employee engagement us 10978 recruit and select …

Human Resource Support NQF 4: SAQA ID 67463- Handbook

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Human Resources – US 10978, US 8974, US 10980, & US 10170 Issue 3: 01-01-2020

EMPLOYEE ENGAGEMENT

US 10978 RECRUIT AND SELECT CANDIDATES TO FILL DEFINED POSITIONS

US 8974 ENGAGE IN SUSTAINED ORAL COMMUNICATION AND EVALUATE SPOKEN TEXTS

US 10980 INDUCT A NEW EMPLOYEE

US 10170 DEMONSTRATE UNDERSTANDING OF EMPLOYMENT RELATIONS IN AN ORGANISATION

MODULE 1: PLAN AND PREPARE FOR RECRUITMENT AND SELECTION

After completing this module, the learner will be able to plan and prepare for recruitment and selection, by successfully completing the following:

Obtain information on the position that is relevant and complete

Select a selection procedure and is ensured to be appropriate for the specific position and in line with legal and any organisational requirements if applicable

Confirm the selection procedure to be a validated procedure

Identify and prepare resources and methods needed for recruitment and selection. Ensure that the resources are available, within budget and fit for purpose

Develop selection criteria and control procedures in line with organisational and legal requirements, and avoid partiality or bias

Develop a plan that ensures effective and efficient recruitment and selection. Ensure that the plan is authorised by designated personnel, if applicable to the working environment

Recruiting and retaining the right staff is a crucial component of creating the workforce profile your organisation needs to achieve its organisational objectives. It takes careful planning and consideration to recruit successfully and keep your staff happy and motivated. Recruitment and selection can be a challenging process that goes beyond interviewing candidates for a position. It involves the following:

Assessing and defining the position.

Developing recruiting strategies.

Screening applicants.

Interviewing.

Making a hiring decision and offer.

Getting the new employee oriented to the company and his/her duties.

And of course the legal implications that need to be considered. Without considering these factors, managers often hire based on how well a job candidate presents him/herself or on gut instinct. As a result, they often live to regret their hiring decisions. Hiring the wrong person for the job leads to:

A decrease in productivity.

High turnover.

Low morale.

Lots of frustration for all. That is why it is vital that managers learn a system for more effective recruitment and selection. 1.1 RECRUITMENT AND SELECTION PROCESS Although an effective hiring process has more steps and work involved than “off the cuff” or “gut instinct” hiring, there are definite benefits to be gained. Some benefits of using an effective recruitment and selection process may include:

A stronger needs assessment resulting in a more accurate job description.

A larger and/or more qualified candidate base as a result of improved recruitment efforts.

Legal actions are kept to a minimum.

Performance, productivity, and morale will increase.

Customer satisfaction will improve. The following table provides an overview of the recruitment and selection process:

Selection Activity

1. Pre-selection preparation to eliminate unsuitable applicants, e.g. questionnaire

2. Interview as per Interview Process 3. Psychometric Tests

Post Selection Activity

1. Induction Program 2. Placement Interview

(Retention)


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4. Medical Tests 5. Reference Check all details 6. Negotiate Release of Internal candidates 7. Job Offer 8. Appointment

3. Record Keeping of Applications, Interviews, all process documentation, reports and statistics

Recruitment and Selection Legislation Recruiters should take care to apply fair and legal recruitment and selection techniques throughout the entire recruitment process. Recruitment should be free from bias or prejudice or discrimination, thereby identifying the best person for the job fairly. Recruiters need to be fully aware of all legislation which impacts on the selection of staff. In particular, in South Africa they must be aware of discrimination legislation and understand how discrimination can occur both directly and indirectly in the recruitment process. Specific legislation to bear in mind when creating your recruitment strategy:

Labour Relations Act - aims to advance economic development, social justice, and the democratisation of the workplace

Employment Equity Act - protects workers and job seekers from unfair discrimination, and also provides a framework for implementing affirmative action.

Basic Conditions of Employment Act – regulates employment contracts, leave, etc.

Skills Development Act -Aims to develop and improve the skills of the South African workforce Organisations should monitor their recruitment processes continuously to ensure their validity, and that they are non-discriminatory. 1.1.1 Plan for recruitment It takes careful planning and consideration to recruit successfully. When you fill a vacant or new position you have an opportunity to reflect on the work to be done, the need for change and what new skills might be required in the future. When planning to recruit, you need to consider how you will schedule the various recruitment and selection tasks. You also need to make some important decisions about the position and complete certain tasks before you can get approval to recruit from the Human Resources Department and/or management. Use the following as a guideline for planning recruitment and selection tasks:

Review the position to make sure it meets current and future staffing requirements.

Assess current and future funding.

Canvas all options for getting the work done, including redeployment or contractors.

Decide on the appropriate mode of employment, e.g. fixed-term, full-time or part-time

Decide on whether recruitment will be internal or external

Consult with existing staff, as necessary

Seek advice from the Manager, HR Management Services if you wish to offer special remuneration arrangements, e.g. performance bonuses, allowances, relocation expenses and other benefits

Familiarise yourself with the process of getting approval to recruit

Set aside times for shortlisting and interviewing candidates, and assess the availability of selection committee members

Use the Recruitment and Selection Process to develop a recruitment schedule, taking relevant

deadlines and tasks into account 1.1.2 Define the position One of the first and most critical aspects of the recruitment process is defining the position. This process determines what skills, experience, qualifications, knowledge and attributes are required of the person to successfully perform the job. The process of defining the position is essential to:

Clarify and describe the job role, functions and reporting relationships.

Provide a basis for developing selection criteria.

Evaluate the position and determine the remuneration level.

Provide a basis for managing job performance. Information about the position / vacancy needs to be obtained that is relevant and complete. The information can include:

Job description.

Job specification.

Job profile.

Job order. Job Description A job description describes the broad responsibilities of a job:


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What the jobholder does.

How it is done.

Under what conditions.

Why the job is performed. The job description should include the following:

Basic necessary skills, including soft skills like the ability to communicate clearly and good interpersonal skills.

A clear picture of deadlines, hours worked, reports and administration required.

The people the jobholder will interact with above and below him/her.

The salary and benefits. The competencies that is essential in fulfilling this job. Competencies are a combination of ‘behaviours’ that lead to superior performance in a role, such as:

Knowledge, skill and experience.

Aptitude – what the candidate is capable of doing.

Style – how the candidate relates to colleagues, team and organization.

Motivation – the energy with which the candidate approaches a task and the factors that tend to motivate or de-motivate the candidate.

The following list provides you with some insight into the general eight skill groupings. These are often the skills that would be identified as a requirement for a specific job:

Personal Skills Independent, Creative, Flexible, Mature, Determined, Disciplined, Logical, Innovative, Intuitive (instinctive, perceptive) Enthusiastic, Alert

Interpersonal Skills Leadership, Ability to instil confidence, Negotiating under pressure, Resolving conflicts, Liaising (act as a go-between), Working with a team, Listen carefully to others, Desire for responsibility, Kind, Caring, Facilitating teamwork in diverse groups

Communication Skills

Writing, Speaking, Debating, Presentations, Foreign languages Explaining concepts & ideas

Technical Skills Engineering, Law, Data Processing, Marketing, Research, Nursing

Administrative Skills Decision making, Problem solving, Planning, Supervising, Organizing

Artistic Skills Acting, Making Presentations, Sense of humour, Sense of dramatics

Numerical Skills Managing money, Preparing budgets, Preparing financial statements, Ability to compute numbers, Mathematical ability

Manual Skills Sense of touch, Cooking, Controlling machines, Installing, Skilled trades

The job description would also normally provide you with information about the incumbent specifications. It tells you what kind of person to recruit and what qualities that person should possess. The following is an example of a comparison between a job description and an incumbent specification:

Job description Incumbent specification Job grade Designation of post Duties Working conditions

Qualifications and experience Skills and talents Training Physical requirements Judgement Initiative, etc.

A job specification identifies competencies and defines job-related skills, knowledge, personal attributes and behaviours that are necessary for optimal performance on the job. For example:

CALL CENTRE AGENT – OUTBOUND SALES COMPETENCE KNOWLEDGE

Computer literacy (Word & Excel)

Product knowledge

Able to communicate effectively in both Zulu and English (would be an advantage)

Time Share knowledge PERSONAL QUALITIES

High level of integrity

Assertiveness

Diplomacy

Self-managed and motivated

Analytical

Able to apply initiative

Attention to detail

Decisiveness


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SKILLS

Professionalism

Organisational skills

Customer focus

Patience and tolerance

Negotiation skills

Well organised

Capable of desk and time management

Highly developed verbal and written communication skills

QUALIFICATIONS

Matric

Diploma in Marketing or Sales EXPERIENCE

Approximately 3-5 years working experience in real estate Use Selection Criteria Selection criteria identify and define the particular knowledge, attributes, qualifications and experience a person needs to successfully carry out the job. They provide a way for potential candidates to assess their own abilities against the organisation’s requirements; they determine selection techniques; and in the end they match the right person to the position. Well thought-out selection criteria:

Represent the critical aspects of the position.

Contribute to better quality applications.

Provide a consistent standard that applicants can be assessed against. Your description of the selection criteria should answer this question: What knowledge, attributes, qualifications and experience are needed to effectively manage the most typical and most complex tasks and situations in this position?

Knowledge - is the accumulation of understanding acquired via formal education or through on-the-job experience that the candidate would need to meet the requirements of the position. The knowledge required may relate to:

o Systems, practices, precedents, concepts or theories in a technical, business or specialised field e.g. quality assurance processes, financial, audit, legal, IT, policy or equity practices and principles.

o The job context, which may include the sector and/or the economic, political, cultural, social and historical contexts e.g. knowledge of the environment in which the company and its clients operate, knowledge of the company's market, processes, programs and initiatives, and so on.

o An understanding of human behaviour and relationships and those factors which influence workplace environments e.g. team-based work groups, communication styles, cultural differences and work style preferences e.g. identifying and coping with workplace change, understanding and ability to implement flexible approaches, awareness and ability to operate within team structures and organisational boundaries.

It is important that you only include the knowledge that is essential for effective job performance, otherwise you may unnecessarily exclude some candidates. Some jobs are very specialised and require incumbents to have an in-depth knowledge of a narrow area whilst other jobs require less in-depth knowledge but over a broader area/s. Remember, by specifying knowledge in the selection criteria you are in fact saying that if a candidate does not have the knowledge in question, he/she would not be capable of doing the job. Knowledge can be acquired on the job so you should determine if some knowledge can indeed be learned after appointment or whether it would be too difficult to acquire in this way and must instead be incorporated into the selection criteria.

Attributes - are the skills, qualities or characteristics that a candidate should possess in order to perform the job effectively and can be broadly grouped into the following categories:

o Generic attributes are those attributes applicable to most jobs such as interpersonal skills, communication skills and the ability to plan and organise.

o Professional / technical attributes relate to the particular specialisation of the job or the area of responsibility such as having a sufficient level of understanding or ability in the relevant field, applying such skills in a flexible manner and keeping abreast of relevant developments.

o Personal attributes incorporate particular values, characteristics and orientations such as personal integrity, valuing diversity in approach, adaptability to change, ability to be innovative and creative, professional credibility.

o Leadership attributes those characteristics that people in managerial roles must demonstrate that need to enable them to shape a work area's future and motivate others


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to achieve it such as developing a shared vision, challenging and supporting people to achieve excellence, fostering and sustaining a productive environment for staff.

Qualifications - the skills and knowledge required to perform a job may be acquired either through formal qualifications or experience. The requirement for a candidate to have formal qualifications should only be included in the selection criteria if they are absolutely necessary for job performance, as is the case with some professions in which individuals must hold a license to practice, e.g. lawyers, doctors, architects or in academic roles. In such instances, qualifications may be considered desirable, or the criteria may be expressed as a degree or equivalent.

Experience - describes those areas or activities in which a candidate may have gained the knowledge or attributes that are required of the position. An individual's attributes are shaped by his/her experiences, both in the work place and in other areas, so it is important not to focus on too narrow a field when determining the breadth, depth and type of experience needed for the job. You should also avoid specifying the exact number of years' experience required and focusing unduly on the past in an emerging field where you might need to look for other indicators of capability.

When defining the sorts of experience required for a job you need to ask:

What are the possible means of acquiring the skills, characteristics and knowledge needed to effectively perform the job? Example: experience working in the higher education sector, public sector, community or research organisation; experience in building collaborative relationships (through paid or unpaid work).

What types and level of experience would be needed to develop the attributes required for successful job performance? Example: experience working in an environment of continuous change, extensive experience in project management, experience working as a team leader or member (through paid or unpaid work).

What record of achievements or past experience will demonstrate or provide evidence of the attributes required for the job? Example: a demonstrated flexible and adaptable approach to change, demonstrated ability to deliver project outcomes on schedule or demonstrated experience leading a team.

Selection criteria should never be constructed to fit a particular preferred candidate. Nor should they be based on a stereotypical idea of the 'right' person for the position. When developing selection criteria, try to be aware of any inherent biases or predetermined ideas you hold. Use the position description or position statement as a basis for describing the selection criteria. Ideally, a position should have four to six selection criteria. Create a Job Specifications Form for the Vacancy You can create a job specifications form, to ensure that the need to fill the position is taken into consideration and that the job is analysed correctly, before the recruitment and selection process is entered into. A needs analysis is done to determine the business need in support of company manpower strategies. Steps to follow would include: 1. Business need has to be identified by line management. 2. Need has to be evaluated – is it really a need? 3. Obtain approval. A job analysis is done before any recruitment and selection process takes place. Steps to follow would include: 1. Define the purpose of the job 2. Decide on critical outputs required 3. Identify core competencies (knowledge, skills and attitudes) needed for successful performance in

the job The following is an example of a Job Specification Form:

Job Specification Form Job Title Manager

Department Start Date

Working Hours

Start Finish

Tea Lunch

Job Description: List main duties in order of importance / priority)

1.

2.

3.

4.

5.


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6.

7.

8.

9.

10.

Job related qualifications / experience

Education (Essential Minimum level of education required in this position)

Personal qualities / Personality traits

Staff Control Yes No

Number of staff

Salary Grade & Level

Min. Max

General (Any further points or requirements essential to the job)

Closing Date

Advertisements to be placed

Internal dates:

External dates:

Newspaper:

________________ ________________ _______________ Signature Manager Approved by Designation _________________ ________________ Signature HR Consultant Date

1.1.3 The selection procedure A selection procedure needs to be selected. You need to ensure that the selection procedure is appropriate for the specific position and that it is in line with legal and any organisational requirements. Livy (1988:100) proposes the following steps for the recruitment and selection process:

Obtain approval for an appointment in accordance with the human resources budget and level of appointment.

Update job descriptions and job specifications and confirm these.

Choose the most suitable recruitment medium.

Develop the recruitment advertisement.

Place the advertisement in the most suitable communication medium.

Set a closing date for responses.

Evaluate the applications.

Compile a short list of candidates for a preliminary interview.

Choose the candidates on the basis of the job description and job specification criteria.

Notify the successful and unsuccessful candidates and thank them for their interest.

Organisational Policies and Procedures Organisational policies and procedures are normally set to ensure that the selection process follows a set procedure that is in accordance with the law, such as the Constitution of South Africa, the Labour Relations Act of 1996, the Employment Equity Act of 1998, etc.


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1.1.4 Validate the selection procedure Before the selection procedure is used to recruit an employee, you need to ensure that the selection procedure is confirmed to be a validated procedure – the “correct procedure”. 1.1.5 Identify and prepare the resources and methods There are many different methods of attracting applicants to fill a vacant position. Which one you choose depends on the type of position, your budget and the prevailing market. To determine which strategy is right for the position, read through the different methods of attracting applicants with these questions in mind:

What is the nature of the position, e.g. managerial, academic, technical, research, specialist?

What is the size and location of the pool of applicants, e.g. large or small, local, national or international?

Resources and methods of recruitment and selection need to be identified and prepared. You need to ensure that the resources are:

Available.

Within budget.

Fit for purpose. To attract candidates, recruitment methods are used, such as:

Internal or external recruitment - Most organisations are committed to implementing a recruitment and selection process that applies the principle of merit selection and to provide development and career opportunities for staff. These commitments should be balanced when determining whether you should recruit internally, externally or both.

Press - Advertising in the mainstream press (newspapers) is usually expensive and you need to consider if this is the best way to reach your target audience. Some examples of alternative press are professional publications, ethnic, local, national or student publications. The alternative press is useful for targeting specialist skills and is cost effective for lower level positions. However, it may not reach a wide enough pool of applicants, and this could potentially result in a lower response rate. In addition, long lead times for publication may increase how long it takes to recruit.

Internet - Online advertising has become an effective way to reach the majority of candidates, especially high-demand and international markets. It is inexpensive (about 1-5% of newspaper costs) and can save time by generating a quick response rate. It also offers much more flexibility in the design of advertising than newspapers do.

Recruitment / Employment agency - These are effective for high demand job markets such as IT and Finance. Agencies maintain a database of resumes and match these to the criteria provided by the employer to identify a suitable pool of candidates.

Executive search firm - Search firms are particularly useful if you know that there are not a lot of potential applicants and/or the position is very specialist in nature. Search firms can tap into local and overseas networks to find applicants, and they will approach potential candidates who may not be actively seeking a new position (head-hunting). They can also provide advice on remuneration, job documentation (including selection criteria) and they will shortlist candidates for you. Search firms usually charge a third of the total remuneration package plus administrative charges. If you decide to use a search firm it is best to contact your HR Department for advice.

Invitation or nomination - Invitation or nomination is where the normal recruitment and selection techniques are waived, and the candidate is appointed without advertisement. These arrangements are usually made to take advantage of the availability of a well-respected academic or professional practitioner.

Network meetings, special interest groups, professional associations and word-of-mouth - These methods of attracting candidates tap into specialised markets and expertise, and they are much less expensive than other methods. You need to use them in conjunction with other methods, however, as they reach a limited pool of candidates. They may be particularly useful for advertising specialist positions where the pool is known to be small.

Advertising Good advertising highlights the assets of the position and appeals to the career needs and concerns of the desired applicants. It is worth making your advertisement effective and attractive, as there is a high correlation between advertisements with accurate and complete information and recruitment success. What makes a good advertisement?

The headline captures candidates' attention.

The first few lines are interesting, engaging and actively sell the position.

Sentences are short and to the point, providing enough information to interest candidates but not to overload them.


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The advertisement avoids the use of words that are difficult to understand.

Points are made using as few words as possible (the less copy you use, the smaller the media space and therefore the lower the cost).

The advertisement contains some white space and does not appear cramped. When using advertisements, you need to ensure specific, acceptable and non-discriminatory advertisements are placed, outlining the job’s actual requirements. Advertisements can be run internally within the organisation, and/or externally in the media, depending on your organisational policies and procedures. Note:

Use the Job Description to create the advertisement.

The advertisement needs to be as specific as possible.

The advertisement should be based on the job’s requirements.

Avoid vague statements like computer literacy, relevant experience, etc. Advertisements need to promote attention, interest, desire, and action (AIDA). Redman and Mathews (1992) describe the AIDA model:

Attention - suggests using a big, colourful if affordable with identifiable company logo or noticeable

name which stands out at a glance. The job title should be in the headline.

Interest - generate interest through the job and advertisement by confirming potential candidates that the job offer is worthy of consideration and the potential candidate has the necessary abilities to apply for the job by stating clear job title, location, salary, in the headline and experience, qualifications, and personal attributes below.

