Recruitment Process 114

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Attorney-Generals Department

Staff

SelectionTechniques

Handbook


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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 ....................................3USE OF MERIT DEFINITION PART A.......................................................................................................................4USE 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 ............................................ 12CONSIDERATIONS..........................................................................................................................................................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 ............................................ 17OPEN QUESTIONS...........................................................................................................................................................17CLOSED QUESTIONS .....................................................................................................................................................17

BEHAVIOURAL QUESTIONS.......................................................................................................................................18

HYPOTHETICAL QUESTIONS....................................................................................................................................19

PRE-INTERVIEW STEPS:.......................................................... 20

INTERVIEW SETTING............................................................. 20

CONDUCTING THE INTERVIEW .................................................. 20

1.

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

2. DEVELOPING THE INTERVIEW........................................................................................................................21


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3.

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

ALTERNATIVE SELECTION TECHNIQUES.......................................... 21

SOME EXAMPLES: ............................................................................................................................................................22

DETAILED EXAMPLE............................................................... 22IN-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 ................................................................. 27HALO EFFECT.....................................................................................................................................................................27

STEREOTYPING ................................................................................................................................................................27

EMPHASIS ON NEGATIVE INFORMATION.........................................................................................................27SEQUENCE EFFECTS......................................................................................................................................................27

OVER-EMPHASIS ON THE INTERVIEW................................................................................................................28RUSHED 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 1995http://www.ocpe.sa.gov.au/ref_docs/publsect.doc

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

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

J AGD HRM POLICY No. 1 - Recruitment & Selectionhttp://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 managementstandards 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 orcapricious administrative decisions; and

c) Prevent unlawful discrimination against employees or persons seeking employment in thepublic sector on the ground of sex, sexuality, marital status, pregnancy, race, physicalimpairment or any other ground and ensure that no form of unjustifiable discrimination isexercised against employees or persons seeking employment in the public sector; and

d) Use diversity in their workforces to advantage and afford employees and equalopportunities to secure promotion and advancement in their employment; and

e) Afford employees reasonable avenues of redress against improper or unreasonableadministrative decisions; and

f) Provide safe and healthy working conditions; andg) 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 Serviceis to be filled. This is a requirement of effective management and it is an obligation under thePublic 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 somefurther explanation may be of benefit. Advice on the practical application of the MeritPrinciple is provided in this handbook, which is a guide to assist those involved in the selectionprocess.

PSM ACT - DEFINITION OF MERIT

merit in relation to selection processes for the filling of positions means

a) t he ext ent t o which each of t he appl icant s has abi li t ies, apt i t ude, ski l ls ,

qual i f icat ions, knowledge, ex perience (including communit y ex perience), char act er ist ics

and per sonal qual i t ies r elevant t o t he car r ying out of t he dut ies in quest ion;

and

b) i f r elevant

(i) t he manner in which each of t he applicant s car r ied out t he dut ies or f unct ions of

any posit ion, employment or occupat ion pr eviously held or engaged in by t he

appl icant ; and

(ii) t he ext ent t o which each of t he applicant s has pot ent ia l f or development .

This definition is designed to:

a) ensure that judgement of abilities, experience and qualifications is made against therequirements 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 applicantspotential 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 ofselection therefore involves -

a) identifying the skills stated in the person specification possessed and displayed byeach 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 processshould be taken. Consequently:

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

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

J Selection panels are encouraged to use techniques in place of, or in addition to, thetraditional 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 arejudged 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 SkillsIn person specification terms these include things such as clerical aptitude, communicationskills, 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 thatproof 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 (orother) assessments of ability, achievement or skills, work sample approaches, etc, and toconsider these in conjunction with or in place of actual job performance. It is not necessary tohave direct actual job performance measures of, for example management ability, if it ispossible to derive valid and reliable information by some other means or where an applicant hasnot had the opportunity to display such abilities on the job. This example is most clearlyevident in positions at the first level of supervisory responsibility and where applicants aredrawn from those without such experience.

