Person specifications
This guidance should be read in conjunction with the Recruitment and Selection Policy –
see section on ‘Pre-recruitment’.
This guidance covers the following:
What is a person specification ..................................................................................................... 1
Selecting the requirements ........................................................................................................... 2
Essential and desirable requirements .......................................................................................... 2
Weighting of requirements............................................................................................................ 2
Areas of responsibility .................................................................................................................. 2
Mandatory requirements............................................................................................................... 3
Other requirements ...................................................................................................................... 4
Occupational Requirements ......................................................................................................... 4
Do’s and don’ts .............................................................................................................................. 4
Method of assessment .................................................................................................................. 5
Application form ............................................................................................................................ 6
Interview ....................................................................................................................................... 6
Tests ............................................................................................................................................ 6
Documentary evidence ................................................................................................................. 6
APPENDIX 1 – Sample person specifications ............................................................................. 7
APPENDIX 2 - Example areas of responsibility ......................................................................... 13
1
What is a person specification
1.1
The person specification sets out the specific skills, abilities, knowledge, experience,
personal qualities/behaviours and any other requirements which an individual must
possess to perform the job duties effectively.
1.2
The person specification is the key reference document for selection decisions made at
shortlisting, testing and interviewing stages. Potential applicants will also use the person
specification to decide if they are suitable for the job.
1.3
The standard person specification template should be used. Sample person specifications
are also available to view in appendix 1.
1.4
The responsible HR adviser will ensure person specifications are broadly consistent with
those for similar jobs within the university and will be able to provide guidance on possible
changes to the person specification to help attract a wider and more diverse pool of
applicants.
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2
Selecting the requirements
Essential and desirable requirements
2.1
2.2
The person specification should set out the essential and, where applicable, the desirable
requirements that the successful candidate should possess:
i.
Essential requirements are the minimum requirements necessary to carry out the job:
without these an individual should not be short-listed/appointed.
ii.
Desirable requirements are not critical for candidates to possess in order to carry out
the job, but may enhance the performance and contribution of the successful candidate
on commencing the job, or be of wider benefit to the team/faculty/university in the
longer term. Desirable requirements should not be 'aspirational' ie they must be
genuinely beneficial in the context of the job purpose and carefully considered. If there
are no desirable requirements then only essential requirements should be specified.
All requirements (both essential and desirable) should be relevant to the job, objective and
measurable.
Weighting of requirements
2.3
Recruiters can choose whether or not to use weighted requirements. They can be used
either to reduce an unmanageable shortlist or to differentiate between two or more
appointable candidates at the decision-making stage. They must not be used for any other
purpose. See guidance on shortlisting.
2.4
Certain requirements within the person specification can be ‘weighted’ to reflect relative
importance to the job. For example, in considering requirements for a manager’s post
“substantial experience of service planning, monitoring and evaluating implementation to
maintain and improve quality” may be considered more important than “evidence of
continuing professional development” therefore the first requirement will be noted as a
weighted requirement.
2.5
If used, weighted requirements must be identified before shortlisting commences. It might
be possible to identify them when drawing up the person specification however it may not
always be obvious at that stage. The weighted criteria should genuinely reflect the most
important and significant job requirements.
2.6
Weighted requirements are not marked on the person specification itself.
Areas of responsibility
2.7
The person specification should group the requirements into ‘areas of responsibility’. The
areas of responsibility should be identified from the job description. For example,
‘Leadership’, ‘People management’, ‘Customer care’, ‘Research’, ‘Teaching’, ‘Marketing’,
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‘Communications’, ‘Technical’, ‘Creativity and innovation’, ‘Equality and diversity’, ‘Welfare’,
‘Finance’, ‘Customer care’, ‘Commercial work’, ‘Partnership working’, ‘International’, etc. A
list of other possible examples is shown in appendix 2.
2.8
The requirements should describe the knowledge, skills, abilities and aptitudes, relevant
experience and, where applicable, qualifications required for each area of responsibility.
2.9
There should be between 3-5 areas of responsibility.
Mandatory requirements
2.10 Equality and diversity must be listed as a requirement for all jobs. Managers could use
one of the requirements below, depending on the level and nature of the job:





'Sensitivity to a diverse range of staff or student needs and evidence of responding to
their different needs';
'Able to provide a service to a diverse range of people to promote good relations and
equality';
'Experience of developing positive relationships with relevant stakeholders (managers,
unions, employees etc.)’;
'Good understanding of equality issues and how they affect the workplace';
'Experience of handling conflict and managing sensitive issues to achieve positive
outcomes.’
2.11 If the job description includes a responsibility for carrying out a specific health and safety
role, an appropriate requirement should be included in the person specification. For
example:


‘Knowledge and understanding of health and safety legislation and regulations’
Or
‘Ability to promote a positive health and safety culture, and improve health and safety
performance’.
2.12 If the job description includes a specific duty about inputting and/or managing data (data
quality), the standard requirement below should be included:
 ‘Understand confidentiality and the requirements of the Data Protection Act’.
2.13 The Code of conduct for DMU staff outlines the expectation on staff to act impartially and in
good faith observing the highest standards of professional integrity and transparency. The
code emphasises where staff could potentially commit a criminal offence under the Bribery
Act 2010, by giving or receiving gifts, loans etc, either financial or non financial (see section
2.11.2 of the code).
2.14 If the role involves situations where potential contravention of the Bribery Act (or
contravention of related university policies and procedures eg Financial Regulations, Anti
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Fraud Policy, Gifts and Hospitality etc.) might occur, the expected demonstrable
behaviours need to be specifically identified within the person specification. This is likely to
be applicable for senior executive positions, those carrying out negotiations abroad, or
finance positions. For example, a requirement to include in the person specification, which
can be confirmed when references are requested, might include:

Maintains professional integrity at all times, acting with honesty and impartiality.
Other requirements
2.15 The person specification should set out any other requirements which are unrelated to the
personal skills and attributes required of the job holder, but arise from the circumstances of
the job purpose and duties. For example the ability to work evenings and weekends, or the
need for a satisfactory standard/enhanced Disclosure and Barring Service (DBS) check.
See DBS Guidelines for Managers and Employees.
Occupational Requirements
2.16 Occupational Requirements (OR’s) should be used with caution, and the relevant HR
adviser must be consulted if the recruiting manager deems an OR to be relevant to the job.
For further information about OR’s, see guidance on ‘Attracting suitable applicants’.
3
Do’s and don’ts
 Do use language that is inclusive and non-discriminatory.
 Do state requirements that are relevant and capable of being objectively measured
during the selection process. If the requirement is not capable of objective
measurement, it should not be included.
 Do focus on transferable skills that will be of benefit to the university as a whole rather
than a specific role where possible.
 Do reflect on each requirement to ensure it is measurable at more than one stage of the
selection process where possible (see also 3.2).
 Do seek advice from experts for technical requirements, to ensure accurate
requirements have been specified and the intended assessment method is appropriate.
Don’t – use terms that might contain age or gender bias or other discriminatory
connotations. Examples might include:
“Must possess a mature attitude to work” - how is this to be measured?
“Ability to speak fluent English” - this will have a discriminatory impact on people whose
first language is not English. Unless there is a clear need for the job holder to be fluent, as
opposed to merely reasonably conversant, in the English language, this would be indirectly
discriminatory on racial grounds.
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“Smartly dressed in appearance” – could be indirectly discriminatory against people who
wear religious or national dress, or who due to bodily shape are unable to wear certain
clothes.
“Waitress / Storeman” – is it an essential requirement for the duties to be performed
specifically by a man or woman? This is sex discrimination.
“Energetic / enthusiastic / dynamic individual” - unnecessary, irrelevant or marginal
requirements such as this can be off-putting to applicants and may be discriminatory eg
where a person’s disability causes them to tire easily.
“Physically fit and healthy” – this could discriminate against people with disabilities.
“Must hold a full, clean UK driving license” – may discriminate against a foreign or a
disabled applicant. Does it need to be ‘clean’? Is this an essential requirement for the job?
“GCSE English and maths at grade C or above” – citing specific qualifications should
be avoided unless clearly justifiable as they can be discriminatory on the grounds of age,
race, national origin, etc. It is better to think about the actual skills needed instead, as this
will extend the pool of potential candidates. Is maths GCSE needed to do the job or is it
more important to have good numeracy skills and ability to do complex calculations?
“A minimum of five years’ experience of managing a team” - asking for specific lengths
of experience may be discriminatory on the grounds of age and may be a poor predictor of
job performance. The length of experience is not necessarily an indicator of the quality or
depth of experience and can lead to arbitrary selection decisions.
Refer to the good practice examples provided at appendix 1.
4
Method of assessment
4.1
The person specification form must indicate how each requirement will be measured in the
selection process.
4.2
It is bad practice to measure every requirement at application stage and may deter people
from applying, especially if the requirements to be addressed at application stage are
numerous. Where possible, each requirement should be measured more than once during
the selection process eg written communication skills might be measured at both
application and at test stage. By using more than one method to measure each
requirement, the correlation between performance during the selection process and
performance in the job is likely to be closer than if only one method is used. However it is
acknowledged that for some skills eg keyboard skills, there may only be one method of
measurement ie test.
4.3
Decisions about which tests are to be used and at what stage of the selection process,
need to be made when the person specification is being drawn up.
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Application form
4.4
Recruiting managers should be realistic about the requirements that can be objectively
measured by the application form. If all requirements are indicated as measurable by
application, those applying will inevitably attempt to meet unrealistic expectations to
provide evidence of their skills and related demonstrable experience or will be deterred
from applying.
4.5
Certain requirements will be more effectively measured using interviews and tests related
to the job context eg presentation skills, knowledge of legislative requirements, problemsolving and analytical skills, etc.
Interview
4.6
A structured interview provides an opportunity to measure previous experience,
understanding, knowledge and abilities. It is an opportunity to verify information provided
on the application form.
See guidelines on Selection methods.
Tests
4.7
Tests related to the job context are better at predicting future performance in the job than
any other measurement and should be used wherever possible and practicable to measure
skills, knowledge and application of experience.
See guidelines on Selection methods.
Documentary evidence
4.8
Some of the requirements may best be demonstrated with documentary evidence, for
example, a qualification, an award, portfolio of achievement or project work. This is
particularly effective if the evidence is linked with a question during the interview.
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APPENDIX 1 – Sample person specifications
Person Specification
Administrative Assistant
CORPORATE AFFAIRS
Note – This person specification is
provided as a good practice example
template only and is not intended to
be an accurate reflection of the role.
Area of
responsibility
Requirements
Administration
Competent written skills for preparing
Essential
documents such as routine reports and
correspondence, and taking messages.
Records and
reports
Essential or desirable
*Method of
assessment
A
I T D