Desire - means stating the nature of employment, giving a clear image of the organization, stating the entire rewards package and communicating desirable and undesirable attributes of the job.

Action - refers to the final stage of the advertisement which will clearly stimulate action in potential clients to apply for the position.

1.1.6 Develop selection criteria and control procedures Selection criteria and control procedures need to be developed that are in line with your organisational and legal requirements. This would ensure that the recruitment and selection procedures avoid partiality and bias. Examples of recruitment and selection control procedures would normally be based on your organisational policies and procedures for recruitment, such as:

Short-listed candidates should meet the criteria for the job.

CV’s with incomplete information, or no contact details, will not be considered for short-listing purposes.

No late applications will be considered for short-listing.

Pre-screening / telephonic interviews may be used, depending on:

The number of applicants.

The location of the candidates.

Five to six candidates should be interviewed per position.

Get union buy-in to the process and thereby avoid disputes. You can use the following Selection Criteria and Action Sheet as an example to agree the specific selection criteria required for the specific job vacancy and to keep record of the process in the future:

Selection Criteria and Action Sheet

Position Date

Applicant Name Committee

Competencies / Skills Required Comments


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Comments:

Short List

Short List decision Yes No Decision made by

Regret Letter out Yes No Date

Interview Decision

Interviewed by Date of interview

Line Manager Successful Unsuccessful

HR Consultant Regret Letter out Yes No

Other Date of letter

Reasons:

xxx

1.1.7 Develop a plan for recruitment and selection A plan for effective and efficient recruitment and selection needs to be developed. The plan needs to cover the following elements:

Timing.

Resource allocation.

Contingencies.

Methods for recruitment.

Methods for verification of information.

Methods for selection.

Nature and medium of feedback.

Authorise the Plan The plan needs to be authorised by designated personnel, if applicable to the working environment.

Class Activity 1: Planning and preparing for recruitment and selection Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

MODULE 2: RECRUIT APPLICANTS

After completing this module, the learner will be able to recruit applicants, by successfully completing the following:

Conduct recruitment in accordance with the plan and in such a way as to have the potential to elicit the desired response from the target market

Deal with responses in accordance to planned control procedures

Ensure that the initial screening determines if applicants meet the critical job specifications and requirements to expedite the departure of unsuitable applicants

Prepare a list of potential candidates to facilitate selection

Maintain an applicant database in accordance with legislation and organisational requirements

Deal with unplanned events in accordance with the circumstances and initiate contingency plans The smartest employers, who hire the best people, recruit a pre-qualified candidate pool of potential employees before they need to fill a job. Or, as Harvey Mackay, well-known, irreverent, author and speaker, says about networking in Dig Your Well, Before You're Thirsty: “You can develop relationships with potential candidates long before you need them. These ideas will also help you in recruiting a large pool of candidates when you have a current position available. The earlier you adopt these practices, the better your organisation will do in the upcoming war for talent.”


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2.1 CONDUCT RECRUITMENT The previously created recruitment and selection plan is used to conduct the recruitment. The goal is to elicit the desired response from the target market.

Recruiting internally - Many employers have an internal job posting for employees to review.

Often, this list is available on the inside of an organisation for a short period of time before it is posted publicly. In addition to this list, there are other methods for recruiting internally. You can grow your internal recruiting efforts:

Partner with Human Resources and other managers to identify employees who are interested in pursuing other opportunities within the company. Although managers never want to lose good employees from their department or section, it’s an even bigger loss if the employee leaves the company completely. Therefore, assist your employees with their career path. This strategy helps to retain good employees.

Host open sessions to employees to describe what your department is. The more employees from other areas understand your area, the more interest you will have.

Recruiting externally - Classifieds advertising is one of the most used recruiting methods for

external candidates. Just open any classifieds section in any newspaper around the country for evidence of this. This method is effective in reaching a large number of applicants for two reasons:

Newspaper distribution and availability are far and wide.

It is a common place where job seekers will go when looking for a job. Since ads can be costly, it important to determine where you should place your classified ad. The obvious place is in local newspapers, but certainly is not limited to them. There are also business newspapers, journals, trade magazines, and even the Internet. Some employers post simple ads on posters displayed at area colleges, stores, or even in the window of their place of business. This is an inexpensive way to advertise; however, depending upon the qualifications needed, this method may not be effective at targeting the appropriate candidate market. Another way to recruit is through billboard advertising. Much like the poster displays, this method may reach a variety of people; however, the targets may not be appropriate for the position available. One other form of advertising is through professional organisations. Many of these organisations have a method and media for advertising open positions in a variety of companies. This can be a very effective form of advertising since the candidate market is usually on target. In addition, many organisations charge a minimal fee or none at all for advertising your job opening, so it is low cost. Using Recruitment Firms There are different types of recruiting firms: employment agencies, executive search firms, and contingency search firms. An employment agency’s placement is often for non-management or lower level management positions. Some of these agencies charge a finder’s fee to the company; others charge it to the employee. Usually, employment agencies work in a local area and place people in positions by matching the skills required by the employee to the applicant pool they have. A contingency search firm helps companies look for professionals. Fees for the service are paid after the company and applicant agree on the terms of the offer, and the employee has started to work. Many contingency search firms are national as well as local. 2.2 DEAL WITH RESPONSES Responses from the recruitment method used, need to be dealt with in accordance with your planned control procedures. Sifting through all the applications you receive can be a time-consuming task. It is a good idea to employ a method to organise your thoughts on each applicant. A simple method usually works best. For example, create three piles: a “yes” pile, a “no” pile, and a “maybe” pile. Place the resumes (applications, CV’s, résumé’s) that comply with the criteria in the “yes” pile; those that don’t comply in the “no” pile; and those that you are unsure of in the “maybe” pile. It is best if the hiring manager (person responsible) or the selection committee does the actual résumé screening; however, that is not always feasible. If someone else is screening résumés for you, provide them with the specific criteria you are looking for. It might also be helpful to check the first 5 – 10 résumés that have been reviewed to see if the person doing the screening for you is looking for the same things you would.


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2.3 Do the initial screening Screening is used to determine if the applicants meet the critical job specifications and requirements. This would expedite the departure of unsuitable applicants early in this process. You need to assess either written applications or search firm profiles to make a shortlist of suitable candidates to be interviewed for the position. Recruiting efforts may yield a large number of candidates to choose from. On the other hand, recruiting efforts that have been more specifically targeted to a particular audience may yield fewer candidates. Either way, it is usually not realistic to interview all the candidates. Therefore, screening to narrow your choices can help make the hiring process more manageable. There are methods to screen applicants so that you spend your time interviewing the most qualified candidates. These methods include:

Using the job application as a screening device.

Pre-interview screening.

Reviewing résumés. Screening begins with the first contact made by or with the applicant. Get first impression feedback from the first person in your company who makes that contact (either in person or on the phone). 2.3.1 Job applications as a screening device Job applications provide general information about a candidate’s background, work experience, education, skills, and personal information. Job applications are not considered to be a strong screening tool since the information provided is often focused more on work history facts vs. accomplishments and qualifications. Additionally, many employers do not require an applicant to complete the application until immediately before the interview, in which case it is not used for screening but may be used as a trigger for questions during the interview. In some cases, employers wait to have a candidate complete the application until after he/she has been hired. In those cases, the application is used solely as a record of employee information. Some employers use the application to look for accuracy, thoroughness, spelling, and grammar to help screen applicants. There are many different types of applications requesting different types of information. Generally, applications cover three main areas:

Personal data such as full name, address, phone number, emergency contact, etc.

Work history including places of employment, dates of employment, duties performed, reason for leaving, and salary history.

Education information including the name of educational institutions attended, years attended, and whether or not the candidate received a diploma or degree.

2.3.2 Screening cover letters Cover letters often tell an employer about the applicant’s interest in the position and why he/she should be considered for the job. Some tips for screening cover letters would include:

Is the letter addressed to a specific person? Is the content specific to the company or is it a generic letter that can be used at any company? Employees who take the time to customise their cover letters to the company to which they are applying are usually perceived as having more interest in the job.

Any indication that the candidate knows about your company or has done research on your company again shows that the candidate is interested in the job.

Are there errors? Do not overlook errors in spelling, word usage, grammar, and punctuation. Errors could mean a number of undesirable things, but also be aware that English is not the mother tongue of the majority of South Africans.

What is the tone of the letter? Is it business / formal tone or is it informal? Effective cover letters should be written in a business tone and manner.

When screening cover letters, use the following acronym as guide:

I – Does the applicant show Interest in your company. Have they done their homework?

G – Is the letter Generic or specific? Customised letters are preferred.

E – Are there any Errors?

T – What is the Tone of the letter? Is it business or formal?


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2.3.3 Reviewing résumés It takes less than one minute to make a first impression. So, begin screening résumés with your first impression. Thirty to sixty seconds is enough time to get a general overview and impression of the résumé, and therefore of the applicant. What can a 60 second overview tell you about the applicant? If the résumé caught your eye and holds your attention, then review it for content and organisation. Is the content relevant? Does it make sense? The next step is to go over the résumé with a fine-tooth comb. Look for information and clues that will help you determine if the candidate is truly qualified for the job:

When screening a résumé, start at the end first. Candidates usually place their strongest selling points at the beginning. Starting at the end allows you to review weaker or potentially questionable areas first.

Credentials are usually listed on a résumé. Keep in mind, that while some credentials are quite impressive, they are not always good indicators of whether or not the person is qualified for the position.

In addition to credentials, look for information that is quantifiable or specific. This type of information is very helpful in determining an individual’s accomplishments in previous jobs. The more specific the information, the better picture you have of the applicant’s qualifications.

Patterns in the direction of an applicant’s career might also be found in a résumé. This can provide clues to see if an applicant would be a good fit to your organisation.

Remember, credentials on a résumé can give a very positive impression but are not always good indicators of a qualified candidate. Look for accomplishments.

