Selection
Before we start…
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Recruitment & Selection (Part 2)
Making the choice
Selecting the right staff for your research team
Recruitment and Selection
This resource aims to support those who need to recruit and select research
staff. Like the process, the resource comes in two parts…This part is
Selection - is the process of deciding which (if any) of the actual applicants
is suitable.
It can be used as a standalone resource to help you with this process or as
part of a broader personal development programme.
Structure
This resource is divided into three parts:
Before the interview – selection criteria and short-listing

At the interview – good interviewing practice and other selection
tools

After the interview - making the decision & informing the
candidates
Once you have completed the resource you will be aware of the importance
of short-listing and explored the use of rigorous systems to maintain the
fairness of your selection procedures.
Objective criteria
It is important for selection to be fair because it helps deal with some
worries you may have about the process. Just click on each question below
for further information…
Objective criteria – How can we choose the best candidate?
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Objective criteria - How can I get the panel to agree?
Objective criteria – What can I tell the unsuccessful candidates?
Objective criteria - How can we avoid time-wasters?
Objective criteria - Should we raise the bar to get the best?
It is important for selection to be fair because it helps deal with some
worries you may have about the process. Just click on each question below
for further information…
Objective criteria – How can we choose the best
candidate?
You are trying to make the process as objective as possible although no
selection of people can be completely objective. By minimising the chance
for instinct or opinion (rather than fact) to influence your decision you can
avoid subjective elements that can inadvertently lead to unfair
discrimination.
Objective criteria - How can I get the panel to
agree?
All panel members should be able to assess candidates against the same
standards. The production of selection criteria, mutually agreed by the
panel, forms the core of a fair and effective selection process. With an
agreed basis to select they are more likely to agree on the right candidate.
Objective criteria – What can I tell the
unsuccessful candidates?
If candidates know what standard they are being assessed against,
selection is seen to be fair. If unsuccessful candidates ask for feedback it
will be much easier (and less likely to be challenged) if you have an
objective basis to justify your decision.
Objective criteria - How can we avoid timewasters?
You should consider making your selection criteria available in the
recruitment pack. To some extent unsuitable candidates are enabled to
'deselect' themselves. You avoid wasting their time and yours if key
selection criteria are reproduced in the advertisement for the post.
Objective criteria - Should we raise the bar to
get the best?
For jobs which normally attract large numbers of applicants, there may be a
temptation to include more criteria or set higher standards than are
necessary. This should be resisted: not only may it result in indirect
discrimination, but an over-qualified candidate may be appointed, with job
dissatisfaction the potential consequence.
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Setting objective criteria
We hope you are convinced that the availability of written selection criteria
enables a panel to carry out the selection in an organised and efficient way;
it makes short-listing easier and interviewing more focused. The two key
documents in this process are…
Job Description (click for details – change to see page #)
Person specification (click for details)
If you need to support in writing these documents that provide you with your
objective selection criteria, see the linked resource…
Recruitment & Selection (Part 1) –
Recruiting research staff:
Encouraging applications to your team
Setting objective criteria
We hope you are convinced that the availability of written selection criteria
enables a panel to carry out the selection in an organised and efficient way;
it makes short-listing easier and interviewing more focused. The two key
documents in this process are…
Job Description
The job description must be updated to ensure that new recruit does what
your research project needs, not what the previous post-holder did. Jobs
tend to change to reflect the post-holder’s attributes and interests.
Person specification (click for details)
If you need to support in writing these documents that provide you with your
objective selection criteria, see the linked resource…
Recruitment & Selection (Part 1) –
Finding your research team:
Encouraging applications to join your team
Setting objective criteria - Person specification
The person specification is a profile of the personal skills, qualifications,
abilities and experiences – the objective criteria you will look for in the
process. It should be based on an updated job description to make sure it
reflects the attributes needed for the post rather than those of the previous
post-holder.
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If you need to support in writing these documents that provide you with your
objective selection criteria, see the linked resource…
Setting criteria for short-listing
Selection criteria should include the:
Skills
Abilities
Qualifications
required of the successful candidate.
Other requirements, such as availability to work unsociable or long hours,
should also be listed. Selection criteria that you use must be clearly stated
in the person specification.
A distinction should be made between the selection criterion itself and the
evidence which may show that a candidate meets the criterion.
Ideally all criteria should be capable of being measured, either through
candidates' applications or 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.
Short listing checklist

Preparation
Who, when & where?
Agree the criteria

At the short-listing
Don’t compare candidates!
Long-list then short-list?

After the short-listing
Keep it legal
Inform successful (& unsuccessful) applicants
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Short listing checklist – Preparation
Who, when & where?
Arrange for the selection panel to meet to short list (you will need to check
with your university about how the panel should be constituted). Send out
papers in advance of the meeting.
Agree the criteria
Clearly you should use the selection criteria on the job description and
person specification as a basis. You will need to make clear which
selection criteria you will short list against. It is important to ensure that it is
possible to assess them from an application form.
Short listing checklist - At the short-listing
Don’t compare candidates!
Each candidate should be assessed against all the selection criteria, and
not against each other. Do not introduce any extra criteria as this is unfair
and could be discriminatory
Long-list then short-list?
With a large number of applications, it may be more appropriate to select
first by reference to the 'essential' criteria, applying the 'desirable' criteria in
the course of a second round if it is necessary to reduce the numbers still
further
Short listing checklist - After the short-listing
Keep it legal
Keep a record of the short-listing process, including an indication of the
reasons for selection or rejection in each case. Such records may be
required by an employment tribunal in the case of a complaint of unlawful
discrimination.
Inform successful (& unsuccessful) applicants
You should write to both successful and unsuccessful candidates. If this is
done centrally for you then make sure you pass on the information to make
sure it happens. Remember, those who didn’t make it this time may be
ideal for a future role.
Enhancing the process
There are two ways that you can get information about the short-listed
candidates before the interview…
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Visits
A chance for the candidates to see you, and you to see them.
Visits can be beneficial. They give a chance for the candidate to get to
know you and you to get to know the candidate. You should make it clear
to candidates if they will be assessed during visits. This does not prevent
you including the
Visits should be avoided if not all candidates have the opportunity to be able
to attend (e.g. they live abroad).
References
A (hopefully) unbiased view from individuals who know the candidates in a
work, academic or social context. This is a widely used approach.
The purpose of references is for employers to obtain information on a
candidate’s suitability for the post for which they are applying.
References for short listed candidates will usually be requested prior to
interview. Who takes up the references will vary from institution to
institution. You may be expected to request references yourself.
It is good practice to send a copy of the job description and person
specification to assist referees. A special note should be taken of any
requests made by applicants, particularly in relation to their wishes about
their current employer.
References should always be work related unless they are for someone
who has little or no work experience. Character references are not normally
appropriate.
Most employers will not make appointments subject to references.
If a reference points to aspects of doubt about an individual’s suitability for a
post this should be explored with the candidate and any issues must be
resolved before recommending the successful candidate for appointment.
You should seek advice about this from your Personnel or Human
Resources department.
References mentioning poor attendance records should be handled
carefully as this may be as a result of a disability covered under the
Disability Discrimination Act. In such cases reasonable adjustments may
need to be considered. You should seek advice about this from Human
Resources.
References are confidential documents to be made available only to the
selection panel.
References for unsuccessful candidates should be destroyed at the same
time as other documentation relating to the recruitment process.
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Conclusions: Before the interview
This section has explored a wide range of activities you should carry out
before the interview including…

Objective criteria

Short-listing checklist

Enhancing the process
Visits
Obtaining references
At the interview
Selection tests
Introduction
Interviews are the most common (and often only) selection method used in
research recruitment. Whilst they may be the most likely method of
selection, they are not the only selection method that you can use.
Selection tests can be useful for a research job that involves interactions or
practical skills. Tests used must be related to the job requirements.
Candidates with disabilities may require additional equipments and should
be arranged if needed.
If you do plan to use a test with candidates, you should tell them that they
will undergo a test, what type of test and how long it will last.
Quiz
Q1
Using the list below place the selection techniques in the order from
mostly likely to least likely that result in the best candidate being selected
from a given shortlist?
A)
Graphology
B)
Psychometric test
C)
References
D)
Structured interview
E)
Unstructured interview
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F)
Work study test
Feedback
Q1 work study test is the selection technique most likely to result in the best
candidate being selected from a given shortlist. According to Smith, Gregg
& Andrew the probability of this method selecting the best candidate is 0.6.
Q2 psychometric test is the selection technique second most likely to result
in the best candidate being selected from a given shortlist. According to
Smith, Gregg & Andrew the probability of this method selecting the best
candidate is 0.5.
Q3 Structured interview is the selection technique third most likely to result
in the best candidate being selected from a given shortlist. According to
Smith, Gregg & Andrew the probability of this method selecting the best
candidate is 0.4.
Q4 Unstructured interview is the selection technique fourth most likely to
result in the best candidate being selected from a given shortlist. According
to Smith, Gregg & Andrew the probability of this method selecting the best
candidate is 0.3.
Q5 References is the selection technique fifth most likely to result in the
best candidate being selected from a given shortlist. According to Smith,
Gregg & Andrew the probability of this method selecting the best candidate
is 0.2.
Types of tests and exercise
Smith, Gregg & Andrew’s paper collated the findings a range of research
into the validity of selection tools. They showed that despite being a
ubiquitous part of selection processes, research suggests that interviews
are a relatively poor tool...
1. Work study test (0.6)
2. Psychometric test (0.5)
3. Structured interview (0.35)
4. Unstructured interview (0.3)
5. References (0.2)
6. Graphology (0)
The figures in brackets are the probability that the test will indicate the best
candidate from the shortlist. We will explore later in this resource how you
can get the most out of interviews. It is clear, however, that it is advisable to
supplement them with some form of test. The next pages will explore the
types of tests available.
The test you choose should be as close as possible to the work the
candidates will actually do for your research project.
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Psychometric tests are expensive and need trained professionals to
administer them effectively. They also remain controversial so may not be
practical for many institutions.
Work study tests include group selection tests, skills tests, presentations
and case studies. Their main advantage is providing additional, role-specific
evidence for the panel to observe and consider. They are also relatively
simple to administer although increase the time taken to select.
Types of tests and exercise - Psychometric tests
There are three types of psychometric test: Tests of ability, aptitude or
intelligence; Questionnaires to measure "personality"; Questionnaires to
establish interests and preferences.
This is a complex subject area and there is not enough time to provide
information about them for this course. Whilst they may be able to assist
with selection of your candidate objectively, they are usually expensive.
They are best used alongside other selection methods such as interviews,
group selection exercises.
Types of tests and exercise - Group selection
methods
Group selection methods are a form of work study test. They 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.
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Types of tests and exercise - 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.
For some technical posts skills tests may be a realistic and appropriate
selection method in addition to the interview. Technical job descriptions and
person specifications may ask for experience in working on specific
analytical tests such as PCR and Western Blotting etc.
It is best to make sure your selected candidate can perform the techniques
required; otherwise you may put your project at risk. Obviously with regard
to safety these types of tests would not be possible to reconstruct in a
laboratory setting. However, there are some other tests that can be devised
to test skills. It is worth spending some time to consider whether any tests
are appropriate otherwise you are relying on the interview only.

Ask candidates to describe how they would go about a technique on
a step-by step basis either in writing or face-to-face

Devise an appropriate questionnaire to test understanding of
techniques

Ask for candidates to perform some mathematical calculations
associated with solution preparation
Types of tests and exercise – 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.
For research posts this may be a valid approach for candidates to write
about or present on research projects that they have worked on.
Types of tests and exercise - 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.
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This selection method is sometimes used for candidates for managerial
posts, or for posts requiring knowledge of specific procedures, regulations
or legislation.
Interviews
The interview is the most widely used method of assessing job applicants.
Even if you use additional tests to help choose the right candidate, it is still
important to get the interview right.
A professional recruitment process is vital, for the validity of the recruitment
decision and for the image of the University. All applicants should feel that
they have been treated fairly throughout the process and be left with the
impression that the university is a fair and just employer - somewhere it
would be good to work or study.
The interview represents an opportunity for…
The interviewing panel - it represents the opportunity to seek evidence,
through discussion, of the applicant's skills, abilities and attitudes.
The applicant - there is the chance to expand on the information given in
the application form or CV, and to ask questions about the post, the project
and the organisation.
When people talk about poor interview experiences they are usually still
quite angry. People who have had such experiences remember them for
many years to come, telling their friends and acquaintances. The world of
research can be a small place and you really do not want to turn off any
prospective employee!
Once you have completed this section you will understand the
importance of getting the interview process right, how to prepare,
conduct and structure the interview. You will be able to recognise
what constitutes a properly run selection interview.

