13: 9780749446314.
- (http://humanresources.about.com/od/hrbasicsfaq/a/hr_role.htm)
-
A handbook of Human Resource Management; Michael Armstrong; 10th Ed; 2006; Kogan Page; United Kingdom; ISBN-10: 0749446315; ISBN- 13: 9780749446314.
- (http://www.cipd.co.uk/subjects/maneco/general/rolefrntlinemngers.htm)
- (http://www.cipd.co.uk/subjects/maneco/general/rolefrntlinemngers.htm)
- (http://www.coursework.info/GCSE/Business_Studies/People_in_Business/Why_is_the_support_of_line_management_cr_L73828.html)
- (http://www.coursework.info/GCSE/Business_Studies/People_in_Business/The_Importance_of_Human_Resource_Plannin_L21844.html)
- (http://www.workinfo.com/free/Downloads/176.htm)
- (https://www.nottingham.ac.uk/sedu/recruitment/)
- (http://www.ucl.ac.uk/hr/docs/recruitment.php)
- Collectively from:
- (https://www.nottingham.ac.uk/sedu/recruitment/process/stages.php)
- (http://www.ucl.ac.uk/hr/docs/recruitment.php)
- (https://www.nottingham.ac.uk/sedu/recruitment/summary/summary.php)
- (http://www.businesslink.gov.uk/bdotg/action/detail?r.l1=1073858787&r.l3=1074207535&r.t=RESOURCES&type=RESOURCES&itemId=1073793809&r.i=1073793824&r.l2=1073858914&r.s=m)
- Collectively from:
- (http://www.businesslink.gov.uk/bdotg/action/detail?type=RESOURCES&itemId=1073793824)
- (https://www.nottingham.ac.uk/sedu/recruitment/interview-plan/selecttests.php)
Self Reflection & Evaluation
This was both an interesting and enlightening assignment. It gave me the chance to look at eh subject differently and to obtain a knowledge and understanding I did not have because it asked questioned the traditional view of personnel management and demonstrated the new approach to human resource management., by studying the procedure and practices used for 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 from the college library), course work Materials, the internet and discussion with the lecturer. All of this enabled me to research and gain an understanding of the differences 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 of the HR practitioner and evaluating the role and responsibilities of the line manager in human resource practices . Simultaneously comparing the recruitment and selection procedure & the recruitment and selection procedure for 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 of 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 of articles for further resources.
I found “A Handbook of HRM” by Armstrong and a useful guide to the completion of this assignment.
Internet sites I personally found most useful were:-
- www.google.com
- www.ask.com
- www.hausarbeiten.de
- http://humanresources.about.com
- www.cipd.co.uk
- www.workinfo.com
- www.coursework.info
- www.nottingham.ac.uk
- www.ucl.ac.uk
- www.businesslink.gov.uk
Upon reflection I believe I made use of used a sufficiently wide range of research sources. I made use of all material provided by the college and all that was reasonably available to me.
It was difficult to keep within the word count while covering all of 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 of a standard which is above average.
Timetable: