Staff Selection Techniques Handbook V4 Oct2003

Attorney-General’s Department

Staff Selection Techniques Handbook

TABLE OF CONTENTS: RELEVANT ACTS & POLICIES..........................................................1 PERSONNEL MANAGEMENT STANDARDS ............................................1 APPLICATION OF MERIT PRINCIPLE TO SELECTION ..............................2 PSM ACT - DEFINITION OF MERIT ...............................................2 GUIDELINES ON USE OF MERIT DEFINITION ....................................3 USE OF MERIT DEFINITION PART A.......................................................................................................................4 USE OF MERIT DEFINITION PART B .......................................................................................................................4

EQUAL OPPORTUNITY IN SELECTION ...............................................6 INTRODUCTION .....................................................................6 TYPES OF DISCRIMINATION.......................................................7

THE SELECTION PROCESS .............................................................9 SELECTION PROCESS CHECKLIST................................................. 10

GUIDELINES FOR JOB & PERSON SPECIFICATIONS............................. 11 JOB ANALYSIS .................................................................... 11 JOB AND PERSON SPECIFICATIONS............................................. 11 WRITING PERSON SPECIFICATIONS ............................................ 12 CONSIDERATIONS ..........................................................................................................................................................12

THE SELECTION PANEL .............................................................. 13 WHO SHOULD BE ON IT? ........................................................ 13 ROLE OF CHAIRPERSON .......................................................... 13

DESIGNING THE SELECTION PROCESS ............................................ 14 SHORTLISTING........................................................................ 14 SHORTLISTING MATRIX..............................................................................................................................................14

DECIDING ON THE PROCESS ........................................................ 16 THE STRUCTURED INTERVIEW PROCESS .......................................... 16 STRUCTURED INTERVIEW ........................................................ 16 QUESTION TYPES AND THEIR USES ............................................ 17 OPEN QUESTIONS...........................................................................................................................................................17 CLOSED QUESTIONS .....................................................................................................................................................17 BEHAVIOURAL QUESTIONS.......................................................................................................................................18 HYPOTHETICAL QUESTIONS....................................................................................................................................19

PRE-INTERVIEW STEPS: .......................................................... 20 INTERVIEW SETTING............................................................. 20 CONDUCTING THE INTERVIEW .................................................. 20 1. 2.

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OPENING THE INTERVIEW...............................................................................................................................21 DEVELOPING THE INTERVIEW........................................................................................................................21

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CONCLUDING THE INTERVIEW......................................................................................................................21

ALTERNATIVE SELECTION TECHNIQUES.......................................... 21 SOME EXAMPLES: ............................................................................................................................................................22

DETAILED EXAMPLE ............................................................... 22 IN-BASKET..........................................................................................................................................................................22

REFEREE REPORTS..................................................................... 24 GUIDELINES ....................................................................... 24 HOW TO COLLECT REFEREE REPORTS ........................................... 25 ACCESS TO REPORTS ............................................................. 25

DECISION MAKING ................................................................... 26 IMPROVING THE DECISION MAKING PROCESS ................................. 26 COMMON FAULTS ................................................................. 27 HALO EFFECT.....................................................................................................................................................................27 STEREOTYPING ................................................................................................................................................................27 EMPHASIS ON NEGATIVE INFORMATION.........................................................................................................27 SEQUENCE EFFECTS......................................................................................................................................................27 OVER-EMPHASIS ON THE INTERVIEW ................................................................................................................28 RUSHED FINAL DECISION .........................................................................................................................................28

FEEDBACK FRAMEWORK .............................................................. 28 PROMOTIONAL APPEALS ............................................................. 29 APPEAL RIGHTS ................................................................... 29 THE APPEAL PROCESS............................................................. 30

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RELEVANT ACTS & POLICIES J

PUBLIC SECTOR MANAGEMENT ACT 1995 http://www.ocpe.sa.gov.au/ref_docs/publsect.doc

J

EQUAL OPPORTUNITY ACT (SA) 1984 http://www.austlii.edu.au/au/legis/sa/consol_act/eoa1984250/

J

PSM ACT DETERMINATION No. 2 - Recruitment & Appointment of Non-Executive Employees http://www.ocpe.sa.gov.au/policy.asp?id=677

J

AGD HRM POLICY No. 1 - Recruitment & Selection http://jpsd.agd.sa.gov.au/hr/Policies%20PDF/HRM/Rec%20&%20Sel%20Policy.pdf

PERSONNEL MANAGEMENT STANDARDS The Public Sector Management Act requires that the following personnel management standards are to be observed in the Public Sector: a) Base all selection decisions on a proper assessment of merit; and b) Treat employees fairly and consistently and not subject employees to arbitrary or capricious administrative decisions; and c) Prevent unlawful discrimination against employees or persons seeking employment in the public sector on the ground of sex, sexuality, marital status, pregnancy, race, physical impairment or any other ground and ensure that no form of unjustifiable discrimination is exercised against employees or persons seeking employment in the public sector; and d) Use diversity in their workforces to advantage and afford employees and equal opportunities to secure promotion and advancement in their employment; and e) Afford employees reasonable avenues of redress against improper or unreasonable administrative decisions; and f) Provide safe and healthy working conditions; and g) Prevent nepotism and patronage

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APPLICATION OF MERIT PRINCIPLE TO SELECTION The best or most suitable person is to be selected whenever a vacancy in the SA Public Service is to be filled. This is a requirement of effective management and it is an obligation under the Public Sector Management Act (PSM Act). The definition of ‘best’ or ‘most suitable’ does, however, depend on individual perspectives. Although the Public Sector Management Act defines “merit”, it is considered that some further explanation may be of benefit. Advice on the practical application of the Merit Principle is provided in this handbook, which is a guide to assist those involved in the selection process.

PSM ACT - DEFINITION OF MERIT “merit in relation to selection processes for the filling of positions means a) the extent to which each of the applicants has abilities, aptitude, skills, qualifications, knowledge, experience (including community experience), characteristics and personal qualities relevant to the carrying out of the duties in question; and b) if relevant (i) the manner in which each of the applicants carried out the duties or functions of any position, employment or occupation previously held or engaged in by the applicant; and (ii) the extent to which each of the applicants has potential for development.”

This definition is designed to: a) ensure that judgement of abilities, experience and qualifications is made against the requirements of the position in question; b) help ensure that applicants are judged fairly as to their personal attributes, experience and qualifications; c) allow the opportunity for experience gained in areas other than paid work to be viewed as providing relevant experience; and d) allow for performance in related areas to be considered indicative of an applicant’s potential ability to do the job.

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GUIDELINES ON USE OF MERIT DEFINITION Applicants for positions rarely (if ever) match person specifications exactly. The process of selection therefore involves a) identifying the skills stated in the person specification possessed and displayed by each applicant; b) balancing these with those present in other applicants; and c) making judgements about how well applicants will fulfil those tasks which require skills they have not yet had the opportunity to display. The application of merit is an inexact process. Every opportunity to improve this process should be taken. Consequently: J

In assessing applicants, selection panels should base the procedures used on properly prepared job and person specifications;

J

The procedures developed and used should be designed to give reliable and valid measures of the skills, etc, reflected in the person specification and of the likelihood that the duties required in the position will be carried out adequately;

J

Selection panels are encouraged to use techniques in place of, or in addition to, the traditional ones (eg alternative selection techniques) as appropriate. Advice on these can be obtained from the Human Resource Services Branch; and

J

The major emphasis during selection should be on those items specified as essential. Selection panels are warned against listing many items as desirable and using these to justify a selection, save in exceptional circumstances (eg where two applicants are judged of nearly equal ability).

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Use of Merit Definition Part A Part A of the merit definition reads as follows: “the extent to which each of the applicants has abilities, aptitude, skills, qualifications, knowledge, experience (including community experience), characteristics and personal qualities relevant to the carrying out of the duties in question”. There are four broad areas involved in Part A. These are: 1. Abilities, Aptitudes and Skills In person specification terms these include things such as clerical aptitude, communication skills, management or supervisory ability, conceptual or reasoning skills, manual dexterity, etc. While these are to be assessed in relation to the duties in question, it is not essential that proof of the presence of an ability, aptitude or skill must derive from actual job performance. It is possible to get accurate assessments of these by other means such as standardised (or other) assessments of ability, achievement or skills, work sample approaches, etc, and to consider these in conjunction with or in place of actual job performance. It is not necessary to have direct actual job performance measures of, for example “management ability”, if it is possible to derive valid and reliable information by some other means or where an applicant has not had the opportunity to display such abilities on the job. This example is most clearly evident in positions at the first level of supervisory responsibility and where applicants are drawn from those without such experience. 2. Qualifications and Knowledge The proper application of the merit principle in regard to qualifications and knowledge requires that any essential or desirable specification of these should be clearly relevant to the duties in question and for equal opportunity reasons worked so as not to exclude applicants who might reasonably be expected to be able to carry out the duties satisfactorily. 3. Experience (including community experience) Non-occupationally obtained experience that is relevant to the duties in question is to rank equally with relevant occupationally obtained experience. If, for example, an applicant has been involved in management of some volunteer or social group then this should be judged according to the same criteria as the management of a work group. Obviously some appropriate test of competence of both types of experience should be applied. This is important because it will sometimes by difficult to obtain reliable reports of people’s experience and ability where non-occupational experience is claimed. 4. Characteristics and Personal Qualities These terms are taken to mean the collective qualities or peculiarities which distinguish an individual. In this context, terms often used are initiative, patience, assertiveness, diligence, sensitivity, responsiveness and such like. That is, terms which describe a person as much as the skills required on the job. While again these are to be relevant to the duties in question and therefore tied to the person specification, there are sometimes personal qualities which, while unstated, are inherent in a contract of employment, eg punctuality or timeliness.

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This part of the merit definition reads as follows: “if relevant (i) the manner in which each of the applicants carried out the duties or functions of any position, employment or occupation previously held or engaged in by the applicant; and (ii) the extent to which each of the applicants has potential for development.” Part B(i) Where evidence which bears directly on the duties in question is either wholly or in part absent then it is appropriate to consider under Part (B) of the definition the way in which an applicant has carried out duties not relevant to the position in question. In using Part B(i) a selection panel would need to satisfy itself that the manner in which other duties might have been carried out is a sufficient indication of how the relevant duties might be performed. For example, if written communication skills were required for a position, would ability to write form letters necessarily indicate an ability to write reports? It would be better to undertake some more objective and relevant test of report writing ability through some work sample exercise and assessing skills relevant to the duties in question can often be taken even where no directly relevant work experience exists. Use of Part B(ii) This provision allows for assessment of the potential applicants have to develop their skills and apply them to the position requirements. It is important for selection panels to recognise that considerations of potential should not go beyond the requirement of the position as expressed in the job and person specification documents. It should also be appreciated that this provision is clearly meant to be used in restricted circumstances as it is specified to be used only where “relevant”. The following describes the conditions of its use. Part B(ii) of the definition would normally come into play when considering school or educational institution leavers for entry level positions (eg ASO1) where they do not have work histories of any kind.

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EQUAL OPPORTUNITY IN SELECTION INTRODUCTION The following Acts make certain types of discrimination unlawful in employment generally and, therefore, also cover the total selection process from advertising to appointment: ∗

Equal Opportunity Act, 1984 (S.A.) http://www.austlii.edu.au/au/legis/sa/consol_act/eoa1984250/

∗

Sex Discrimination Act, 1984 (Cth) http://www.austlii.edu.au/au/legis/cth/consol_act/sda1984209/index.html

∗

Racial Discrimination Act, 1975 (Cth) http://www.austlii.edu.au/au/legis/cth/consol_act/rda1975202/index.html

∗

Disability Discrimination Act 1992 (Cth) http://www.austlii.edu.au/au/legis/cth/consol_act/dda1992264/index.html

∗

Human Rights and Equal Opportunity Commission Act 1986 (Cth) http://www.austlii.edu.au/au/legis/cth/consol_act/hraeoca1986512/

The abovementioned Commonwealth Acts will only come into effect if a basis of unlawful discrimination is not covered by the South Australian Act (eg mental illness). We will concentrate on the South Australian Act as this covers the majority of grounds of unlawful discrimination in employment. The South Australian Equal Opportunity Act, 1984 makes it unlawful for anyone to be treated unfairly on the grounds of:

J J J J J J J

AGE SEX MARITAL STATUS PREGNANCY SEXUALITY IMPAIRMENT (Physical or Intellectual) RACE

In South Australia, each ‘ground’ of discrimination is defined as follows: AGE - this covers all ages. For example, not recommending an applicant for a position because he or she is perceive to be too young or too old. This is unreasonable because a person’s age is not a determinant of their ability. SEX - defined as male or female and the most familiar aspect of the law to the general community. Most complaints come from women about sex discrimination. However, employment complaints do also come from men who are usually employed in non-traditional areas of work such as nursing or keyboard work. MARITAL STATUS - defined as married, single, separated, divorced or defacto. Discrimination would usually happen in employment or accommodation. For example, employers VERSION: 4

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assuming that a single woman will leave to get married, or a landowner refusing to let premises to a defacto couple. PREGNANCY - is the state of being pregnant and obviously is only applicable to women. Discrimination is often seen in employment, where women are sacked because they are pregnant. SEXUALITY - is defined as homosexuality, bisexuality, heterosexuality and trans-sexuality. It is intended, in the main, to protect homosexuals and bisexuals from discrimination by the heterosexual majority. However, it does also protect heterosexual people from discrimination on the basis of their sexuality. This may happen in establishments that attract a homosexual clientele. IMPAIRMENT - this includes physical disability, and intellectual impairment. J Physical disability covers the total or partial loss of any function of the body, or the loss of a limb, or the malfunctioning of a part of a person’s body, or any malformation or disfigurement. A wide range of disabilities is covered such as partial or total blindness, AIDS, diabetes, asthma, etc. J Intellectual impairment means the permanent or temporary loss or imperfect development of mental faculties (except where attributable to mental illness) resulting in reduce intellectual capacity. RACE - this can mean a person’s country of birth, ancestry, colour of skin, or nationality. For example, a person may be third generation Greek, but if he or she is discriminated against because they are presumed to be of that race, then the discrimination is unlawful. Alternatively, if an Aboriginal person is discriminated against because they are Aboriginal, this would be covered by the ‘colour of skin’ or ancestry provision in the law. That is, the Aboriginal person would usually be Australian, and therefore the person would not be discriminating on the basis of country of birth or nationality.

TYPES OF DISCRIMINATION 1. Direct Discrimination This occurs when there is: J less favourable treatment in comparison to another person of a different group; or J less favourable treatment on the basis of a characteristic or presumed characteristic that is associated with the group the person comes from. Examples: J

Choosing a man for a truck driver’s job who is less experienced than a woman simply because ‘truck driving is a man’s job’ would be illegal. Similarly, choosing a woman for a child care worker position over a man who is more experienced because “child care is a woman’s job”.

J

Not recommending applicants for a position because they are either perceived to be too young or too old. This is an unreasonable because a persons age is not a determinant of their ability.

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2. Indirect Discrimination This occurs when there is a policy, rule or ‘way of doing things’ that might appear on the surface to be fair or neutral, but which has an unequal effect on certain groups of people. Indirect discrimination is unlawful when the rule or requirement is unreasonable. Example: An agency makes a rule that to be eligible for an promotion to an executive position, an applicant must have had at least five years’ experience in a similar job. younger applicants may have had the skills, knowledge and capacity required to perform the job, but not the stated length of experience. this may be indirect discrimination on the ground of age. A selection panel organises to hold all interviews prior to 8:30am or after 5pm in order to suit their business. However this indirectly discriminates against applicants who have reasonable family responsibilities which result in them being unavailable at these times. A similar situation could arise if a written test required a knowledge of Australian history. Unless this was a required aspect of the job and not just a measure of intellect or general knowledge, then the test would be unlawful. IT would discriminate against those who did not grow up in Australia.

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THE SELECTION PROCESS Selection is not simply an interview. It is a process with a number of steps which helps to ensure that the best person is chosen for the job after receiving fair and full consideration. The process can be represented by this flow chart: REVIEW JOB AND PERSON SPEC’

â ADVERTISE (FILLING OF VACANCIES)

â FORM SELECTION PANEL

â DESIGN SELECTION PROCESS

â SHORTLIST

â INTERVIEW/ALTERNATIVES

â DECISION MAKING

â DOCUMENTATION

â APPROVAL

â FEEDBACK

â POST SELECTION ACTION

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SELECTION PROCESS CHECKLIST ACTION

DOCUMENTATION REQUIRED

Supervisor/Manager reviews and/or prepares Job and Person Specification for approval of delegate (and remuneration level advice form HR is required)

Job and Person Specification

Delegate approves filling of position

Request to Fill Vacancy Form

Establish the panel - panel should consist of chairperson (usually immediate supervisor), staff rep’, client rep’.

No formal documentation required

Design selection process

No formal documentation required

Maintain a confidential list of names, contact numbers and addresses of people issued with Job and Person Specification in prepared schedule

List

Record the applications and acknowledge receipt of applications in writing immediately following closing date

Standard acknowledgment letter

Shortlist

Selection matrix (or other format)

Advise applicants not shortlisted for interview in writing

Standard Letter

Notify shortlisted applicants of the interview format, venue, date, time and names/roles of panel members by phone and in writing

Standard Letter

Conduct Interviews/ Alternative Selection Techniques

Interview notes, results of tests, etc.

Seek referee report(s) - if required

Notes

Prepare selection report for approval of delegate (HR Services will peruse if required)

Selection report to Delegate

Once approved, advise the successful applicant by phone

No formal documentation required

Advise the unsuccessful applicants by phone of the selection outcome and offer feedback

No formal documentation required

Send confirmation in writing to all unsuccessful applicants immediately

Standard Letter

Fax “Vacancy Selection Outcome Advice” form to the Office for Commissioner for Public Employment

“Vacancy Selection Outcome Advice” form

Forward letter of offer of employment (after appeal period if ongoing position)

Standard Letter of offer (ie ongoing or contract)

All information relating to selection is placed in the Schedule of Applications and forwarded to HR for filing.

Schedule of applications

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GUIDELINES FOR JOB & PERSON SPECIFICATIONS JOB ANALYSIS As soon as a position becomes vacant, it is important that the Supervisor/Manager take the opportunity to review the job and person specification. In order to make effective staff selection, it is necessary to have a current, accurate description of the job and an understanding of how it relates to other jobs in the organisation. That is, the job’s principal functions and its accountabilities: “Why, how and what is done?” and “What does it take to do it?”. A vacancy provides the opportunity to reconsider the duties of the position and to update the Job Specification in line with current organisational demands and practices (ie what do you need the job to achieve?). Such a review involves an analysis of the job that may result in a revised job and person specification. Because of the importance of both of these documents in the selection process, particular attention should be paid to the job analysis. Where a job and person specification is being created, or has been reviewed and there has been a change in reporting or organisational structure, new responsibilities or increased work value added to the position, remuneration level advice must be sought from Human Resources to ensure that the position is set at the correct level. If you are unsure of whether a revised job and person specification requires this action to be taken, contact HR for advice. Important: All too often the review of the job and person specification is omitted or hurried in order to expedite the selection process. Do not hurry this critical step as it may have a significant bearing on the selection process (eg select wrong person for the job, appeal, etc).

Information concerning the job can be obtained from a variety of sources including: a) from someone directly in charge of the work, such as a Supervisor, Branch Manager, or the Director concerned; b) from personal knowledge or observation of the job being done; c) from current or former job incumbents; and d) from existing staff in the work area.

JOB AND PERSON SPECIFICATIONS Supervisor/Manager to prepare or review. JOB SPECIFICATION ð Outcome Terms ð Accurate ð Clear ð Non-Discriminatory ð Realistic

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PERSON SPECIFICATION ð Based on Job Specification ð Essential or Desirable ð Reasonable ð Non-Discriminatory ð Demonstrable

WRITING PERSON SPECIFICATIONS CONSIDERATIONS In preparing a Person Specification, a key point to ensure is that the personal skills and attributes identified are clearly job related and are specified in terms that may be recognised and measured objectively so far as possible. It is equally important to ensure that those skills, attributes etc, which are identified as being essential are truly essential. 1. THE TOTAL JOB The specific job description, including other considerations, such as the organisational climate and management style indicate the social and other influences that will bear on the worker, and the personal job attributes and skills that the successful applicant should possess. 2. PREVIOUS JOB INCUMBENTS It is useful in preparing a Person Specification to consider previous job incumbents or incumbents of similar jobs in an effort to identify the personal attributes and skills that contribute towards effective performance of the job and also those which are irrelevant and hinder effective performance. 3. BE REALISTIC In seeking to replace someone who has held down a job for a number of years, it is pointless to have a Person Specification which accurately portrays the former incumbent minus blemishes but with all relevant knowledge. This will almost certainly be an impossible specification against which to select. It is necessary to get right down to the absolute essentials and think in terms of what the newcomer must have if he or she is to perform this task satisfactorily. 4. EQUAL OPPORTUNITY POLICY It is important to ensure at all stages of the selection process that adherence to the principles of Equal Opportunity in employment is maintained. Care should be taken to identify the personal skills and attributes required in relation to the demands of the job and to avoid basing the Person Specification on traditional stereotypes.

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5. BE RELEVANT AND PRECISE IN SPECIFYING FACTORS It is important to ensure that the requirements listed are clearly job related and are specified in terms that may be recognised and measured objectively so far as possible, rather than in abstract human qualities. Precise language is thus important in preparing the Person Specification.

THE SELECTION PANEL WHO SHOULD BE ON IT? J

People who collectively know the job.

J

People who understand Selection and EEO principles.

J

Aim for no less than two and no more than four.

J

Aim for a gender balance.

J

Immediate Supervisor.

J

Staff representative.

J

Client representative.

ROLE OF CHAIRPERSON J

Ensure panel members have all applications, job & person specification, familiar with selection guidelines.

J

Ensure members understand equal responsibility and maintain confidentiality.

J

Open, direct and close interview.

J

Co-ordinate the evaluation and decision making process.

J

Document selection process.

J

Ensure that post selection action is professionally conducted.

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DESIGNING THE SELECTION PROCESS There still tends to be a perception amongst many employees that the interview is the only selection tool used to fill vacant positions. However, the interview can be an ineffective selection tool if used in isolation especially if it is not structured. In addition to using a structured interview, the selection panel should also consider the merit of using other selection tools in order to improve the reliability and validity of their selection decision. These include the use of alternative selection techniques and referee reports. Therefore to assist you to design of an appropriate selection process, these “tools” will be discussed in more detail in the following sections (they may also form part of the shortlisting process).