Numeracy skills to accurately assess
travel costs, monitor course delegate
numbers, and schedule appointments.
Essential
 
Ability to prioritise own workload with
minimal supervision.
Essential
 
Experience working in a busy office
Essential
environment, adhering to administrative
deadlines.


High levels of accuracy and strong
attention to detail.
Essential


Ability to organise information in a clear Essential
and logical manner, to arrange
meetings and book travel
arrangements.
Understand confidentiality and the
Essential
requirements of the Data Protection
Act.


 
 
Able to type a wide range of
professional documents including
letters, emails and reports using word
processing software and equipment.
Essential
Competent email and internet user
including experience of Microsoft
Office/Outlook packages.
Essential


Ability to use spreadsheets, databases
and IT presentation packages (i.e.
Desirable


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Area of
responsibility
Requirements
Essential or desirable
*Method of
assessment
A
I T D
Ability to communicate effectively at all
levels.
Essential

 
Excellent customer service skills.
Essential


Equality and
diversity
Able to provide a service to a diverse
range of people to promote good
relations and equality.
Essential


Other
requirements
Occasional out of core hours work
Desirable


PowerPoint).
Liaison and
communication
*A = Application Form; I = Interview; T = Test; D = Documentary Evidence
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Person Specification
Technical Services Manager
FACULTY OF HEALTH & LIFE SCIENCES
Note – This person specification is
provided as a good practice example
template only and is not intended to
be an accurate reflection of the role.
Area of
responsibility
Requirements
Essential or desirable
*Method of
assessment
A
I T D
Leadership and
Management
Experience in managing laboratories
either in higher education or similar
student focussed environment.
Essential

Ability to create a customer and
performance management focussed
culture.
Essential
Previous team leadership experience
of managing staff through change.
Essential
Effective communicator and negotiator
with people in various roles.
Essential
Good understanding of equality issues
and how they affect the workplace.
Essential

 


 


Coaching and mentoring skills
Desirable


Awareness of research and
commercial activity in the context of
higher education.
Desirable


Essential


Degree in a science related subject or
Essential
equivalent technical or professional
qualification.
Analytical skills and a proven ability to
Essential
ensure accuracy and attention to detail.
Able to promote a positive health and
Essential
safety culture, and improve health and
safety performance.

