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Selection

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Before we start…

Recruitment & Selection (Part 2)

Making the choice

Selecting the right staff for your research team

Recruitment and SelectionThis 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.

StructureThis 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 criteriaIt 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 time-wasters?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 criteriaWe 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 criteriaWe 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)


Recruitment & Selection (Part 1) –

Finding your research team:

Encouraging applications to join your team

Setting objective criteria - Person specificationThe 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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Setting criteria for short-listingSelection criteria should include the:

SkillsAbilities 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 legalInform successful (& unsuccessful) applicants

Short listing checklist – PreparationWho, when & where? of 25

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-listingDon’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-listingKeep 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 processThere are two ways that you can get information about the short-listed candidates before the interview…

VisitsA chance for the candidates to see you, and you to see them.

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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).

ReferencesA (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 interviewThis section has explored a wide range of activities you should carry out before the interview including…

Objective criteria

Short-listing checklist

Enhancing the process

VisitsObtaining references

At the interviewSelection testsIntroduction

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.

QuizQ1 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

F) Work study test

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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 exerciseSmith, 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 testsThere 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 methodsGroup 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.

Types of tests and exercise - Skills testsSkills 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.

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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 – PresentationsPresentations 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 studiesAs 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.

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InterviewsThe 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

Preparing for the interviewAs 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. of 25

Inadequate preparationMost 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 impressionWe 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 individualsThis 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 facilitiesThis 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 interviewYou 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 questionsAsking 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 typesThe 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 questionsOpen 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 questionsClosed 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 questionsProbing 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 questionsLeading 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 questionsHypothetical 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 questionsMultiple 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 questionsA 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 questionsBehavioural 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 questionsThis 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 exerciseWhich 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?”


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?


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 funnelTell 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 interviewEvery 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

GreetingInterviewers 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 informationInterviewers 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 informationInterviewers should supply appropriate and accurate information that the candidate requires.

PartingInterviewers 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 environmentThe 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 – YourselfHead

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 personNote 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 messageListen 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 languageYour body language will show whether you are listening to the interviewee or not.

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Making a decision and informing the candidatesThe 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 – FeedbackOccasionally 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 recordsRecord 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 ActThis 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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