When reviewing a résumé, it is important to go beyond the written word and try to read between the lines – Is the applicant willing to work hard? Is the applicant counting on education more than accomplishments to land a job? Is the résumé overloaded with “fillers” such as hobbies, community activities, strengths, etc.? If so, the appli Education information including the name of educational institutions attended, years attended, and whether or not the candidate received a diploma or degree.

2.3.2 Screening cover letters Cover letters often tell an employer about the applicant’s interest in the position and why he/she should be considered for the job. Some tips for screening cover letters would include:

Is the letter addressed to a specific person? Is the content specific to the company or is it a generic letter that can be used at any company? Employees who take the time to customise their cover letters to the company to which they are applying are usually perceived as having more interest in the job.

Any indication that the candidate knows about your company or has done research on your company again shows that the candidate is interested in the job.

Are there errors? Do not overlook errors in spelling, word usage, grammar, and punctuation. Errors could mean a number of undesirable things, but also be aware that English is not the mother tongue of the majority of South Africans.

What is the tone of the letter? Is it business / formal tone or is it informal? Effective cover letters should be written in a business tone and manner.

When screening cover letters, use the following acronym as guide:

I – Does the applicant show Interest in your company. Have they done their homework?

G – Is the letter Generic or specific? Customised letters are preferred.

E – Are there any Errors?

T – What is the Tone of the letter? Is it business or formal? 2.3.3 Reviewing résumés It takes less than one minute to make a first impression. So, begin screening résumés with your first impression. Thirty to sixty seconds is enough time to get a general overview and impression of the résumé, and therefore of the applicant. What can a 60 second overview tell you about the applicant? If the résumé caught your eye and holds your attention, then review it for content and organisation. Is the content relevant? Does it make sense? The next step is to go over the résumé with a fine-tooth comb. Look for information and clues that will help you determine if the candidate is truly qualified for the job:

When screening a résumé, start at the end first. Candidates usually place their strongest selling points at the beginning. Starting at the end allows you to review weaker or potentially questionable areas first.


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Credentials are usually listed on a résumé. Keep in mind, that while some credentials are quite impressive, they are not always good indicators of whether or not the person is qualified for the position.

In addition to credentials, look for information that is quantifiable or specific. This type of information is very helpful in determining an individual’s accomplishments in previous jobs. The more specific the information, the better picture you have of the applicant’s qualifications.

Patterns in the direction of an applicant’s career might also be found in a résumé. This can provide clues to see if an applicant would be a good fit to your organisation.

Remember, credentials on a résumé can give a very positive impression but are not always good indicators of a qualified candidate. Look for accomplishments.

When reviewing a résumé, it is important to go beyond the written word and try to read between the lines – Is the applicant willing to work hard? Is the applicant counting on education more than accomplishments to land a job? Is the résumé overloaded with “fillers” such as hobbies, community activities, strengths, etc.? If so, the applicant may be masking a lack of experience.

Gaps in employment or anything else that you find questionable should not be used as a reason to screen out an applicant if everything else seems to be in line with meeting your needs. It is important, however, to gain clarification on these issues during an interview.

According to a study conducted by Burke Marketing Research and Robert Half, the top five ways most employers determine if a candidate is a hard worker are:

Prior Responsibilities / Accomplishments on the Job.

Work Experience.

References.

cant may be masking a lack of experience.

Gaps in employment or anything else that you find questionable should not be used as a reason to screen out an applicant if everything else seems to be in line with meeting your needs. It is important, however, to gain clarification on these issues during an interview.

According to a study conducted by Burke Marketing Research and Robert Half, the top five ways most employers determine if a candidate is a hard worker are:

Prior Responsibilities / Accomplishments on the Job.

Work Experience.

References.

What to consider when choosing a selection technique:

The seniority / level of position.

The degree to which managerial/leadership ability is critical to success.

The degree to which technical competence is critical to success.

The time and effort required to use the technique, in proportion to the risk of poor selection.

Available resources.

The budget.

The skills, knowledge and qualifications of assessors.

Equity issues, i.e. does the chosen technique directly or indirectly discriminate against ethnic groups?

Note: If you decide to use selection techniques in addition to the interview, then you need to inform all candidates and give them enough notice to make appropriate preparations. 3.2 ASSESS CANDIDATES AGAINST THE DEFINED POSITION REQUIREMENTS Candidates need to be assessed against the requirements of the defined position – if this is required in the organisational policies and procedures of your organisation. The assessment is based on evidence gained from more than one of the following (Standard practice would be to use at least three of the following):

Applications.

Curriculum vitae.

References.

Previous performance.

Test results.

Assessment interview schedules.

Portfolios of evidence.

Recognition of prior learning.


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Current competencies.

3.2.1 Using psychometric profiling / testing Appropriate psychometric tests and assessments need to be used to measure the candidate against job requirements in accordance with the terms set out in the Employment Equity Act, 1998. The Employment Equity Act, 1998 (Chapter 2, section 8) states that: “Psychological testing and other similar assessments of an employee are prohibited unless the test or assessment being used –

Has been scientifically shown to be valid and reliable,

Can be applied fairly to all employees, and

Is not biased against any employee or group.”

Psychometric Testing is used within an organisation, to:

Serve as an aid in the selection process.

Assist the line manager in making objective selection decisions.

Obtain a profile on the candidate’s suitability for the jog/s he/she applied for.

Determine a candidate’s potential for further development / training.

Assist a candidate in making decisions on career opportunities.

Serve as an aid to counsel candidates experiencing problems in the workplace.

Determine the effectiveness of a team and their functioning.

Contribute to the utilization of skills audits, i.e. identification of gaps and determination of training needs.

Important Note: Psychometric tests may only be administered, scored, interpreted by qualified individuals. These people who have the training, are licensed to use tests and are registered with the Health Professions Council of South Africa. Steps to follow would include: A. Preparation work

1. Determine the needs of line management (e.g. testing for aptitude, potential, attitude, etc.) 2. Determine what will be the value-add of testing 3. Determine the availability of testing tools (e.g. test batteries, booklets, answer sheets, test

manuals, etc.) 4. Ensure that standardised, valid and reliable test with norms be used.

a. Validity – the accuracy and precision of a measurement. b. Reliability – the consistency or stability of a measurement.

5. Ensure that tests be used which measures the job requirements and that it be done in accordance with the terms set out in the Employment Equity Act, 1998.

6. Arrange a venue for testing – ensure availability of tables, chairs, pencils, stop watch, quiet environment, etc.)

7. Before testing, make sure that the candidates to be tested have not been tested within a six-month period.

B. Conducting a testing session 1. The qualified person must introduce him/herself to the group of candidates to be tested and

needs to explain his/her role during the session. 2. Orientation of the candidates has to be undertaken, i.e.

a. provide the aim and purpose of the testing, b. the process to be followed, c. the content of the tests, d. explain that examples will be done in the group, e. explain that question / concerns are to be addressed, etc.

3. Ensure that the candidates complete the biographical information form. 4. Distribute the test answer sheets:

a. Explain the various sub-test according the manual instructions. b. Do example exercises in the group. c. Ensure that everyone understands what is expected from them.

5. Ensure that tests are completed within the prescribed time lines. 6. Ensure that breaks are given between the various sub-tests. 7. Score all test results and determine whether the candidates comply with the minimum norms. 8. Inform successful candidates who have been tested, that they will be contacted for interviews. 9. Inform unsuccessful candidates by letter. 10. Feedback on the test results can be provided on request to all candidates.


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3.2.2 Using medical testing In terms of the Employment Equity Act, 1998 and the Occupational Health Act, act 85 of 1993, medical examinations are only done for health reasons, to assess risk factors and physical capacity as per the job requirements. The added benefit of medical testing to the company is that it ensures that the employees are medically fit for the specific high risk areas. Most organisations regard this as the last step in the process. The medical examination is particularly aimed at protecting the employer against later claims from a medical aid and prevents absenteeism. The medical examination usually determines the following:

General state of health, as determined by checking blood pressure, allergies.

The presence or absence of illness such as tuberculosis; specific illnesses, as determined by testing for AIDS and cardiovascular problems.

Steps to follow would include: 1. Ensure that medical testing is only done in specific high-risk job types or work phases. 2. During the interview for jobs in these areas, candidates must be made aware that a medical

examination will be conducted, should they be successful in their application. The objective and the process of the examination should be explained.

3. Ensure that consent from the candidates is received and the appropriate document is signed. 4. The medical examination will be conducted on the final candidate, prior to the offer of

employment.

3.2.3 Using other assessments In cases where no psychometric tests are available case studies, role plays or simulation exercises can be used, such as:

In-tray exercises - These involve working from the contents of a manager’s in-tray which typically consists of letters, memos and background information. The candidate is asked to make decisions based on this information against the pressure of a timed assessment.

Group exercises - These are timed discussions where a group of participants work together to tackle a work-related problem. Roles are either assigned or unassigned and the group is observed by a team of assessors looking at how the interaction between the group is happening and the roles being played out.

Presentations - A formal presentation may be required to be presented to a number of assessors. This may involve advance preparation on a given topic, or be based on information provided that the candidate needs to interpret and analyse prior to presenting and supporting a decision.

Fact-finding exercises - In fact-finding exercises the candidate is required to reach a decision while starting with only partial knowledge. He or she needs to understand what additional information is needed to make the decision and sometimes to question the assessor to obtain this information.

Role plays - In a role play a specific role will be assumed by the candidate for a specific task. This is then executed and observed by an assessor to determine how the candidate would deal with a specific situation.