Preparing for the interview

Preparing interview questions

Structuring the interview
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Preparing for the interview
As we have established in previous pages, 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.
Spend a few minute to write down the most common ways in which the
interview can be said to be flawed.
Inadequate preparation
Most of the problems in the interview process can be overcome (or at least
offset) with a little thought and planning. Time spent in planning and
conducting in the interviews is a valuable investment in your research
project. Imagine the costs – both monetary and in time – of getting the
wrong person and dealing with the consequences. Good preparation will
help to reduce the risk of failure for your project.
Judging by first impression
We must all be aware that this can cloud our judgement. It is almost a
conditioned response to feel positive towards someone who looks and
behaves as you do. Just because they share your taste in clothes, it
doesn’t mean they’ll be good at the job! Of course the inverse also applies.
Well planned questions and an interview structure will help to avoid this.
Panel is not consistent in how they treat
individuals
This could lead to interviewees feeling they have not been subject to a fair
process. Such concerns could even lead to a legal challenge to your
selection process. Furthermore, such inconsistency may lead to the final
selection by the panel being problematic.
It is good practice to plan the interview beforehand using the job description
and selection criteria. Each panel member should ask similar questions to
each candidate, covering the same subject area.
Interruptions and poor interview facilities
This would give applicants a poor impression of your institution and would
make them feel that they have not had a fair chance at interview.
A neat and tidy interview room, free from interruptions helps both the
candidates and the interview panel.
Checklist for the interview
You should consider the following issues when preparing for the
interview…
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
size and composition of panel. Remember that the panel should be
mixed-sex wherever possible

any exercise or test used should be valid and relevant to the job

location of interview with privacy, no interruptions, adequate space
and light

timetable should allow 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), considering
approach to note-taking

Information for candidates (structure of department, terms of
employment, when they can expect to hear result)
Preparing interview questions
Asking the right questions at the interview is the most obvious task that a
Panel Member has to do.
It’s easy to think that asking questions is quite an easy process but
experienced interviewers will tell you that there is a real art to phrasing
questions to gain exactly the information you want.
Listening to the answer is the less visible but equally an important part of
being a Panel Member.
Question types
The method of questioning can have a huge impact on the success or at
least the smooth running of an interview.
The purpose of questions are varied such as elicit information, ideas,
opinions, thoughts, views, feelings, or, having obtained these, to probe for
hidden or undisclosed information or clarification, or to test understanding or
check agreement.
Interviews are based mainly on questioning by the interviewers. However, it
is more effective to create an atmosphere in which the interviewee is
encouraged not only to give answers but to raise questions.
Open questions
Open questions encourage the flow of information.
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Questions usually begin with words like, What, Why, When, Where, Tell me
about, or How and encourage an expansive response. Interviewees will
usually respond well to an open question.
Example:
' What sort of work do you enjoy most'?'
'Tell me about the project you are currently involved in'
Closed questions
Closed questions are direct and focused. Some think they should not be
used as they only lead to 'yes' or 'no' answers, however these questions are
useful for concluding and summarising.
They control the flow of information and are most effective in confirming
information or slowing down a verbose candidate.
Example:
' Have you attended any conferences this year'?‘
'Did you personally supervise any students?'
Probing questions
Probing questions are used to follow up and obtain more detail.
Their purpose is to draw out more information about specific points, aiming
for depth rather than breadth of information.
Example:
'You say you enjoyed your last project, which aspect of the work gave you
the most satisfaction?‘
'You say that you worked in a team, what was your main role as a member
of that team?'
Leading questions
Leading questions are directive and always indicate the preferred answer or
telegraph the interviewer's opinion.
These are not productive in obtaining depth or qualify of information.
Example:
'You are willing to work every other Saturday morning aren't you?‘
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'I expect you prefer to work in a team'
Hypothetical questions
Hypothetical questions are open in style and pose a 'What if...' scenario.
They can be useful in analysing knowledge, attitudes, reactions, creativity
and speculative thinking. However, in setting a scene you need to be very
careful that everyone would understand the basis of the question and the
sub context of the scenario. For example, an applicant might think that the
Professor should take precedence as they are a senior academic, where as,
in fact, the interviewer is looking for someone who can stand up to the
academic and put the needs of the student first. Without long explanation of
the situation candidates may not necessarily have a full understanding of
what is required. This could particularly disadvantage applicants from
outside the University, as they will not understand the internal culture and
politics of the organisation.
Example:
'If another member of your research team took credit for work you had
done, what would you do?'
'If you were in the middle of doing something for a student and a Professor
asked you to drop everything to help her, which would take priority?'
Multiple questions
Multiple questions, as the name suggests, are
Several questions joined in a series. Their use should
be limited, as they tend to confuse the interviewee,
producing limited information.
It may be useful to combine questions requiring
several repetitive factual responses, as in the
example given opposite. This can avoid having to
interrupt regularly with the same questions and gives
the interviewee responsibility for covering all points.
Example:
' I want you to think about your skills in relation to
Word-Processing, Spreadsheets, Databases and
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Email and rate your self against each as
a) no knowledge
b)
b) beginner
c) c) advanced user
d)
d) expert.
Linking questions
A linking question will summarise and confirm correct understanding and
make transitions to new subjects.
Example:
'Thank you, I can see from your answer that you like working with people,
can you tell me how you use this skill when you are working on the help
desk?‘
'It's interesting to hear that, on a related subject I'd like to ask....'
Behavioural questions
Behavioural questions will seek advice from the past as an indicator of
future performance. They are similar in nature to hypothetical questions in
that they can measure knowledge, attitudes, reactions, creativity and
thinking, but they do so on the basis of something the candidate has
actually experienced and done.
Example:
'Think of a time when you had to deal with someone who was angry. What
techniques did you use to calm the situation?‘
'When you are under pressure to meet a number of tight deadlines, what
strategies do you use to manage your time effectively?'
Testing Understanding questions
This is also known as the “checking out” questions and it gives the
interviewer the chance to check their understanding of what has been said.
It also gives the interviewee the chance to correct any misunderstandings
and informs them that what they said was intended.
Example:
‘If I have understood you correctly, you are saying ……..Have I got that
right?
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Preparing interview questions exercise
Which question type best describes the following question?
“Tell me about your experience of writing research reports?”
Which question type do you think applies…
Closed question
This is not a closed question. Applicants can only answer “yes” or “no”
when asked a closed question. Try another option.
Open question
Yes, this is an open question. It gives the applicant the opportunity to
expand in their response and give a full and open answer.
Testing understanding question
This is not a testing understanding question. Such questions give the
interview the chance to check their understanding of what has been said.
Try another option.
Which question type best describes the following question?
“So what you are saying is that the report was written with minimal
supervision?”
Which question type do you think applies…
Closed question
Feedback – yes, for closed questions applicants can only answer “yes” or
“no”. This question is being used effectively to summarise and bring to a
close a set of questions about report writing.
Open question
Feedback – this question is not an open question as it gives the applicant
the choice to answer “yes” or “no”. This is a closed question and it is being
used effectively to summarise and bring to a close a set of questions about
report writing.
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Probing question
Feedback – probing questions are used to follow on and find out more
details. This is a closed question it is being used effectively to summarise
