Getting applicant selection right March 2012


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Half day open training event held in Guelph, Canada.

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Getting applicant selection right March 2012

  1. 1. Getting applicant selection right by Toronto Training and HR March 2012
  2. 2. 3-4 Introduction to Toronto Training and HR 5-6 Main processesContents 7-8 9-10 Key attributes of effective selection Measures 11-12 Decode the jagged resume 13-18 Application forms 19-22 Decision-making 23-30 Assessment centres 31-33 Role of selection interviews 34-35 Structured interviews 36-37 Criticisms of interviews 38-43 Psychological testing 44-45 Ability testing 46-47 Personality testing 48-49 Biodata 50-52 References 53-54 Tools and techniques for screening and selection 55-56 Case study 57-58 Conclusion and questions Page 2
  3. 3. Introduction Page 3
  4. 4. Introduction to Toronto Training and HR• Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden• 10 years in banking• 10 years in training and human resources• Freelance practitioner since 2006• The core services provided by Toronto Training and HR are: - Training event design - Training event delivery - Reducing costs - Saving time - Improving employee engagement & morale - Services for job seekers Page 4
  5. 5. Main processes Page 5
  6. 6. Main processesShortlistingAssessing applicants Page 6
  7. 7. Key attributes of effective selection Page 7
  8. 8. Key attributes of effective selectionA clear and precise specificationEffective use of multiple techniquesElimination of redundant processesMeasurementEvaluation and continuous improvement Page 8
  9. 9. Measures Page 9
  10. 10. MeasuresProductivityPerformance against quality criteria such as errorrates, level of competency, length of service in theorganization, speed of promotion or levels ofabsenceQuality measures such as error rates, downtime,absence rates, motivation & morale levels andlabour turnover Page 10
  11. 11. Decode the jagged resume Page 11
  12. 12. Decode the jagged resumeCompromise on experience, not on characterBe alert to hidden virtues such as resilienceKnow when to read a resume upside-down Page 12
  13. 13. Application forms Page 13
  14. 14. Application forms 1 of 5FUNCTIONS OF AN APPLICATION FORMTo enable a shortlist of candidates for interview tobe drawn upTo provide information that can be drawn onduring the interviewAs a means by which information about good butunsuccessful candidates can be filed away forfuture reference Page 14
  15. 15. Application forms 2 of 5FUNCTIONS OF AN APPLICATION FORMAs a means of analysing the effectiveness of thevarious recruitment methods usedAs a public relations tool enhancing the employer’simageCapture sensitive information in a non-intimidatingmanner Page 15
  16. 16. Application forms 3 of 5TYPICAL HEADINGSPersonal detailsEducationWork experienceGeographical locationPersonal interests/achievementsEvidence A-planning, implementation andachieving results Page 16
  17. 17. Application forms 4 of 5TYPICAL HEADINGSEvidence B-influencing, communication andteamworkEvidence C-analysis, problem solving and creativethinkingAdditional informationSpecific skillsCareer choiceHealth declaration Page 17
  18. 18. Application forms 5 of 5TYPICAL HEADINGSRefereesAvailability for interviewDiversity and equal opportunities monitoring form Page 18
  19. 19. Decision-making Page 19
  20. 20. Decision-making 1 of 3Whole picture approachHurdle approach Page 20
  21. 21. Decision-making 2 of 3Actuarial approachInterpretative approach Page 21
  22. 22. Decision-making 3 of 3MISTAKESIgnoring the specificationOver-reliance on a single elementHalo effectStereotypingMirroring or similarity-identity biasNon-involvement of clients Page 22
  23. 23. Assessment centres Page 23
  24. 24. Assessment centres 1 of 7WHAT NEEDS TO BE INCLUDEDAnalysis of the key competencies required toperform the job in questionDevelopment of appropriate exercises to measureor permit observation of the competenciesPurchase of psychometric tests to use at theassessment centreShort-listing of applicants to be invited Page 24
  25. 25. Assessment centres 2 of 7WHAT NEEDS TO BE INCLUDEDTraining of assessors and other employeesinvolved in conducting the exercisesFood and accommodation at the centre forapplicants and assessorsPresence of senior managers to act as observersand interviewersGiving of meaningful feedback to successful andunsuccessful applicants Page 25
  26. 26. Assessment centres 3 of 7TYPES OF DRILLIn-tray exercisesGroup exercisesPresentationsRole plays Page 26
  27. 27. Assessment centres 4 of 7RETURN ON INVESTMENT-SALESPEOPLEImproved levels of new business, such as $400000per year rather than $3000000 which occurredbefore assessment centresImproved levels of repeat salesEnhanced customer satisfaction ratingsLower attrition rates among new hires, down from50% over two years to 25%Higher levels of employee satisfaction Page 27
  28. 28. Assessment centres 5 of 7RETURN ON INVESTMENT-SALESPEOPLETotal program costs of $250000Estimated total benefits of $750000ROI=200% Page 28