2. Qualifications and Knowledge

The proper application of the merit principle in regard to qualifications and knowledge requiresthat any essential or desirable specification of these should be clearly relevant to the duties inquestion and for equal opportunity reasons worked so as not to exclude applicants who mightreasonably 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 rankequally with relevant occupationally obtained experience. If, for example, an applicant hasbeen involved in management of some volunteer or social group then this should be judgedaccording 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 isimportant because it will sometimes by difficult to obtain reliable reports of peoplesexperience and ability where non-occupational experience is claimed.

4. Characteristics and Personal QualitiesThese terms are taken to mean the collective qualities or peculiarities which distinguish anindividual. 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 theskills required on the job. While again these are to be relevant to the duties in question andtherefore tied to the person specification, there are sometimes personal qualities which, while

unstated, are inherent in a contract of employment, eg punctuality or timeliness.

Use of Merit Definition Part B


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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 anyposition, 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 absentthen it is appropriate to consider under Part (B) of the definition the way in which an applicanthas carried out duties not relevant to the position in question. In using Part B(i) a selectionpanel would need to satisfy itself that the manner in which other duties might have beencarried 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 writeform letters necessarily indicate an ability to write reports? It would be better to undertakesome more objective and relevant test of report writing ability through some work sampleexercise and assessing skills relevant to the duties in question can often be taken even whereno directly relevant work experience exists.

Use of Part B(ii)This provision allows for assessment of the potential applicants have to develop their skills andapply them to the position requirements. It is important for selection panels to recognise thatconsiderations 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 restrictedcircumstances as it is specified to be used only where relevant. The following describes theconditions of its use.

Part B(ii) of the definition would normally come into play when considering school oreducational institution leavers for entry level positions (eg ASO1) where they do not have workhistories of any kind.


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2. Indirect Discrimination

This occurs when there is a policy, rule or way of doing things that might appear on thesurface 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, anapplicant must have had at least five years experience in a similar job. younger applicants mayhave had the skills, knowledge and capacity required to perform the job, but not the statedlength 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 suittheir 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 generalknowledge, then the test would be unlawful. IT would discriminate against those who did notgrow 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 toensure 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

ADVERTISE (FILLING OFVACANCIES)

FORM SELECTION PANEL

DESIGN SELECTION PROCESS

SHORTLIST

INTERVIEW/ALTERNATIVES

DECISION MAKING

DOCUMENTATION

APPROVAL

FEEDBACK

POST SELECTION ACTION


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SELECTION PROCESS CHECKLIST

ACTION DOCUMENTATION REQUIRED

Supervisor/Manager reviews and/or prepares Job andPerson Specification for approval of delegate (andremuneration 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 numbersand addresses of people issued with Job and Person

Specification in prepared schedule

List

Record the applications and acknowledge receipt ofapplications in writing immediately following closingdate

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 byphone 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 byphone


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


Send confirmation in writing to all unsuccessfulapplicants immediately

Standard Letter

Fax Vacancy Selection Outcome Advice form to theOffice for Commissioner for Public Employment

Vacancy Selection Outcome Advice form

Forward letter of offer of employment (after appealperiod if ongoing position)

Standard Letter of offer (ie ongoing orcontract)

All information relating to selection is placed in theSchedule 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 staffselection, it is necessary to have a current, accurate description of the job and anunderstanding of how it relates to other jobs in the organisation. That is, the jobs principalfunctions and its accountabilities: Why, how and what is done? and What does it take to doit?.

A vacancy provides the opportunity to reconsider the duties of the position and to update theJob Specification in line with current organisational demands and practices (ie what do youneed the job to achieve?). Such a review involves an analysis of the job that may result in arevised job and person specification. Because of the importance of both of these documents inthe 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 hasbeen a change in reporting or organisational structure, new responsibilities or increased workvalue added to the position, remuneration level advice must be sought from Human Resourcesto 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.

I mpor t ant :

Al l t oo of t en t he review of t he j ob and person speci f icat ion is omit t ed or hur r ied in

order t o expedit e t he select ion pr ocess. Do not hurr y t his cr i t ical st ep as i t may have

a signif icant bear ing on t he select ion pr ocess (eg select wrong person f or t he job, appeal,

e t c ) .

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 Outcome Terms Accurate Clear

Non-Discriminatory Realistic


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

WRITING PERSON SPECIFICATIONS

CONSIDERATIONS

In preparing a Person Specification, a key point to ensure is that the personal skills andattributes identified are clearly job related and are specified in terms that may be recognisedand 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 climateand 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 thatcontribute towards effective performance of the job and also those which are irrelevantand 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 tohave a Person Specification which accurately portrays the former incumbent minusblemishes but with all relevant knowledge. This will almost certainly be an impossiblespecification 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 performthis task satisfactorily.

4. EQUAL OPPORTUNITY POLICY

It is important to ensure at all stages of the selection process that adherence to the principlesof Equal Opportunity in employment is maintained. Care should be taken to identify thepersonal skills and attributes required in relation to the demands of the job and to avoidbasing 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 arespecified 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 thePerson 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 withselection 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 onlyselection tool used to fill vacant positions. However, the interview can be an ineffectiveselection 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 selectiontools in order to improve the reliability and validity of their selection decision. These includethe use of alternative selection techniques and referee reports. Therefore to assist you todesign of an appropriate selection process, these tools will be discussed in more detail in thefollowing sections (they may also form part of the shortlisting process).

SHORTLISTING

After the selection process is designed each panel member reads the applications privately andshortlists 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 applicantswho will proceed to the next stage in the selection process. Referee statements can be soughtas 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 A bil i t ies/Apt it udes/Ski l l s

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.

Experi ence

Experience in providing services to a wide range of client groups.

Know ledge

Knowledge of word processing and data base facilities

Knowledge of effective telephone and reception techniques.

Desir able Charact eri sti cs

Experi ence

Experience in data base management.Know ledge

Knowledge of equal opportunity principles and practices.


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Educat i onal /Vocat i onal Qual i f icat ions

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 theprocess by which the shortlisted applicants will be assessed. This may involve the identificationof 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 theprocess 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 aposition requires significant data entry skills, then the weighting given to a test which coversskills 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 processare providing them with information about each of the criteria in the person specification. Thismay 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 theinterview is to be of value as a serious assessment tool, it needs to be structured. This meansthat: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; andJ 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 thatthe panel as a whole be able to coordinate its questioning and probing. The intervieweesimpression 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 workresponsibilities. As a rule, any one selection criterion should be introduced and fully probedwith applicants before the selection panel passes to the next; the direction and depth ofquestions should be varied to achieve this result.

There are many ways in which questions can usefully be classified, and these notes willprobably only cover some of them. However, if you are able to have these question types inmind as you interview, you will be able to use them to some extent to direct and control thecourse 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 theinterviewee, and in such a way as to avoid single word or brief answers. An example would be:

Q . Please t ell t he panel about t he pr oblems you have handled as a supervisor ?

The advantages of open questions are that they:J encourage an applicant to do most of the talking; andJ 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; andJ 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. Theclosed version of the above open question would be:

Q . Have you handled pr oblems as a Super visor ?

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; andJ 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 pickedup 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 amodified 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 dont 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 yourteam? (Open)

While most questions can be termed open or closed, there are other ways of classifyingquestions. These are discussed below.

BEHAVIOURAL QUESTIONS

Behavioural questions are an excellent way of assessing an applicants past skills. They are thepreferred 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; andJ are very specific.

EXAMPLES OF BEHAVIOURAL QUESTIONS

1. Describe a time in any job you have held when you were faced with problems or pressuresthat 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 besure 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 jobdone? Give an example.


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5. Give an example of a specific occasion when you conformed to a policy with which you didnot agree.

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

7. Describe the most significant written document/report/presentation that you have had tocomplete.

8. Please give the panel an example of a time when you were able to communicate with anotherperson, 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 andplanning?