and bring to a close a set of questions about report writing.
Which question type best describes the following question?
“You say that this one report influenced the outcome of the project.
Why did it make such a difference to project’s outcome?
Which question type do you think applies…
Probing question
Feedback – yes, this is a probing question. Probing questions are used to
follow on and find out more details.
Leading question
Feedback – this type of question is when the answer is being put into the
respondent’s mouth. This is a probing question. Probing questions are
used to follow on and find out more details.
Closed question
Feedback - applicants can only answer “yes” or “no” when asked a closed
question. . This is a probing question. Probing questions are used to follow
on and find out more details.
The question funnel
Tell me about your experience of…
Can you give an example of…
Why did you…?
How did you…?
What did you…?
How many…?
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How much…?
So, you’re saying…?
How often…?
Structuring the interview
Every interview should have a structure which is clear and transparent to
both the interviewers and the candidate.
It is good practice for the panel to meet up beforehand to agree the
structure of the interview and the question areas.
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.
Acquiring information
Interviewers should gather information by using open, closed and probing
questions, following agreed question format, based on agreed question
criteria.
Ensure that discriminatory questions are not asked.
Supplying the information
Interviewers should supply appropriate and accurate information that the
candidate requires.
Parting
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.
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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.
Listening to answers – Active, attentive
This is an important skill for interviewers to develop.
Most of us have learned that it is quite difficult to listen when we are
speaking, and therefore the first rule of effective listening is to stop talking.
This includes talking to ourselves, particularly if you are thinking of what to
say next.
Careful listening and analysing of what is said and what is left unsaid are
keys to being an effective interviewer.
Guidelines for effective listening - The
environment
The environment
Concentrate on the candidate and avoid distractions. Make sure you are
not interrupted by telephone calls or visitors.
Yourself
Prepare yourself to listen. Put your own ideas on hold.
The other person
Note all cues – verbal and non verbal – watch for signs of hesitation, pitch
of speech, facial expressions gestures and breathing which will help you
understand the total message the interviewee is trying to convey.
The message
Listen to the whole message – the content and the tone. If you are sensitive
to underlying feelings you can respond more appropriately. You can
therefore build a rapport and positive relationships.
Body language
Your body language will show whether you are listening to the interviewee
or not.
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Guidelines for effective listening – Yourself
Head
Use appropriate nodding to show you are listening
Eyes
Keep good eye contact
Brain
Keep a clear and open mind, be receptive
Ears
Listen to words used and the tone
Mouth
Show you are interested by silence and make encouraging noises
Arms
Use an open posture and do not crass your arms
Body
Sit facing the other person squarely. Have an open posture
Guidelines for effective listening - The other
person
Note all cues – verbal and non verbal – watch for signs of hesitation, pitch
of speech, facial expressions gestures and breathing which will help you
understand the total message the interviewee is trying to convey.
Guidelines for effective listening - The message
Listen to the whole message – the content and the tone.
If you are sensitive to underlying feelings you can respond more
appropriately. You can therefore build a rapport and positive relationships.
Guidelines for effective listening - Body
language
Your body language will show whether you are listening to the interviewee
or not.
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Making a decision and informing the candidates
The final appointment decision should be agreed by all panel members.
This should be done in consultation, at the end of all the interviews.
Panel members should not discuss the candidates until they have all,
individually completed their assessment sheets on each candidate.
It is good practice for all members of the panel to be given the opportunity
to discuss each candidate and how they meet the job description and
person specification.
Procedures for this might differ according to the post or the institution but
best practice is to ‘phone the successful candidate once the decision has
been made.
Unless you are authorised to do so you cannot normally offer them the job.
The most you can do is say that you are going to make a recommendation
to your Human Resources that this person be offered the job.
Letters of appointment come from Human Resources and include the
person's contract and terms and conditions.
Unsuccessful candidates should be informed as soon as the appointed
candidate has accepted the post.
Making a decision and informing the candidates
– Feedback
Occasionally a candidate may request feedback from the interview process.
Any feedback given must be consistent with the decision making process
and comply with your institution’s equal opportunities policy.
Making a decision and informing the candidates
- Keeping records
Record keeping is essential to ensure your procedures are robust and
comply with external scrutiny.
The main points you need to consider are:
Keep all records of decision making, including short listing records and
panel members interview notes.
An employment tribunal can be brought against your institution up to 6
months after the recruitment process has been completed. Therefore 6
months is the minimum period records should be kept.
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It is possible to bring a case under the Human Rights Act within a 1 year
period, so it may be more appropriate to keep things for this period of time.
Making a decision and informing the candidates
- Data Protection Act
This is currently a complicated area of the law, as the Data Protection Act
requires all unnecessary paperwork to be removed after 6 months.
This obviously conflicts with the possible requirement to maintain records
for 1 year to enable you to answer any cases which might arise under the
Human Rights Act.
Please check with your own Human Resources Department for how long
you should keep records
Conclusion - After the recruitment and selection
exercise
You might think that once you have made an appointment that is the
exercise all over. As with any process you under take, it is good practice to
analyse afterwards if there are things that you can improve.
The main questions you might ask yourself are:
What worked well?
What was not effective?
Were the objectives achieved?
Was the planning appropriate?
What was the balance of the talking time?
How much information was obtained?
What should be improved next time?
You might also consider asking the appointed person what they thought
about the process and if there is anything which could be altered or
improved from the applicants point of view.
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