- Multiple choice questions to display personality traits, specifically the drive for results personally and also for students
- Questions on the application form to display candidate’s initiative and different approaches a lecturer can use to achieve results.
- To display their ability and ideas, as a lecturer, to overcome potential issues a lecturer may face, in order to achieve results.
- The application process can form a base for next stage for further analysis on candidate’s ideas and initiative as a result driven lecturer.
- To show a record of candidates other achievements and activities they are involved in hat shows a results driven candidate.
Electronic application forms can be used to slim down the number of potential candidates, being more time efficient as it speeds the sorting and shortlisting.
Self-selection questionnaires are also designed to help candidates decide for themselves how suitable they would be for the BCU business school Lecturer, by asking them to complete a series of questions related to the job.
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The selection method has to apply to the data protection act where personal data is protected as well as the discrimination act.
(Martin, M. & Jackson, T. (2005): Personnel Practice (4th edition) CIPD (P72)
Psychometric Test
The psychometric test selection process can assess communication and time management competencies for a Business school Lecturer.
COMMUNICATION
- Displays the ability to understand quantitive data and to respond effectively. This can assess candidate’s responses to the questions and clarity of communication abilities.
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Psychometric can be predictor of the potential business school lectures communication capabilities with both staff and students, assessing their performance making the selection process more accurate and objective.
- Multiple choice questions can help predict ability to solve communication barriers a lecturer may face in a lesson. They will choose the most appropriate answer that they think is right and that suits them.
- To demonstrate the ability to show clarity in writing and understanding written communication.
- To show level of literacy from responses that is suitable for potential students to understand to avoid communication barriers.
- To Form a basis for next stage for candidate to communicate and elaborate their capabilities. A further analysis can be made on the candidate to evaluate their communication skills further.
- Portrays confidence in their written communication and their understanding. Also confidence can be measured from their responses to the test.
- The psychometric test can measure candidate’s ability to respond and communicate under pressure.
PLANNING AND CONTROL
- Psychometric test can provide questions to predict effective planning for lectures.
- Questions use can show candidates initiative on how to control their lecture and students attention.
- Multiple choice questions can demonstrate appropriate discipline decision in order to control students for an effective lecture.
- Responses can be used to show initiative and ideas of different approaches of how to plan an effective lecture.
TIME MANAGEMENT
- Questions can be used to show ability to use the right length of time on each question.
- Questions can measure the effectiveness on how well they manage their time and their flexibility. How they manage their work load with other duties.
- Multiple choice questions to predict their organisation skills.
- The test can also stimulate discussion with candidate based on their test results. This enables a basis for candidate to elaborate their potential for capabilities.
(Torrington, D., Hall, L. & Taylor, S. (2008): Human Resource Management (5th edition) Prentice Hall FT.( P 197-200)
The psychometric test provides judgment based on observable phenomena and uninfluenced by emotions or personal prejudices, giving it reliability.
Interview
The interview selection process can assess communication and results driven competencies.
COMMUNICATION
- To demonstrate their ability to communicate orally in a one to one formal conversation.
- To assess their vocabulary level that is suitable to students understanding in order to avoid communication/language barriers.
- Ability to communicate under pressure of the interview and to express their answers and ideas clearly.
- To assess candidates Ideas and their initiative to handle communication barriers in the work environment.
- The interview is a chance for candidate to show previous experience in communicating as a lecturer.
- Ability to show clarity of explanations and a chance to elaborate on their experiences.
- To show candidate is comfortable and confident when orally communicating.
- To assess positive, enthusiastic body language communication, that reflects on what candidate is saying, this is important when talking in a lecture in keeping students attention.
- Openness and friendliness in order to make them easy to communicate with, creating a comfortable atmosphere.
- Ability to communicate in different approaches to say what they want to say.
- Ability to communicate to a range of ages, not just a specific age group.
RESULTS DRIVEN
- Can give details of previous experiences of when achieved results and how they achieved.
- Show personal characteristics such as motivation, enthusiasm and ambition.
- Can demonstrate personal goals, shows how ambitious and driven.
- Can assess candidate’s body language to show enthusiasm and positive attitude and wants success.
- Preparation and effort put into interview from the candidate shows their drive for achievement.
- Demonstrate initiative and problem solving skills in order to achieve results.
- An interview gives the candidate a chance to discuss their personal activities and achievements or awards to show their existing skills of achievement.
- To demonstrate motivation skills and how they would handle an unmotivated student.