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

HYPOTHETICAL QUESTIONSThese set up a hypothetical situation or problem for the applicant, about which one or morequestions can be asked concerning possible courses of action in such a situation. Suchquestions should be planned before the interview. If a selection panel is intending to usehypothetical questions, they should ensure they are sufficiently general to allow for differentapplicant backgrounds and experience. Be careful that these questions do not become toolong-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 weeks notification ofinterview.

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. Selectioncriteria 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, consistentway.

J Adequate time is set aside for each interview, which should include time for the applicantto 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 summarynotes 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 andout of view of incumbents and work peers. Careful consideration should be given to thevenue.

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 todemonstrate their abilities.

J The panel should aim to achieve consensus throughequal input, open discussion and careful considerationfor the information obtained through all aspects ofthe process. Disputes may be dealt with through aminority report or consultation with relevantpersonnel for advice.

CONDUCTING THE INTERVIEW


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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 isimportant to establish rapport and orient the interviewee.

J Establishing Rapport

In establishing rapport, we are looking to put the interviewee at ease and set thescene for an effective interview. The use of small talk (eg How was the trip in?)can help to reduce the interviewees level of nervousness. This is also the time tointroduce the panel members to the interviewee and to give some indication as tohow 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 shouldallow the interviewee to talk for about 80% of the time. This is where the use of goodlistening skills by panel members is imperative.

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 theyve been saying.

3. Concluding the InterviewJ Thank the interviewee for participating

J Ask if they require any further information or want tofollow up any matter discussed.

J Ensure that referee names and telephone numbers areprovided.

J If possible give an indication of when applicants will beadvised 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 moreabout the job and the organisation and begins to develop some realistic expectations aboutboth. In order to obtain the services of reliable people (eg those in short supply) it may benecessary to sell the job and the organisation to the applicant. This is most often donethrough the interview. If an applicant is rejected, an important public relations function isperformed by the interviewer, for it is important that the rejected applicant have a favourableimpression of the organisation.

As a selection device, the interview serves two major functions: firstly, to fill informationgaps in other selection devices (eg incomplete or questionable application information) andsecondly, to assess those factors which can only be measured in a face-to-face situation (iecertain kinds of verbal fluency, language usage, interpersonal skills and sociability). Thisinformation is often used to indirectly determine whether or not the applicant is likely to fitin 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 theninterpret. This interpretation can involve much hidden discrimination.

SOME EXAMPLES:

J developing an in-basket exercise where an applicant must prioritise tasks and decidewhat action, if any, is necessary;

J asking an applicant to provide a written report on a topic;J asking an applicant to conduct a verbal presentation;J asking an applicant for a gardening job to demonstrate an ability to identify plants;J assess the physical fitness of a fitness instructor;J 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 theninterpret. In summary, they must beJ

Relevant;J Valid;J Reliable;J Easy to administer; andJ Adding value.

If in doubt, seek advice from human resources ondeveloping an alternative selection process.

DETAILED EXAMPLE

IN-BASKET


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In this exercise each participant is told that they are the new person appointed to the vacantposition.

They are then required to process the papers (eg letters, telephone messages, notes andmemos) that have collected in the persons in-tray. The person participating in the exercise isgiven appropriate background information concerning the organisation involved so that theycan 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 peoples 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 ifconducted 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 truthor 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 ofobserving 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 consideringan 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 personspecification items. This ensures your enquiries are relevant to the job. Obviously youmay need to ask follow-up questions as well, but these should always be appropriate forthe job.

J Verbal reports are usually quicker to get but you will need to check the meaning ofcomments 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 isfollowed it is advisable to let the applicant know.