Budget control
Ability to manage budgets in line with
financial regulations.
Essential


Planning and
Experience of project management,
including experience of meeting tight
Essential

 
Technical
Proficient with Microsoft Office
applications or similar.

 


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Area of
responsibility
Requirements
organisation
and changing deadlines.
Other
Requirements
Essential or desirable
Able to work autonomously and
proactively.
Essential
Ability to work unsocial hours including
weekends during peak times or for
events.
Essential
*Method of
assessment
A
I T D
 


*A = Application Form; I = Interview; T = Test; D = Documentary Evidence
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Person Specification
Lecturer/Senior Lecturer
Note – This person specification is
provided as a good practice example
template only and is not intended to
be an accurate reflection of the role.
FACULTY OF HEALTH and LIFE SCIENCES
School of Nursing and Midwifery
Area of
responsibility
Requirements
Essential or desirable
*Method of
assessment
A
I T D
Teaching and
Learning Support
Degree in related subject
Essential


Registered nurse, part 1 Mental Health
Essential


Postgraduate degree or willingness to
study for one.
Essential



Evidence of continuing professional
development.
Essential



Experience of working or teaching in an
interprofessional context.
Essential


Management and leadership experience
Essential


Ability to present information in a variety of
methods appropriate to the needs of the
audience.
Essential
Understanding of and ability to respond to
the learning needs of students from
diverse backgrounds.
Essential

Nursing and Midwifery Council recordable
teaching qualification.
Desirable

Current academic /clinical practice in
Mental Health
Essential

Evidence of addressing professional
issues in both practice and education.
Essential
Ability to contribute to the scholarly and
income generation activities of the division.
Essential


Ability to prepare successful funding and
research bids.
Desirable


Established research and publication
profile.
Desirable


Ability to work within a team and on own
initiative.
Essential
Research and
Scholarship
Planning and









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managing
resources
Other
Ability to communicate effectively at all
levels
Essential
Ability to contribute to the faculty's
programme of interprofessional education.
Essential


Experience of identifying and responding
to business development opportunities.
Desirable


Knowledge of HE student recruitment and
selection requirements.
Desirable


Satisfactory enhanced disclosure and
barring service check.
Essential



*A = Application Form; I = Interview; T = Test; D = Documentary Evidence
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APPENDIX 2 - Example areas of responsibility
The examples below are suggested ‘areas of responsibility’ that may be of use for the types of
posts described below. These are not mandatory and can be used solely or alongside other
appropriate ‘areas of responsibility’ determined by the manager.
All academic positions
Example areas of responsibility
Teaching and learning support
Planning and resource
management
Research and Scholarship
Leadership and management
Liaison and networking
Initiative, problem solving and
decision making
Professional services positions
Nature of Position
Example areas of responsibility
Office Assistants/ Reception
Processing information
Record keeping
Office administration
Reception
Customer service
Liaison and communications
Service delivery
Administration / Co-ordination
Processing information
Liaison and communications
Administration
Reporting and information
Investigation and analysis
Customer service
Problem resolution
Secretaries/PAs
Diary management
Projects
Administration
Committee servicing
External relationships
Budget control
Management briefing
Specialists
Technical
Marketing
Service delivery
Customer service
Budget control
Communication and liaison
Advice and guidance
Health and safety
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Officers
Advice and guidance
Service delivery
Projects
Coaching
Communication and liaison
Policy development
Monitoring and analysis
Budget control
Supervisors/Managers
Supervision
Leadership and management
Planning and organisation
Service delivery and
development
Performance improvement
Operational Management
Budget control
Strategy
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