Steps to follow would include: 1. Compile a case study / simulation exercise according to the identified competencies – line

management input is important. 2. Ensure that the content of the case study / simulation exercise give sufficient information on the job

content. 3. Make a distinction of the competencies measured by the case study and those measured during

the interview. 4. Compile instructions to conduct the assessment tool. 5. Compile a rating scale for measuring the competencies. 6. Incorporate it into an interview questionnaire. 7. If role-plays are conducted, trained observers must be available to observe. 8. Ensure that the content validity studies are available on the case studies, role-plays and simulation

exercises. 3.2.4 Preparing for the interview Candidates need to be interviewed using best practice techniques appropriate to the defined position. The goal of a successful job interview is to complete the interview in such a way, so as to ensure that the right candidate is chosen, without discrimination of any sort, for the right position at the right time.


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As we have seen before, there are various types of interviews that can be used, such as:

Structured Interview - This interview is structured by means of a comprehensive set of questions designed around the job description that has been determined for the specific post. The objective with structuring an interview should always be to get the answers that you want, but not to leave out anything else that might be important.

Unstructured Interview - The objective of this interview is to get the candidate to talk freely and indirectly about his/her work experience, personal life, interests, knowledge and education. The flow of the interview is not restricted to a limited amount of structured questions that direct the interview. Probing techniques are used in a more in-depth interview.

Committee Interview - This type of interview is composed of at least two interviewers, each of whom is included because of their particular expertise and knowledge. Interviewers limit their questions to those pertaining to their particular skill or area of knowledge.

Specialists in the recruitment and selection field, suggest that when selecting applicants for employment or promotion, a combination of the committee and structured interview is recommended, whilst using the personal techniques of the unstructured interview. Using an Interview Committee Steps to follow would include: 1. Interview committee should be set up and confirmed before the interview date. The committee

should consist of a minimum of two people. Both HR and Line Management should be represented in the committee.

2. Where Unions are involved, their role will be that of observers, to monitor the process and they may not be actively involved in the committee.

3. The selection committee should ensure that a friendly and professional tone is set during the interview to put the candidates at ease.

4. Seating arrangements should be conducive: 5. Room size is important – not too big or small. 6. Chairs should be arranged to allow space between all, but should not be too sparsely positioned

to create an “I” and “Them” atmosphere. 7. Ground rules, standards and norms should be established and agreed upon by HR and Line

Management prior to the interview. 8. Take into account any disability, e.g. hearing or visual disability and conduct the interview

accordingly. Criteria should not be changed when interviewing people with disabilities. 9. Explain to the candidate the questioning process in terms of structured questions that the

committee will take turns and that notes will be taken. 10. Interview questions should be prepared in advance. They should be used to enhance clarity of

responses and to elicit more information. The committee may probe deeper with relevant questions.

11. To ensure consistency and equitable treatment for all, candidates should be asked the same questions.

12. Avoid all discriminatory question, e.g. religious affiliation, family responsibility, etc. at all costs. 13. Make short notes of responses to questions. 14. When all the applicants have been interviewed, the committee should confer and reach

consensus on ratings given as well as the most suitable candidate. 15. A different questionnaire should be used for a second interview and the same process as for the

first interview, should be used. Setting Interview Questions The selection committee writes the interview questions as a team. The questions you prepare should focus specifically on the selection criteria. Avoid questions that might discriminate against a candidate and leave your organisation liable for legal action. You also need to define what constitutes an acceptable answer, before you start conducting interviews. An acceptable answer should include:

An example of a specific work-related situation that the candidate has faced.

How the candidate responded to the situation?

The outcome of the candidate's response.

There is no limit to the number of questions you can ask, but keep in mind how long it might take to answer each question. The interview should take approximately one hour and candidates should be


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able to comfortably answer all your questions within this time, as well as having time to cover any queries they may have about the role and your organisation. There are several types of questions that can elicit important information as well as add interest and variety to your interview Non-Directive and Directive Questions How you phrase a question can affect the type and amount of information you get from the candidate. The main characteristic of non-directive questions is that they do not give the applicant any indication of the desired answer. Structurally, the questions are in the news reporter's style of who, what, when, where and how. Often they begin with the words "describe" or "explain". Examples of non-directive questions include:

What do you consider to be the most important responsibilities of an office manager?

Why does this position interest you?

How has your background prepared you for this position?

What types of equipment did you operate regularly on your job at XYZ Company?

Describe your experience with word processing on your last job. You may need to ask follow-up questions if the responses to your questions are unclear or incomplete. Clarify and verify any piece of information you do not understand by asking the candidate to explain his or her answer again or to elaborate on the given answer.

Can you tell me more about that?

Could you give me an example of what you mean?

What makes you feel that way? Directive questions These are useful for drawing out specific information. In direct questioning, the interviewer asks, directs, or guides the applicant to specifics. Often, these questions result in a "yes"; or "no" response. Examples of directive questions include:

Do you currently have a Limited Maintenance Electrical license?

Are you still employed at XYZ Company?

Can you set up a computer spreadsheet using Excel? Situation-Problem Questions A good technique to learn about an applicant's problems solving skills and judgment is to ask "situation-problem" questions. Create a scenario that is common on the job, and ask the applicant how they would handle it. As a follow up, ask if they ever faced this situation on a job before. An example of this type of question:

Assume you are hired as a receptionist in our department. Our front desk is very busy with walk-in traffic and phone calls. There are several people waiting at your desk for assistance and you are on the phone with someone who is very upset because of an error on her transcript. This phone conversation seems to be going on and on. How would you handle this situation? Have you faced this situation on a previous job?

Self-Evaluation Questions Another type of information that is frequently asked of applicants is self-evaluative information. One type of question asks about the applicant's likes and dislikes. Self-evaluation questions are also a good way to learn about an applicant's perception of their strengths and weaknesses. Keep in mind, however, that the answers are highly susceptible to different interpretations. Examples of self-evaluation questions include:

What did you like best about that job (class, teacher, supervisor, etc.)?

How would your last supervisor rate your ability to deal effectively with the public?

What do you see as your strengths? Weaknesses?

Why were you the one promoted to lead worker on that job?


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Behavioural Based Questions These Behaviour description questions can be a powerful tool in an interview. This type of question asks the applicant to describe as closely as possible the actual behaviour that went on in a particular situation. The use of superlative adjectives (i.e., most, least, best, worst, toughest, etc.) tends to stimulate specific events in the mind of the interviewee and therefore makes it easier to respond. As with other types of questions, these should be based on essential functions of the job you are filling. An example of a behaviour description question would be:

Tell me about your best accomplishment in your last job. Start with where you got the idea, how you implemented the plan, and how you dealt with any obstacles to your idea.

Note: It is imperative to evaluate the same criteria for each of the candidates; however, this does not mean that you have to rigidly stick to the same control questions. Some applicants may be forthcoming with information but you may need to ask follow-up or directive questions of others. Some candidates may provide (or withhold) information that raises a concern or issues that should be investigated more fully in your questioning.

Refer to Appendix A for more examples of Interview Questions. Questions to Avoid The following questions should be avoided, as they could be discriminatory:

Create an Interview Guide After you have developed the questions you will ask of each applicant, it is recommended that you develop a form that includes the questions, interviewer name, date, name of applicant, position being filled. The form should have plenty of room for noting responses to questions, follow-up questions, and space for additional comments. Each interviewer should have an interview form for each applicant.

Refer to the example below:

Questions on Age How old are you? When did you graduate from high school? College?

Questions on Sex

Are you married? Do you intend to get married? Do you have children? Are you a single parent? Do you practice birth control? Do you live by yourself? How many people live in your household? Do you have someone who can take care of a sick child? What's your sexual orientation? Are you straight? Do you have a maiden name? Where does your spouse work?

Questions on Ethnic Origin / Race

What's your nationality? Where are your parents from? What languages do you parents speak? Are you bilingual? (unless job related) What language do you speak at home? What's the origin of your name?

Questions on Religion / Political Beliefs

What church are you a member of? Can you work Sundays? Saturdays? Are you a member of a religious group? With what political party are you affiliated?

Questions on Disabilities What health problems do you have? Can you read small print? (unless job related) Do you have any back problems?

Interview Guide

This form can be used to develop your interview questions. The same questions will be asked of all you interview. Record the questions and the anticipated answer(s) before you begin your interviews. During the interview you can transcribe the applicant’s answers. After the interview is completed, go back and score each question and calculate the overall score.

Applicant: Interviewer:

Date: Score:


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The interview form can also contain a screening profile document, such as the following example:

SCORE 1 2 3 4 5

Personal Grooming

Unkempt, noticeable lack of neatness

No special care in appearance

Neat and clean

Special attention to personal detail

Immaculately dressed and groomed

Voice Quality Harsh, irritating

Indistinct, difficult to understand

Pleasant tone and voice

Clear, understandable good tone quality

Unusually expressive, excellent voice

Personal Manner

Nervous, embarrassed, compulsive manner

Stiff, uncomfortable

No unusual tension, comfortable

Appears alert, free of tension

Unusually self-possessed composed

Physical Appearance

Unpleasant, looks unhealthy

Appears to lack energy, listless

Good physical condition

Appears alert, fit, energetic

Especially energetic, excellent condition

Confidence Shy, retiring, arrogant, “cocky”

Submissive, argumentative

Reasonably self-assured, forthright

Shows self-confidence

Unusually self-assured, confident

Expression of ideas

Unclear, illogical

Thoughts not well defined

Thoughts clearly expressed

Convincing, thoughts logically organised

Unusual ability to express ideas

Mental Alertness

Dull, slow to grasp ideas

Contributes little, but comprehends quickly

Fairly attentive, express own thoughts

Quick-witted, alert, ask intelligent questions

Unusually quick thinker, grasps complex ideas

Motivation & Ambition

No drive, ambition limited

Little interest in development

Fair ambition and interest

Definite future goals, wants success

Ambitions high, personal development

Experience & Education

Education and experience unsuitable for job

Not directly applicable but helpful

Good background with fair experience

Above average qualifications and work record

Background especially well suited

Personality

Immature, impulsive, unstable, indecisive

Opinionated, doesn’t accept other’s ideas

Reasonable stability and maturity

Stable, co-operative, accepts responsibility

Very mature, self-starter, outstanding personality

Subtotals

Total

Refer to Appendix B for an example of a Complete Interview Guide / Form. Schedule the Interviews After the person responsible or the selection committee has made a shortlist, an interview convenor contacts the shortlisted candidates to arrange their interviews. When scheduling interviews, allow approximately one hour for the interview itself, and at least 15 minutes break in between each interview. This break allows the selection committee to discuss the interview just conducted, make additional notes and to prepare for the next candidate. Informing the Candidates of the Interview

Question 1:

Anticipated Answer(s):

Applicant’s Answer:

Score: 5-Outstanding 4-Excellent 3-Good 2-Fair 1-Poor 0-No answer

Question 2:

Anticipated Answer(s):

Applicant’s Answer:

Score: 5-Outstanding 4-Excellent 3-Good 2-Fair 1-Poor 0-No answer


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Those candidates you decide to interview should be notified immediately. It can be done in writing or telephonically and should include:

The contact person and telephone number.