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

J Do not rush the referee. Make sure both of you have time to give suitable considerationto 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 tworeferees 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 applicants 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 anadverse work report then the person is entitled to know what was said. HR can provide advicein 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 ofinformation used in the selection process, ie application, interview, alternative selection

technique(s) and referee reports. This needs to be undertaken in accordance with theweighting 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 decisionmaking skills by deliberately collecting information in a structured and systematic manner, andthen thoroughly evaluating this information against a predetermined set of criteria andstandards. In this way, they should be able to reduce the common decision making faultsoutlined 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 andexplore applicants and come to some tentative working agreement in the selection of the bestapplicant.

Steps toward consensus in the decision making process are:

1. each person independently decides an order of merit on the basis of all selectedinformation (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 evidenceor back up opinions. Good communication skills are required throughout, eg listening andclarifying for understanding;

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

4. differences of opinion can be seen as both natural and helpful, rather than a hindrance indecision 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. What is right is thecollective judgement of the group as a whole.

6. panel members should not change their minds just to avoid conflict and to reachagreement 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 bothparties.

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 documentationis prepared.


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

COMMON FAULTSA selection decision should be reached only after all information has been collected, and thenonly after full consideration of each applicants claims relative to the job. Unfortunately,selection panels or individual panel members often simplify this task and fall into one or severalof the following traps:

HALO EFFECT

Some interviewers rely on global impressions of applicants rather than carefully assessing andcomparing 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 ofthe applicants other attributes to be swamped, and assigns correspondingly high ratings.These impressions could be based on the applicants appearance, educational, economic, ethnicor geographic background to name a few. Interviewers are likely to distort other informationand 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 manysources as possible before making assessments of an applicants character or abilities.

The horns effect is the same as the halo effect except that it occurs where an unfavourablecharacteristic creates a generally low opinion of the applicant.

STEREOTYPING

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

EMPHASIS ON NEGATIVE INFORMATION

Many researchers have found that negative information carries more weightwith interviewers than positive, and that the interview often tends toward a search fornegative information.

SEQUENCE EFFECTS

Sequence effects are noticeable if a selection panel makes different assessments accordingto the order in which applicants are interviewed. It has, for instance, been found that ifinterviewers evaluate a candidate who is just average (according to their criteria) afterevaluating several unfavourable candidates the average person will be evaluated morefavourably than should be the case. When any one set of applicants is not reinterviewed thiseffect is hard to detect, but it may be present all the same.


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OVER-EMPHASIS ON THE INTERVIEW

Many selection panels try to gain information on all criteria during interviews. It has beenshown, however, that few personal abilities are reliably and validly assessable at interview, andthat 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 hastydecision on the basis of impressions. Alternatively, the majority vote prevails, with some panelmembers changing their minds or having to accept a decision about which they still have seriousdoubts.

While t he select ion pr ocess may seem lengt hy pr ocess, a poor ly conduct ed one can have

a signif icant det r iment al impact on t he wor kplace and t he or ganisat ion (eg select ing

wrong per son f or t he j ob, appeals, et c). Ther ef ore, t he process should be viewed as a

short t erm loss f or a long t erm gain.

RECOMMENDATION TO DELEGATE

Once a decision has been made, the chairperson needs to draft a recommendation to thedelegate 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 delegates 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 adissenting member of the panel may prepare a separate report outlining their views. In thesecircumstances the delegate is presented with the two reports and makes their decision usingthe 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 RIGHTSEffective from 17/10/95 appeal rights exist for all ongoing positions at or below ExecutiveLevel 1, ie for positions with a salary level less than $65,314.

No appeal rights exist for vacancies designated as contracts (including casual, temporary andlonger 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 otheremployee who applied for the position and is eligible for appointment to the positionmay, within seven days after the publication of the notice of nomination, appeal to thePromotion and Grievance Appeals Tribunal against the nomination.

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

(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 redeterminethe respective merits of the appellant and the employee nominated.


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THE APPEAL PROCESSJ 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 dateof publication of the nomination;

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

J If the conciliation process is not successful, the agency must advise the Promotion andGrievance 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 someserious 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/Sections Human Resource/Administrative

Officer or A-Gs Human Resources Services Branch on (08) 8207 1719.

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