SHORTLISTING After the selection process is designed each panel member reads the applications privately and shortlists the applicants based on the degree to which they meet the person specification. The panel then discusses their individual shortlisting and reaches agreement on the applicants who will proceed to the next stage in the selection process. Referee statements can be sought as part of the shortlisting process. This process can be summarised as follows: J

All members participate.

J

Shortlist against Person specification - essential requirements.

J

Check overseas qualifications.

J

Referee reports may be sought as part of this process.

J

Record reasons for not shortlisting.

J

Advise unsuccessful applicants.

Shortlisting Matrix Client Services Officer ASO2

John Smith

Sue Jones

etc

Personal Abilities/Aptitudes/Skills Interpersonal skills to effectively relate to a wide range of client groups, in particular clients who may present as angry or in crisis. Ability to work under limited supervision and to take the initiative in managing workload. Ability to deal with confidential matters with tact and discretion. Experience Experience in providing services to a wide range of client groups. Knowledge Knowledge of word processing and data base facilities Knowledge of effective telephone and reception techniques. Desirable Characteristics Experience Experience in data base management. Knowledge Knowledge of equal opportunity principles and practices.

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Educational/Vocational Qualifications Post secondary studies in human services or related field.

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DECIDING ON THE PROCESS Once the shortlisting process has been completed, the selection panel needs to determine the process by which the shortlisted applicants will be assessed. This may involve the identification of alternative selection techniques in addition to the application, interview process and referee checks. The panel also needs to determine the weighting which will be given to each part of the process in order to provide an objective framework for their decision making. The weighting should be decided in light of the requirements of the position. For example, if a position requires significant data entry skills, then the weighting given to a ‘test’ which covers skills such as attention to detail and typing speed needs to reflect this. In addition the panel may wish to create a matrix which highlights which parts of the process are providing them with information about each of the criteria in the person specification. This may make the decision-making process easier once all the information has been gathered.

THE STRUCTURED INTERVIEW PROCESS STRUCTURED INTERVIEW The interview is the most commonly used selection tool in Australian society. However, if the interview is to be of value as a serious assessment tool, it needs to be structured. This means that: J the questions asked must be based exclusively on the job and person specification; J the same core questions must be asked of each and every applicant; J sample answers to questions are to be determined in advance; and J interviewee responses are rated.

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QUESTION TYPES AND THEIR USES It is essential that all panel members be skilled in the use of questioning techniques, and that the panel as a whole be able to coordinate its questioning and probing. The interviewee’s impression of your overall competence will probably depend largely on your skills in this area. Interviews are best commenced on grounds familiar to the applicant, such as current work responsibilities. As a rule, any one selection criterion should be introduced and fully probed with applicants before the selection panel passes to the next; the direction and depth of questions should be varied to achieve this result. There are many ways in which questions can usefully be classified, and these notes will probably only cover some of them. However, if you are able to have these question types in mind as you interview, you will be able to use them to some extent to direct and control the course of the interview. Most questions fall into one of the two categories - open or closed.

OPEN QUESTIONS Open questions are those which are framed to put the onus of structuring the reply onto the interviewee, and in such a way as to avoid single word or brief answers. An example would be: Q.

Please tell the panel about the problems you have handled as a supervisor?

The advantages of open questions are that they: J encourage an applicant to do most of the talking; and J sometimes turn up unexpected information or leads. The disadvantages of open questions are that they: J can sometimes be difficult to phrase succinctly, where the question is a complex one; and J are often phrased inexactly or ambiguously, leaving the applicant floundering as to what sort of answer is expected or suitable.

CLOSED QUESTIONS Closed questions are phrased in such a way as to encourage answers of very few words, usually ‘yes’ or ‘no’. The narrower the range of possible answers, the more closed the question. The closed version of the above open question would be: Q.

Have you handled problems as a Supervisor?

The advantages of closed questions are that they: J can be used to direct an interview into specific areas, or to introduce some probing open questions; J can be used to tactfully slow down or quiet a talkative applicant; and J can be used for clarification.

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The disadvantages of closed questions are that: J they can appear to be collecting valuable information, when in fact they are not; J applicants will often seize the opportunity to answer with only a ‘yes’ or ‘no’, where a properly phrased open question might have collected worthwhile information and picked up new leads for further questions; and J their overuse can destroy the flow of an interview, turning it into an interrogation. When a lot of information of this kind is sought, give consideration to collecting it on a modified application form. Examples of closed and open questions: 1. a) Do you work well within a team? (Closed) b) Please tell the panel how you work well within a team? (Open) 2. a) You don’t like this work, do you? (Closed) b) What do you dislike about this work? (Open) 3. a) Are you able to deal with conflict? (Closed) b) Please give us an example of how you have dealt with conflict within your team? (Open) While most questions can be termed open or closed, there are other ways of classifying questions. These are discussed below.

BEHAVIOURAL QUESTIONS Behavioural questions are an excellent way of assessing an applicant’s past skills. They are the preferred type of question to be asked of applicants during an interview. These type of questions: J ask for examples of past behaviour; J are used to assess the presence or absence of a skill; and J are very specific. EXAMPLES OF BEHAVIOURAL QUESTIONS 1.

Describe a time in any job you have held when you were faced with problems or pressures that tested your ability to cope. What did you do?

2.

Give an example of a time when you had to be relatively quick in coming to a decision.

3.

Please tell the panel about a job experience in which you had to speak up in order to be sure that other people knew what you thought or felt?

4.

What do you do when one of your people is performing badly, just not getting the job done? Give an example.

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5.

Give an example of a specific occasion when you conformed to a policy with which you did not agree.

6.

Give an example of a time when you had to use your fact-finding skills to gain information in order to solve a problem - then tell me how you analysed the information to come to a decision.

7.

Describe the most significant written document/report/presentation that you have had to complete.

8.

Please give the panel an example of a time when you were able to communicate with another person, even though that individual may not have liked you personally.

9.

What did you do in your last job in order to be effective with your organisation and planning?

10. Describe the most creative work related project which you have undertaken.

HYPOTHETICAL QUESTIONS These set up a hypothetical situation or problem for the applicant, about which one or more questions can be asked concerning possible courses of action in such a situation. Such questions should be planned before the interview. If a selection panel is intending to use hypothetical questions, they should ensure they are sufficiently general to allow for different applicant backgrounds and experience. Be careful that these questions do not become too long-winded, and turn into ‘heavily prefaced’ questions, as discussed below.

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PRE-INTERVIEW STEPS: Before the interview, ensure that: J

Applicants are informed of the selection process.

J

Applicants are given no less than 2 days and preferably at least 1 week’s notification of interview.

J

Applicants are advised of the names and positions of those conducting the interview.

J

Core questions are structured, agreed to and allocated to specific panellists. Selection criteria that have been given priority are the basis for determining questions.

J

The panel has agreed to the structure of the interview, ordering it in a logical, consistent way.

J

Adequate time is set aside for each interview, which should include time for the applicant to ask questions. A suggested schedule is 5 - 10 minutes for pre-interview briefing of panel, 30 minutes for each applicant, and 10-15 minutes for panel to prepare summary notes on applicants and discussion.

INTERVIEW SETTING J

The setting should be as relaxed and conducive to discussions as possible.

J

The interview should be held in a place that is private - out of hearing of other people and out of view of incumbents and work peers. Careful consideration should be given to the venue.

J

The interview should be free from interruptions such as telephone calls.

J

The room should be tidy, well lit, at a comfortable temperature.

J

The furniture should be arranged to encourage communication and to reduce stress, eg. round table.

J

Provide water for the applicants.

REMEMBER: J

The interview is not a test. The objective is to select the most suitable applicant.

J

The panel needs to consider the best way to gain information and allow all applicants to demonstrate their abilities.

J

The panel should aim to achieve consensus through equal input, open discussion and careful consideration for the information obtained through all aspects of the process. Disputes may be dealt with through a minority report or consultation with relevant personnel for advice.

CONDUCTING THE INTERVIEW VERSION: 4

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There are three stages to conducting an interview.

1.

Opening the Interview If an interview is not opened properly, the entire interview may suffer. Therefore, it is important to establish rapport and orient the interviewee. J

Establishing Rapport In establishing rapport, we are looking to put the interviewee at ease and set the scene for an effective interview. The use of small talk (eg How was the trip in?) can help to reduce the interviewee’s level of nervousness. This is also the time to introduce the panel members to the interviewee and to give some indication as to how the interview will proceed.

2.

Developing the Interview Once you have commenced the interview, it is important to maintain a climate that is as communicative and as comfortable as possible for the interviewee. The panel should allow the interviewee to talk for about 80% of the time. This is where the use of good listening skills by panel members is imperative.

3.

J

Attending Skills ⇒ panel should adopt relaxed body postures. ⇒ at least one panel member should maintain eye contact with the interviewee. This expresses interest and a desire to listen. ⇒ use of appropriate gestures (eg nodding, smile, etc).

J

Following Skills ⇒ use of open questions to allow interviewee to talk freely ⇒ use of silence after a question has been answered serves as a gentle nudge to the interviewee to provide more information. ⇒ use of “minimal encourages” (eg “OK”, “yes”, “I see”, etc) displays to the interviewee that you are listening.

J

Reflecting Skills ⇒ paraphrasing each topic of questioning in the interview demonstrates to the candidate that you have understood what they’ve been saying.

Concluding the Interview J

Thank the interviewee for participating

J

Ask if they require any further information or want to follow up any matter discussed.

J

Ensure that referee names and telephone numbers are provided.

J

If possible give an indication of when applicants will be advised of the outcome.

ALTERNATIVE SELECTION TECHNIQUES

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The interview is certainly the most commonly used selection technique in Australian society. However, it can be an ineffective selection tool if used in isolation. For example, the interview is a communication process whereby the interviewee learns more about the job and the organisation and begins to develop some realistic expectations about both. In order to obtain the services of reliable people (eg those in short supply) it may be necessary to “sell” the job and the organisation to the applicant. This is most often done through the interview. If an applicant is rejected, an important public relations function is performed by the interviewer, for it is important that the rejected applicant have a favourable impression of the organisation. As a selection device, the interview serves two major functions: firstly, to fill information gaps in other selection devices (eg incomplete or questionable application information) and secondly, to assess those factors which can only be measured in a face-to-face situation (ie certain kinds of verbal fluency, language usage, interpersonal skills and sociability). This information is often used to indirectly determine whether or not the applicant is likely to ‘fit in’ and get along with others in the organisation. The advantage in using alternative selection techniques is that they actually measure job skills, rather than asking a question about job skills, the answer to which the panel must then interpret. This interpretation can involve much hidden discrimination.

SOME EXAMPLES: J J J J J J

developing an ‘in-basket exercise’ where an applicant must prioritise tasks and decide what action, if any, is necessary; asking an applicant to provide a written report on a topic; asking an applicant to conduct a verbal presentation; asking an applicant for a gardening job to demonstrate an ability to identify plants; assess the physical fitness of a fitness instructor; typing speed and accuracy test, etc.

The advantage in using alternative selection techniques is that they actually measure job skills, rather than asking a question about job skills, the answer to which the panel must then interpret. In summary, they must be J Relevant; J Valid; J Reliable; J Easy to administer; and J Adding value. If in doubt, seek advice from human resources on developing an alternative selection process.