The date and time of the interview.

The venue and directions to get there.

Any documentation the candidate should bring with them e.g. ID document, certificates etc. Candidates who have not been successful should be notified in writing. According to legislation you are not required to provide them with a reason, all the letter should contain is a positive note thanking them for the interest and wishing them well. Many organisations, due to the large volume of candidates responding to a job advertisement has implemented a system simply tell candidates in the advertisement that if they have not received any communication by a specific date they should deem their application unsuccessful. 3.3 INTERVIEW CANDIDATES During an interview you will gather evidence on the behaviours observed and the information the candidate shares with you – avoid trying to decide what is relevant – write everything down. The flow of the interview consists of the following:

Welcome / Greet

Build Rapport

Share Agenda

Gain Information About the Candidate

Describe the Job

Answer Questions

Close the Interview

3.3.1 Preparing for the interview The planning and structuring of the interview is critical in ensuring objectivity. The selection panel must decide beforehand how the interview will be structured and this structure should be kept the same for all candidates. In situations where more than one person will interview a candidate, it needs to be decided, prior to the interview, who will play what role, who will ask questions, etc. It looks very unprofessional when a team of interviewers’ interrupt each other and ask the same questions. The overall purpose of the interview should be:

To provide information on your organisation and the job the candidate has applied for.

To gather information on the candidate’s previous experience and qualifications related to the position you are interviewing for.

To assess competence and observable behaviours such as communication skills. To prepare you need to do the following:

Review the CV as well as any other material you may have on the candidate.

Review the competencies for the position and start considering the questions you would like to ask.

Prepare a set of questions and record these in a blank interview form.

Prepare the interviewing environment.

3.3.2 Opening the interview Whilst you should not spend too much time on this part of the interview, it is important that you build rapport and set the stage to communicate openly and freely. The following steps should assist you in opening the interview effectively:

The interview should always begin with an attempt to set the candidate at ease. You can offer refreshments, ask whether they found you quite easily or pick up on a commonality you may have found in the CV and chat around this.

Be careful that no discriminatory elements creep in – this can happen as this is normally an area that is quite difficult to plan.

Keep it short – no more than about 10% of your total interviewing time should be spent on the opening.

Give the candidate some idea of what to expect and how long the interview will take. Ask them to relax and give you as much relevant information as possible.


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3.3.3 Gathering Information The more information you gather the more likely you will be to be able to make a fair and accurate judgement of a candidate’s ability to do the job. The areas you should pay careful attention to include: Career History Thorough preparation before the interview means that you should have to spend only a few minutes clarifying and expanding on the information you already have. During your preparation phase you should have reviewed the CV and noted down any additional questions you want to ask regarding the candidate’s qualifications, experience and work history on your Interview Form. You should pay particular attention to:

Starting and finishing dates for jobs on the CV – gaps should be explored.

Apparent stagnation or regression in the career path.

Length of time spent in specific positions.

Areas within jobs where any information is unclear or incomplete. Remember, at this point you are only completing an overview of the candidates work history. Focus on those elements of the candidate’s work and educational history that are most recent, significant, and similar to the role profile. Competency Based Review Once you have opened the interview and gathered the information you require on the candidate’s career history you are ready to gather evidence related to the identified competencies for the role profile you are interviewing for. The Interview Form you have been provided with in Appendix B is organised by competency, with one page per competency. Each page contains everything you need to collect the necessary information. Each page should contain:

The competency title and behaviours to remind you of what you are looking for. Refer to them when asking follow up questions to make sure you get the information you need.

A list of possible questions which you will have prepared in collaboration with the rest of the panel.

A space to record your comments and jot down any additional questions you may have. Technical Skills, Knowledge and Experience Finally, in the third part of the interview you will question levels of skills and knowledge aligned to the position. You will have detailed the technical skills required for the position in the job description and the key here is to develop questions that will allow you to ascertain whether the candidate has the necessary skills to do the job. Remember that in this instance we are not dealing with behavioural attributes but with specific skills and knowledge. Examples of questions you could ask would be: Tell me about a time when a policy was in conflict with operational practices in your business area, what did you do to resolve it? Or How have you gone about developing a strategy to improve your monthly figures? What factors did you consider? 3.3.4 Questioning Techniques Behaviour can be defined as what a person says or does, or doesn't do or say, when required. By analysing an individuals' behaviour, in effect, you are identifying the activities and personality requirements for the job and using a series of structured questions gather information for further analysis. The key to gathering behavioural evidence is to formulate questions that probe into specific experiences the candidate has had. Remember, you are looking for specific and similar experiences in the past that will tell you what happened, how the candidate behaved and what the impact of his/her behaviour on the outcome of the situation was. For example: “Tell me about a time when you were running behind in your work due to problems beyond your control. What did you do?” Or Give me an example of when you did something on your own initiative. What were the circumstances? In what way did you show initiative? What resulted from the actions you took? What feedback did you


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receive? Your interviewee is unlikely to give you all the information you need immediately and to make sure you get as much information as possible you would employ the following questioning techniques:

Open – who, what, where, when, how and why. Questions that explore and gather a wide range of information by encouraging the candidate to talk.

Probing – specific questions relating to details. It checks the information gained through questions on specific points. Untrained interviewers often fail to probe, either because they don’t have the confidence or because they don’t know how to. Here are some techniques other than questioning that could be used to probe effectively:

Repeat the last words that the candidate said in question form. For example the candidate might say: “I left my last job because of relationship difficulties”. You can then say “Relationship difficulties?” This prompts the candidate to supply additional information. Use silence effectively. Silence often indicates an area that the candidate is reluctant to talk about. If you think the issue that you are discussing is relevant to the job, keep quiet. It will usually only take a few seconds for the candidate to respond – they are far more uncomfortable with the silence than what you are!

Closed – look for the answer to single facts, again used for probing. Types of questions you want to avoid are:

Hypothetical – asks 'how would you feel if...' and leads the candidate to think on a wider scale. Gives a feel for how the candidate would react, although don't take their answer literally, they may react differently in the event.

Leading – leads the candidate to giving you answer you want to hear.

3.3.5 Controlling the Interview Sometimes an applicant may digress in their response or may start to repeat what they have said previously. In these instances, it is important for the interviewer to take control of the interview. When an applicant starts to digress, it is generally a good idea not to cut them off immediately. The applicant may be using this time to relax. In addition, this rambling may provide valuable data by giving some indication of the person's ability to organize his or her thoughts or communicate effectively. If the candidate strays too far afield, or begins repeating, it is your responsibility to bring them back on course. This should be done when the rambling is no longer job-related; this is especially true if the applicant divulges personal information. A good way to handle this situation is to acknowledge the applicant's comments and direct the conversation back to the original question. An example of this technique: An applicant is complaining about the disorganisation of a previous employer and is beginning to repeat information. Wait for a slight pause and interject something like, "I understand that that can be a frustrating environment. However, I would be more interested in learning more about your experience with _____." Sometimes an applicant is so interested in the position that he or she begins to interview you. If the applicant begins asking questions and interrupts the flow of the interview, an effective response is to acknowledge their interest, indicate there will be time for questions at the end of the interview, and return to the original question. Listening Skills Good listening skills are an essential part of good communication and thus are very important in interviewing. Since the purpose of an interview is to determine the applicant's knowledge, skills and abilities as they related to the essential functions of the job, it is important for the applicant to do most of the talking; you cannot listen while you are talking. There are several techniques to enhance your listening abilities, such as:

Empathise with the other person. Try to put yourself in the applicant's place.

Ask questions when you do not understand.

Concentrate of how something is said. We frequently concentrate so hard on what is being said that we miss the importance of emotional reactions and attitudes. A person may be communicating more through emotions than the actual content of the words.

Do not interrupt too soon. Give people time to express themselves.

Focus your attention on the other person's words, ideas and feelings related to the subject.

Look at the person and attune yourself to their nonverbal communication. Watch face, eyes, hands and posture.

Avoid distractions. Put down any papers, pencils or other items that can distract your attention. Try to control outside noise levels and interruptions when you are trying to listen.


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Be aware of your emotions and prejudices. Push your worries, fears and problems outside the meeting room. Control your anger or other emotional reactions to the other person.

Avoid jumping to assumptions. Do not assume that others use words the same way you do; that they did not say what they meant, but you know what they meant; that they are avoiding looking you in the eye because they are telling a lie.

What to look for during the Interview Many candidates are not confident disclosing their job weaknesses. Candidates may focus on “selling themselves” and want to avoid discussing anything that may lessen their chances of being hired. While this information may not be readily shared with you, there are some things you can look for to help you identify any potential job deficiencies. This includes:

Paying attention to your first impression. What was your initial perception?

Ask yourself, “Does this person seem like a good fit for my department? For the company?”

Watch the applicant’s body language. Body language that shows lack of confidence may indicate some skill deficiency.

Listen for inconsistencies. An applicant may either be unprepared or may not be telling the whole truth if they provide conflicting information (if this happens, there may be a good explanation for it, so give the candidate the benefit of the doubt first).