  29. 29. Assessment centres 6 of 7ADVANTAGESFocus on key elements of the role and aretherefore very specific in measuring suitabilityThey are thorough, avoiding over reliance on asingle techniqueInteresting for candidates since they provide avariety of activities and opportunity to meet othersExercises provide a useful glimpse into and theflavour of the workResearch shows centres are very effective atselecting candidates Page 29
  30. 30. Assessment centres 7 of 7DISADVANTAGESProcess can feel uncomfortable with somecandidates, particularly where abstract drills occurCentres are sometimes transparent and it is tooeasy for candidates to ‘act’ in group exercises andother aspects which may not be sustainedCentres can be extremely time-consumingDrills should be appropriate to the general level ofintellect and the experience of the candidates Page 30
  31. 31. Role of selection interviewing Page 31
  32. 32. Role of selection interviewing 1 of 2CANDIDATEAsk questions about the job and the organizationDecide if they’d like to take the job Page 32
  33. 33. Role of selection interviewing 2 of 2ORGANIZATIONDescribe the job and the responsibilities the jobholder would need to take on in more detailAssess candidates’ ability to perform in the roleDiscuss with the candidate details such as startdates, training provisions and terms and conditionsGive a positive impression to the candidate of thecompany as a ‘good employer’ (who theyd like towork for should they be offered the position) Page 33
  34. 34. Structured interviews Page 34
  35. 35. Structured interviewsQuestions are planned carefully before theinterviewAll candidates are asked the same questionsAnswers are scored using a rating systemQuestions focus on the attributes and behavioursneeded in the job Page 35
  36. 36. Criticisms of interviews Page 36
  37. 37. Criticisms of interviewsThe self-fulfilling prophecy effectThe stereotyping effectThe halo and horns effectThe contrast effectThe similar-to-me effectThe personal liking effect Page 37
  38. 38. Psychological testing Page 38
  39. 39. Psychological testing 1 of 5BEFORE USING A TEST USERS MUST CONSIDERWhether it is appropriate to use a test at all andWhether it will provide any additional relevantinformationWhether there are sufficient resources in place tocarry out testing effectivelyWhen used for selection purposes, that tests arerelevant to the job/person specification Page 39
  40. 40. Psychological testing 2 of 5BEFORE USING A TEST USERS MUST CONSIDERWho will choose, recommend and demonstrate thevalue of testsAt what stage tests should be incorporated intothe decision-making processEqual opportunities issuesHow the results will be used and what weight willbe given to them for decision-making purposesWhat their policy will be on confidentiality Page 40
  41. 41. Psychological testing 3 of 5BEFORE USING A TEST USERS MUST CONSIDERWho will have access to the resultsHow test results will be storedThe law regarding the copyright of testsThe policy and provisions for giving feedback Page 41
  42. 42. Psychological testing 4 of 5TEST ADMINISTRATORS SHOULD ENSUREINDIVIDUALS RECEIVEAdvance notice that they will be required to taketestsNotice of the duration of tests and whether this issignificant in interpreting resultsAdequate time to allow them to make any practicalarrangements to enable them to take the tests Page 42
  43. 43. Psychological testing 5 of 5TEST ADMINISTRATORS SHOULD ENSUREINDIVIDUALS RECEIVEAccess to an appropriate environment free frominterference in which to take the testsAdequate information about the requirements ofeach test they will be asked to complete, and theopportunity to raise any queries they have beforetaking the testsInformation on the arrangements for feedback Page 43
  44. 44. Ability testing Page 44
  45. 45. Ability testingVerbal reasoningNumerical reasoningAnalytical abilityCrystallized intelligenceFluid intelligence Page 45
  46. 46. Personality testing Page 46
  47. 47. Personality testingBasic assumptions around validityBasic psychological constructs or traitsInferences made by selectorsTypes of question Page 47
  48. 48. Biodata Page 48
  49. 49. BiodataDefinitionHard and soft questionsCriticisms of biodataCircumstances where biodata is particularly suited Page 49
  50. 50. References Page 50
  51. 51. References 1 of 2SPECIFIC QUESTIONSPeriod of employmentWork performance based on a scaleTime lost due to sickness or other absenceReason for leavingQuestion of whether the employer would re-employA catch-all question seeking any other relevantinformation and reasons to be employed Page 51
  52. 52. References 2 of 2A tendency to give individuals a similar ratingwhen asked about different aspects of their workand personalityA tendency to give good ratingsA tendency, when given a five-point scale, to rankindividuals in the centre Page 52
  53. 53. Tools and techniques forscreening and selection Page 53
  54. 54. Tools and techniques for screening and selectionSuitabilityResource and cost constraintsEffectivenessAcceptability Page 54
  55. 55. Case study Page 55
  56. 56. Case study Page 56
  57. 57. Conclusion and questions Page 57
  58. 58. Conclusion and questionsSummaryVideosQuestions Page 58