DETAILED EXAMPLE IN-BASKET VERSION: 4

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In this exercise each participant is told that they are the new person appointed to the vacant position. They are then required to process the ‘papers’ (eg letters, telephone messages, notes and memos) that have ‘collected’ in the person’s in-tray. The person participating in the exercise is given appropriate background information concerning the organisation involved so that they can be reasonably expected to deal with each situation effectively. As part of the process, the participants might be expected to write letters, prepare agendas, make notes and telephone calls as required. In an in-basket simulation, participants might be evaluated on: J

planning abilities;

J

organisational abilities;

J

written communication;

J

oral communication;

J

decision making; and/or

J

delegation skills.

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REFEREE REPORTS Reports of people’s previous work are important in helping a selection panel make its decision. However, like the interview, they are not as useful and accurate as is often thought if conducted inappropriately. This is because they rely on a subjective judgement. The person being asked for an opinion may be poor at judging people, biased, unwilling to reveal the truth or unable to understand your particular needs.

GUIDELINES The following are some guidelines you should adhere to when seeking referee reports: J

Obtain reports from current or recent supervisor(s). They have had the best chance of observing the person but may still not be able to comment on all the relevant aspects.

J

It is appropriate for selection panel members to act as a referee for applicants. This often occurs when the immediate supervisor/manager is on a selection panel considering an applicant who has been ‘acting’ in the position over a period of time.

J

Before you contact the referee, prepare a set of questions based on the person specification items. This ensures your enquiries are relevant to the job. Obviously you may need to ask follow-up questions as well, but these should always be appropriate for the job.

J

Verbal reports are usually quicker to get but you will need to check the meaning of comments carefully.

J

Written reports are likely to be very guarded and carefully worded to avoid conflict, as it is more likely these will be made available to the applicant. Contact at lease two people - either those nominated by the applicant or otherwise identified. If the latter course is followed it is advisable to let the applicant know.

J

The same panellist should not seek reports from all referees of a particular applicant. A phone link-up where all panellists can hear the responses is the most effective way of gaining referee information.

J

Do not rush the referee. Make sure both of you have time to give suitable consideration to the matter.

J

Seek evidence via examples of how the person responded in specific situations which are relevant to perform the duties of the position.

J

It is not necessary to go to referees for all applicants, however, you should contact two referees per person and decisions about this should be consistent and equitable.

J

Take care to ensure that information received is accurate, correct and relevant.

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HOW TO COLLECT REFEREE REPORTS J

Applicants are informed (either during the interview or later) if you intend to contact referees.

J

One panel member does not collect all referee reports for any one applicant.

J

Panel members agree beforehand on the questions to be asked of referees. Structure improves relevance of information collected.

J

Referees are only requested to report on the extent to which the applicant meets the job and person specification. Generalisations are inappropriate.

J

Reports are obtained from at least two referees, either orally or in writing.

J

One of the referees is a current or recent supervisor.

J

Accurate notes are taken, by reading them back to the referee or sending the referee a written transcript of the report.

J

Referees are informed that the applicant will be notified of the report given and have no objection.

J

Applicants are informed if you intend to contact other than nominated referees.

J

Unfavourable referee reports that cannot be confirmed from at least one other source are rejected.

J

Under no circumstances is an external applicant’s current employer to be approached without the formal authorisation of the applicant.

ACCESS TO REPORTS Applicants have a right to know why they were not selected. If non-selection was based on an adverse work report then the person is entitled to know what was said. HR can provide advice in relation to any additional information requested by an unsuccessful applicant.

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DECISION MAKING The decision making process requires the selection panel to analyse and evaluate all sources of information used in the selection process, ie application, interview, alternative selection technique(s) and referee reports. This needs to be undertaken in accordance with the weighting agreed to at the beginning of the process.

IMPROVING THE DECISION MAKING PROCESS Individual panel members, as well as the selection panel as a whole, can improve their decision making skills by deliberately collecting information in a structured and systematic manner, and then thoroughly evaluating this information against a predetermined set of criteria and standards. In this way, they should be able to reduce the common decision making faults outlined later. The panel should adopt the following approach, known as consensual decision making. Consensus in group decisions is reached when members have an opportunity to discuss and explore applicants and come to some tentative working agreement in the selection of the best applicant. Steps toward consensus in the decision making process are: 1.

each person independently decides an order of merit on the basis of all selected information (it is a good idea to document this on a whiteboard or paper);

2.

each panel member then explains his or her decision as logically as possible, using evidence or back up opinions. Good communication skills are required throughout, eg listening and clarifying for understanding;

3.

panel members should not try to agree automatically with the most vocal or forceful panel member. Any initial agreement should be viewed as open to change, and discussed to make sure that people have arrived at similar conclusions for the same basic reasons or for complementary reasons;

4.

differences of opinion can be seen as both natural and helpful, rather than a hindrance in decision making. Generally, the more ideas expressed, the greater will be the likelihood of conflict, but this should also lead to more thorough consideration of all information.

5.

members should avoid arguing in order to win as individuals. collective judgement of the group as a whole.

6.

panel members should not change their minds just to avoid conflict and to reach agreement and harmony, but should thoroughly discuss the reasons for the disagreement. If an impasse occurs, the panel should look for the most acceptable alternative for both parties.

What is ‘right’ is the

This process enables a panel to be in a position to make a final ‘group’ decision as to individual assessments, comparative assessments, and a final order of merit before final documentation is prepared.

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There may be occasions where a panel is unable to reach a consensus. If this occurs, a minority report should be submitted to the delegate setting out clearly the reasons for the disagreement.