3.3.7 Taking Interview Notes The evidence gathered during the interview is compared to a standard for the job profile for which you are selecting. It is vital to ensure that you gather as much information as possible on each candidate in order to make a fair and objective judgement as to their suitability for the job for which they have applied – especially if you need to integrate this information with feedback from other interviewers when decision time comes. Remember that the next step in the interviewing process is to rate the candidate on a scale of 1 to 5. You as the interviewer must make notes on the interview form to justify these ratings. These notes not only support objectivity in ratings but they provide information on which to base decisions later in the selection process. If there are no notes available, the interviewer has to try and remember the candidate and why they made the assessment they made. This process is subjective and presents the opportunity for bias or incorrect information to enter into the interviewing process. There are some important guidelines to follow when taking notes:

Let the candidate know that you will be taking notes to help you remember information.

Position yourself so that the note taking does not become a distraction and the candidate cannot read them.

Pausing in silence while you finish a particular note is quite acceptable Remember:

Continue taking notes after the interview since the information is freshest in your mind. Record your impressions, questions that come to mind, strengths and weaknesses you can recall.

If a group interview was held, (more than one person conducting the interview), spend some time immediately after the interview discussing your impressions, concerns, interest, etc.

A summary of the interview can be used as a tool to match the candidate’s qualifications to the needs of the job.

3.3 8 General Interviewing Process Notes

Interview panel should be set up and confirmed before the interview date. The panel should consist of a minimum of two people. Both HR and Line Management should be represented in the panel.

Where Unions are involved, their role will be that of observers, to monitor the process and they may not be actively involved in the panel.

The selection panel should ensure that a friendly and professional tone is set during the interview to put the candidates at ease.

Seating arrangements should be conducive:

Room size is important – not too big or small.

Chairs should be arranged to allow space between all, but should not be too sparsely positioned to create a “I” and “Them” atmosphere.

Ground rules, standards and norms should be established and agreed upon by HR and Line Management prior to the interview.


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Take into account any disability, e.g. hearing or visual disability and conduct the interview accordingly. Criteria should not be changed when interviewing people with disabilities. Expect the same measure of punctuality and performance from PWD that is required of every potential or actual employee. PWD expect equal treatment and special treatment.

Explain to the candidate the questioning process in terms of structured questions and that the panel will take turns and that notes will be taken.

Interview questions should be prepared in advance. They should be used to enhance clarity of responses and to elicit more information. The panel may probe deeper with relevant questions.

To ensure consistency and equitable treatment for all, candidates should be asked the same questions.

Avoid all discriminatory question, e.g. religious affiliation, family responsibility, etc. at all costs.

Make short notes of responses to questions.

When all the applicants have been interviewed, the panel should confer and reach consensus on ratings given as well as the most suitable candidate.

A different questionnaire should be used for a second interview and the same process as for the first interview, should be used.

At the end of each interview, the HR Consultant should note this as an opportunity to give line management feedback.

Don’ts

Panel should not whisper things amongst themselves – it could be seen suspiciously by the candidate.

Avoid jokes that do not involve the candidate.

Do not look at the candidate in an intimidating manner – be self-aware.

Do not show agitation or boredom.

Do not make gestures of disapproval.

Do not use leading questions in abundance.

Do not create expectations in the candidate, by being overly excited over the response from the candidate.

Do not pre-judge a candidate. Do’s

Show interest in the candidate.

Listen attentively at all times.

Give candidate a chance to express him/herself.

Be friendly and imagine that you were the candidate.

Encourage candidate to talk, by nodding and “hmmm.”

Be relaxed yourself, as your tension may affect a candidate negatively.

Although you may be reading the questions, try to sound as natural as possible.

Keep eye contact with a candidate, without making him/her uncomfortable. Hints to help the candidate relax:

Introduce yourself and the panel members.

Do not intimidate the candidate with your credentials or title.

Give your first names and department.

Probe for more information without being interrogative.

Avoid the use of “why” as much as possible, as it can be intimidating and can thereby illicit defensive responses.

Allow the candidate to shelve difficult questions for later.

Class Activity 3: Interview candidates Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

3.4 ENGAGE IN SUSTAINED ORAL COMMUNICATION When doing an interview, you need to be able to engage in sustained oral communication. We will explore this topic more generally in the following sections.


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3.4.1 Respond critically yet sensitively as a listener Respecting others’ opinions, values, and feelings is a first step in building personal relationships. Development of this respect depends on an open mind and a willingness to listen and to experience the world from other points of view. When participating in a discussion, try to find an interest, belief, or opinion you share. Generally, the more we find in common with other people, the more we like them and they like us. Likewise, giving others information about yourself encourages them to share in return. Gaining this information will assist you in understanding the complexity of communication. Effective listening is important both in building positive relationships and in maximizing the learning process. It not only shows that you care about the other person; it is critical in understanding, comprehending, and remembering what has been said. However, most of us have difficulty listening actively. It requires that we pay attention to the speaker as well as overcome barriers to good listening, such as daydreaming or tuning out if the subject is too easy, too hard, or boring. 3.4.2 The importance of sensitive management of discussions and conflict In any organisation, discussions and conflicts need to be managed in a manner that supports the goal of the group or the one-on-one interaction. If a discussion is not handled sensitively, it can lead to conflict. Conflicts often evoke strong feelings. Typical reactions are that conflict is something to be avoided, that conflict needs to be settled as rapidly as possible, and that participants in a conflict situation are likely to leave with negative feelings. There now is emerging a more balanced view of conflict; it is seen as having the potential of either positive or negative effects, or both, depending on how it is managed. Properly managed, conflict can be associated with a range of positive effects:

It can cause problems to surface and be dealt with in a group,

clarify varying points of view,

stimulate and energize individuals,

motivate the search for creative alternatives,

provide vivid feedback,

create increased understanding of one's conflict style,

test and extend the capacities of group members, and

provide a mechanism for adjusting relationships in terms of current realities. There also are many possible negative results from conflict, including:

reduced cooperation,

trust,

and motivation. The goal of conflict management, then, is to increase the positive results, while reducing the negative ones. This should ensure that you are able to support the goal of the group or individual interaction. The following two sections discuss interpersonal and group conflict and provide you with strategies to manage the conflict. The following are some practical strategies for managing interpersonal conflict:

When you clash or disagree with someone, one way to prevent escalation is to take a time-out to consider the issues and your response. Don’t feel pressured to resolve the situation immediately. Attempt to create ground rules i.e. no personal attacks and ask that personalities be omitted from the discussion.

Sum up what the other person says by paraphrasing their demands, viewpoints and comments. This will clarify the issue and provide you the opportunity to reply. Most people don’t listen well and tend to react defensively when engaged in conflict. Summarizing what someone says demonstrates that you are listening, you care and are trying to understand. Replaying what you hear doesn’t equate to agreement with their opinion or request. Here are some ways to help you sum up what the speaker is saying: "In other words, you were not able to make the dinner appointment and thought I should have called you to confirm the date beforehand?" or "What I hear you saying is that you want me to tell our friends that you were sick when you really weren't?"

Communicate your need, viewpoint and request graciously but firmly. “I was hurt when you didn't show up for dinner because I thought the date was set. I would really appreciate it if in the future you could call me and let me know you can't make it. That way I won't be sitting in the


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restaurant worried about you." or “I prefer to tell our friends the truth about what happened or would ask that you tell them. I want to be forth-right and honest about the situation."

Involve a 3rd party, you may want to bring a neutral member into the discussion. Both parties should agree to the person being involved.

If you are unable to resolve the issue within the group or individuals, it may lead to deadlock. Deadlock usually is an inevitable part of any negotiation. Deadlocks can actually be times for periods of respite from intense emotions that might get in the way of honest negotiations. Often a tactic is to step back and stop negotiating about highly personal issues and focus on bigger issues. If emotions creep into the process too much, then "deadlock" is inevitable. Here are some methods to break deadlocks:

Look for ways to reshape each side's way of thinking.

Remove the more difficult items from the meeting, and work on reshaping the ways of thinking for the easier items. Keep communication open for further negotiations on the difficult items later.

If the deadlock involves future enforcement of your agreement, consider putting it to a third party for mediation or arbitration.

You may refer to independent third "expert" to get all parties into a co-operative problem solving mode.

You may wish to lighten the mood by making a joke. No matter what, if you want to resolve deadlocks, you must re-involve your opponent in discussions. There can be no future negotiations unless the lines of communication remain open. Even suggesting new alternatives can have the effect of making the old proposals look better. Who should make the first move in deadlocks? Many deadlocks are the product of poor communication, risk of losing face, or just personality differences--so you must consider these human variables when deciding whether to take the initiative. 3.4.3 Analyse your own responses to spoken texts Everyone communicates differently and has a different style of communicating. We need to remember that different approaches and responses are needed depending on the situation. You cannot behave in the same way that you do with your friends as you do in a working environment and you have to adjust your behaviour accordingly. However, each person tends towards a certain style of communication. 3.4.4 Different Communication Styles When communicating you must be self-aware in terms of your own responses to spoken texts. There are a number of different communicating styles. These are:

The Aggressive Style. Fighting, accusing, and threatening characterise this style. Through aggression, these people stand up for their personal rights at the expense of others. The goal of aggression is domination, winning, and forcing others to lose. The advantage of this style is that others can’t and don’t hassle you. The disadvantage is social isolation.

The Passive Style. Acceptance, unconditional with others’ demands and being “walked on” by

others characterise this style. Through passivity the individual fails to express honest feelings, thoughts, and beliefs. This is commonly done in an apologetic, timid manner that leads to being disregarded by others. The advantage of this style is that rarely experience direct conflict with others since you are fulfilling their demands. The disadvantage is that you are taken advantage of, devalued, and obedience you experience anger and resentment

The Passive Aggressive Style. On the surface these individuals appear to be following the passive style. Hidden beneath the surface, however, these people act in an aggressive way. For example, they believe that they have a right to their own beliefs but fail to express this openly. Instead, they resort to miscommunication (e.g. talking behind backs, causing conflicts indirectly, “getting even” in an indirect manner).