Through effective preparation and relevant questions interviews are important and useful for verifying information and exploring omissions. (Martin, M. & Jackson, T. (2005): Personnel Practice (4th edition) CIPD (P101)
As well as the candidate needing to be suitable for the company, an interview also has the advantage for the candidate to find out if the company is suitable to them. ( Ludlow. &Panton. (1991) : The Essence of Successful Staff Selection, FT Prentice Hall. (P80)
Papadopoulou et al showed that candidates were influenced by interviewer’s ability to communicate accurate information on the company and the job culture and specification.
It is an acceptable and appropriate method for candidates involved and administratively easy to arrange individual interview for when candidate is available Accuracy can be monitored through using a structured STAR model and note taking, or a assessment form, collecting relevant information from candidate and having a written record to compare to specification requirements for when considering candidate. (Torrington, D., Hall, L. & Taylor, S. (2008): Human Resource Management (5th edition) Prentice Hall FT.( P 193)
The situational interviewing approach (Latham and Saari, 1984) shows a good example of a structured, utilising job related interview approach, which is a good predictor of a candidates subsequent performance.
(Arnold, J. (2005) work psychology: understanding Human Behaviour in the workplace, FT Prentice Hall. (P169)
Assessment Centre
The assessment centre selection process will assess communication, planning and control, time management and results driven competencies.
COMMUNICATION
- Assessment centres allow an assessment of communication skills in more depth, assessing them over several hours.
- Assess communication skills both oral and literate under pressure e.g. presentations.
- Assess communication when presenting, showing engaging body language and tone of voice.
- To show ability to interact with others in set activities.
- To share ideas with others and develop on others ideas in tasks showing negotiation and compromising techniques.
- Ability to listen to others in group tasks.
- Ability to communicate confidently and effectively in a group discussion.
- Ability to communicate opinions across in an appropriate and effective way.
- To communicate with different types of people.
- To communicate in group as well as one to one.
PLANNING AND CONTROL
- Planning ability is assessed in activities such as presentations, shows ability to show good structure, layout and logical flow. Also able to maintain control throughout presentation of audience’s attention.
- Showing ability to use different approaches to plan in tasks that can be transferred in a lectures position.
- Tasks to plan an effective lecture on a given topic, giving a prediction on candidates job performance.
- T o be able to show control in a discussion making sure the relevant topic is maintained.
- In group task planning involves sub tasks split and allocated between candidates logically and fairly.
TIME MANAGEMENT
- Ability to be able to complete task in delegated time.
- To conduct a suitable presentation in the appropriate time.
- To show responsibility to time keeping during tasks.
RESULTS DRIVEN
- Show positive characteristic such as enthusiasm and ambition during tasks.
- Ability to motivate other group members positively.
- Showing an optimistic approach and attitude.
- Showing maximum preparation and effort out into tasks in order to succeed
- Ability to show initiative during tasks.
- Shows logical thinking in tasks to achieve results.
- Prompts others for ideas during tasks to achieve results.
- Shows commitment and involvement towards tasks sowing their drive.
- Shows teamwork and involves other in tasks to come to a result.
Assessment centre will allow an in depth insight to candidates capabilities and skills that meet the Business school lecturer competency matrix, and a comprehensive and rounded picture of individuals.
(Martin, M. & Jackson, T. (2005): Personnel Practice (4th edition) CIPD (P108)
Assessment centre’s perform well on criterion-related validity (Gaugler et al)
It can be validated against job performance as it is designed to measure job performances competencies and also have face validity; it is seen as a fair approach, with assessment over a long period of time to ensure the true characteristics are observed.
(Arnold, J. (2005) work psychology: understanding Human Behaviour in the workplace, FT Prentice Hall. (P174)
BCU Business School should use of a rigorous and structured approach to selecting candidates that will ensure that the process both is and is seen to be fair to successful and unsuccessful candidates. However, it is also important to ensure that the approach taken maintains a degree of flexibility and is tailored to ensure it’s the most appropriate means of selecting a candidate for the business school lecturer position.
It is important that all those involved in assessing candidates at all stages of the selection process have received adequate training (for example in interview skills) and have been adequately briefed about the job in question and its requirements. They also need to be aware of the danger of unfair discrimination in the process, which has both legal implications and consequences for the diversity of the organisation.
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REFERENCES
Arnold, J. (2005) work psychology: understanding Human Behaviour in the workplace, FT Prentice Hall.
CIPD Factsheets: recruitment (revised 2007)
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Martin, M. & Jackson, T. (2005): Personnel Practice (4th edition) CIPD
Redman, T. & Willkinson, A. (2008): Contemporary Human Resource Management: text & cases, (3rd edition), Prentice Hall
Roberts, gareth(2005): recruitment and selection, (2nd edition) CIPD
Torrington, D., Hall, L. & Taylor, S. (2008): Human Resource Management (5th edition) Prentice Hall FT)