COMMON FAULTS A selection decision should be reached only after all information has been collected, and then only after full consideration of each applicant’s claims relative to the job. Unfortunately, selection panels or individual panel members often simplify this task and fall into one or several of the following traps:

HALO EFFECT Some interviewers rely on global impressions of applicants rather than carefully assessing and comparing information on individual criteria. The ‘Halo’ effect occurs when the interviewer, having been impressed favourably by one attribute of an applicant, allows her/his judgement of the applicant’s other attributes to be swamped, and assigns correspondingly high ratings. These impressions could be based on the applicant’s appearance, educational, economic, ethnic or geographic background to name a few. Interviewers are likely to distort other information and refute objections raised by fellow panel members so as to uphold their global impression. A good selector, by contrast, would be open-minded and would seek information from as many sources as possible before making assessments of an applicant’s character or abilities. The ‘horns’ effect is the same as the ‘halo’ effect except that it occurs where an unfavourable characteristic creates a generally low opinion of the applicant.

STEREOTYPING The term stereotype refers to the tendency to categorise or label people. It reflects a standardised mental picture that represents an over-simplified opinion. Stereotyping may attribute favourable or unfavourable traits to the person being interviewed. However, because each individual is unique, the person will generally be quite different from the stereotype.

EMPHASIS ON NEGATIVE INFORMATION Many researchers have found that negative information carries more weight with interviewers than positive, and that the interview often tends toward a search for negative information.

SEQUENCE EFFECTS Sequence effects are noticeable if a selection panel makes different assessments according to the order in which applicants are interviewed. It has, for instance, been found that if interviewers evaluate a candidate who is just average (according to their criteria) after evaluating several unfavourable candidates the average person will be evaluated more favourably than should be the case. When any one set of applicants is not reinterviewed this effect is hard to detect, but it may be present all the same. VERSION: 4

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OVER-EMPHASIS ON THE INTERVIEW Many selection panels try to gain information on all criteria during interviews. It has been shown, however, that few personal abilities are reliably and validly assessable at interview, and that some information such as applicants’ efficiency and standard of work can only be assessed by other methods (eg work samples, referees, etc).

RUSHED FINAL DECISION Selection panels often fail to fully consider all information obtained, and instead make a hasty decision on the basis of impressions. Alternatively, the majority vote prevails, with some panel members changing their minds or having to accept a decision about which they still have serious doubts. While the selection process may seem lengthy process, a poorly conducted one can have a significant detrimental impact on the workplace and the organisation (eg selecting wrong person for the job, appeals, etc). Therefore, the process should be viewed as a short term loss for a long term gain.

RECOMMENDATION TO DELEGATE Once a decision has been made, the chairperson needs to draft a recommendation to the delegate for their approval - this document is also known as the Selection Write-up. It is important that the write-up includes the following: • information about the advertising of the position, the panel and the process they undertook; • information about the shortlisting process with reference to any alternative selection techniques used; • an overview of each shortlisted applicants’ performance against the criteria of the person specification in all aspects of the selection process, and • a clear recommendation for the delegate’s consideration. This recommendation is from the panel and therefore should be signed by all the panel members. There are rare occasions where the panel is unable to agree, and therefore a dissenting member of the panel may prepare a separate report outlining their views. In these circumstances the delegate is presented with the two reports and makes their decision using the information provided to them.

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FEEDBACK FRAMEWORK For those applicants not shortlisted or not selected following interview: J

Base feedback only on Person Specification;

J

Focus feedback on behaviour and evidence rather than assumption;

J

Focus on value feedback may have to receiver;

J

Be constructive;

J

Be sensitive (choose appropriate time and place); and

J

Provide a manageable amount of feedback.

PROMOTIONAL APPEALS APPEAL RIGHTS

Effective from 17/10/95 appeal rights exist for all ongoing positions at or below Executive Level 1, ie for positions with a salary level less than $65,314. No appeal rights exist for vacancies designated as contracts (including casual, temporary and longer term contracts). Section 43 ( Promotion Appeals) of The Public Sector Management Act 1995 states: (1)

Where an employee has been nominated for appointment to a position, any other employee who applied for the position and is eligible for appointment to the position may, within seven days after the publication of the notice of nomination, appeal to the Promotion and Grievance Appeals Tribunal against the nomination.

(2)

An appeal against a nomination may only be made on one or more of the following grounds: (a)

That the employee nominated is not eligible for appointment to the position;

(b)

That the selection processes leading to the nomination were affected by nepotism or patronage or were otherwise not properly assessed on the basis of merit;

(c)

That there was some other serious irregularity in the selection process.

and may not be made merely on the basis that the Tribunal should redetermine the respective merits of the appellant and the employee nominated.

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THE APPEAL PROCESS J

Following a selection process the nomination(s) is published in the Notice of Vacancies;

J

Employees wishing to appeal against a selection process have seven (7) days from the date of publication of the nomination;

J

Following receipt of the grounds for appeal, the Promotion and Grievance Appeals Tribunal will advise the agency that an appeal has been lodged and request that conciliation be attempted. The conciliation process may involve the appellant and departmental staff only, or the Presiding Officer of the Promotion and Grievance Appeal Tribunal may assist in the process;

J

If the conciliation process is not successful, the agency must advise the Promotion and Grievance Appeals Tribunal, and the matter will be scheduled for hearing.

J

Where, on an appeal under this section, the Tribunal is satisfied that there has been some serious irregularity in the selection process leading to the nomination such that it would be unreasonable for the nomination to stand, the Tribunal may ⇒ set aside the nomination; and ⇒ order that the selection processes be recommended from the beginning or some later stage specified by the Tribunal

For further information about the subject matter of this handbook, or for copies of the handbook, please contact your Division/Section’s Human Resource/Administrative Officer or A-G’s Human Resources Services Branch on (08) 8207 1719.

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