The Assertive Style. This style is characterised by balance. Balance in the expression of feelings, self-pride, and self-regard, while at the same time being considerate of others. Through direct communication, you demonstrate respect for your rights and the rights of others. The advantage of assertiveness is that you can compromise so that you can get what you need and want.

It is possible that you may adopt different styles in different situations however think of your own responses in situations and try to identify which style you fit into. The following are ways to try to minimise the negative effects that your personal style may have:


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Style Ways to minimise effect

Aggressive Attacks (like name-calling or accusation) typically shut down all further productive communication rather than encourage it.

When tempted to attack, consider whether you truly wish to lose the chance for a good relationship with this person.

Deep breathing when you are tempted to aggressively communicate can help you gain calmness. Calmness often changes the tone of the communication to make it less offensive.

Practise compromise. You will probably be surprised at how much more satisfying it can be.

Passive On the surface, the aggressor “wins” and the passive person loses. However, in the long run, both will lose closeness in the relationship and respect for one another.

Although passive communicators may deny feeling anger, they usually do. This often leads to becoming a silent, angry martyr over time.

Practising (role-playing) more assertive responses can help reduce passivity.

Aggressive communicators are not going to respond well at first to assertiveness coming from a previously passive individual.

Assertive communication means the aggressor must compromise—not win.

Passive-Aggressive

Aggressors “win,” passive communicators “lose.” Passive-aggressive individuals then get even and the aggressor loses. In the end, no one wins.

Passive-aggressive communicators usually feel angry under the surface, but cannot communicate this directly.

Long patterns of passive-aggressive actions can deteriorate any relationship.

Practising (role-playing) more direct communication responses can help reduce passivity, anger and aggressive “payback.”

Assertive Avoiding the temptation to counter-attack an aggressor’s attack.

Validating an aggressive person’s feelings (that is, noting them in a non-judgmental way) opens the door for a statement that is likely to be heard.

Once the other person is listening, compromise can take place.

With assertive communication, both parties can get what they want

3.4.5 Put your own position forward with confidence There are a number of steps that you can use to put your position forward with confidence: Step 1: Identify the issues you find problematic. Try to be specific and always concentrate on observable behaviours. It’s important to avoid labels, emotionally-loaded words, or other blaming statements that would make the person become defensive and closed to communication. Step 2: Communicate emotions. Carefully examine the emotions you are feeling in reaction to the behaviour and let the other person know how you are feeling. This step takes a lot of courage. Be sure to name specific emotions, instead of making broad statements like “I feel terrible.” Taking responsibility for your own emotions (by saying “I feel…” instead of “you made me feel…”) helps avoid the other person becoming defensive and shutting down communication. Step 3: What you want in the future. In the last step, tell the other person what you would like him/her to do in the future, in a similar situation. This takes some thought ahead of time. Be specific and realistic in your request. An advantage of this step is that you are indicating to the other person that you’re taking some responsibility in the problem and initiating a potential solution. 3.4.6 Identify inappropriate responses and adjust your style When you communicate with people be aware of your tone (angry, sarcastic etc.) your approach (aggressive, conciliatory) and your style (attaching, passive, passive -aggressive, assertive). You should be aware of the response that your manner of communication may have in another person and the results that you can have. The following lists behaviours that may provoke conflict:

Person centred comments & criticism.

Past centred comments.

Guilt-induction attempts.

Blaming comments.

Inappropriate reassurance and positive thinking.

Unsolicited advice/commands.

Lengthy attempts at persuasion.

Defensiveness-causing questions.

Extended attempts to win.

Mistrust statements.

Overstatements and over-generalisations.


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Histrionic behaviour (over dramatisation).

Use of hot phrases and words.

Words or phrases that suggest disinterest.

Phrases that blame or imply blame or suggest ignorance.

Phrases that suggest helplessness (brush-offs).

Phrases that have a threatening undertone.

Phrases that challenge or dare.

Use of code words and innuendo. Try to avoid the above behaviours and catch yourself when you do them. By using these behaviours, you will lose the audience’s attention and credibility. 3.4.7 Adjusting your style If you are able to manage interaction with co-workers, you will have better relationships. The techniques below will assist you to adjust any inappropriate responses that you may make and modify your behaviour to sustain interaction. Try these techniques to make difficult relationships easier to handle:

Look for the good. It isn't necessary to like all your co-workers, but it is necessary to treat everyone with respect. The best way to respect someone is to discover their strengths, skills, or contributions; then, focus on those instead of what you don't like. The more you can recognise a person's good qualities, the easier it is to show them genuine respect.

Don’t expect miracles. Sometimes, two people who don’t get along can – over time – grow into friends. On the other hand, sometimes relationships simply remain stuck & difficult. But if you make even small, incremental changes that cut down the stress and conflict on each side, you can consider your efforts a success.

Don’t just focus on the other person. It’s easy to think the other person should change. If they do, that’s a bonus. But since that may not happen, concentrate on what you can contribute to constructing a relationship that’s as good as possible.

Attack the problem, not the person. Imagine that you aren't getting information you need from another department, and it's causing your work to suffer. You may presume the other department is lazy, or doesn't care, or is trying to sabotage your success. I Instead of attacking the people involved, attack the problem. Suggest a meeting to determine what the problem is and why you aren't getting the information. The real problem may be short staffing or system problems -- or they may not be getting the information they need from someone else. You'll stay solution-oriented and engage others with your professionalism intact.

Don't let the "crabs" get you down. Know any crabs? They’re the type of people for whom nothing

is ever right, good enough, or “fixable.” Stay determined to prevent the “crabs” from pulling you down to their level. Use these 5 steps: 1. Try to understand why they're negative. They may be dealing with a serious life issue.

Understanding may help you be more sympathetic and less frustrated. 2. Talk to them about it. Tell them you've noticed they have seemed a little down and offer to

help. They may not open up, but it’s often helpful just to know that someone cares. It will also give them a tactful heads-up as to how they're coming across (they simply may not realise their attitude is affecting others).

3. Avoid them if the situation doesn't improve. 4. Remove them from your environment (if possible and if truly necessary). 5. Have a "recovery plan." If steps 1-3 above haven't worked, and you can't remove them (which

is often the case with a co-worker), have a plan for how you'll replenish your good mood after you come into contact with them. A recovery plan will at least cut your “down time” – for example, you may be upset for 30 minutes rather than for 4 hours.

Have one more positive interaction a day. Say “thanks,” give a compliment or pass the praise.

Feeling appreciated is the No. 1 motivator for most employees. While that recognition can and should come from managers, every employee can contribute with quick morale boosters.

Keep your attitude as positive as possible, whatever your circumstances. It's easy to think your attitude is determined by other people and by uncontrollable events in your life. But if that's true, you've lost control. Stay resolved to be as happy as possible, for just five minutes at a time. You'll feel better and be easier to get along with.


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3.4.8 Use strategies to be an effective speaker It doesn't matter whom you are speaking to. Whether to a group of a thousand, a radio or television audience, or one person in the privacy of your office, much depends on your ability to come across in a credible and honest fashion. Good intentions are not enough. Many an honest, open speaker has created an impression of shiftiness and dishonesty due to a lack of understanding about how to structure content, and how to use language and speaking style to come across in a credible manner. The tone used is also important i.e. beware of answering questions in a sarcastic or insincere manner. You will be perceived as credible when you:

Appear relatively unbiased.

Appear similar to the audience.

Communicate in ways the audience understands.

Demonstrate understanding of the audience's opinions.

Do not sound defensive or aggressive.

Do not over react to criticism. The following are specific tips that you can apply to individual interactions as well as group interactions:

Don't oversell or ignore downsides from the audience's/person’s points of view. Research suggests a mix of focusing on evidence to support your position and considering objections is most effective.

Pre-empt attacks by bringing up audience/person’s concerns yourself. For example: "I know some of you are probably thinking [fill in objection]. Let me address that." This is much better than ignoring these until an audience member attacks you with an objection.

Match your language to the audience/person. That is, stay away from all bureaucratic language and abbreviations, unless your entire audience is very familiar with them. Even then, explain the abbreviations. Match your language to the anticipated educational levels and dialects of the audience members. Don't use huge words, or language that isn't used in the world your audience lives in. Don't use long, convoluted sentences, either. Speak like them!

Whenever possible don't read a prepared speech. This reduces your power of influence, and credibility. Very few people are able to read a speech effectively. Most attempts at reading make you appear to be unconfident, stiff, and artificial. Reading occasional quotes, however, is OK.

Use a well-organised structure for your presentation. Use the old saw: Tell them what you are going to tell them. Then tell them. Then tell them what you told them. This corresponds to the introduction, body, and conclusions/summary.

When using the above structure, indicate in your opening that you imagine that some have concerns that you will be addressing.

Then, in your body, present both sides. You may want to emphasise any positives you have identified.

Speak with energy and intensity to show your commitment to your topic, but don't go "over the top", by sounding like a preacher or sales-person.

Make extra effort to make eye-contact with people in the group. The listeners need to feel that your primary concern is each of them, not selling them on the ideas you have. So you want to appear as listener focused as possible.

Don't try to accomplish too much, or present too much information. The more you present the less impact each point has. By trying to do too much you risk the possibility that the listeners will miss your main points, or simply get lost and frustrated.

3.4.9 Impact of non-verbal cues/body language and signals on an audience Studies have shown that up to 70% of communication is accomplished non-verbally Non-verbal messages are being sent constantly—both with and without words. Consider your facial expressions and body language during any communication. Consider what messages your expressions and body language are sending, and make sure those messages are what you want to be sending. This general set of body language is used predominantly for the business world, where transactions are made across global and cultural boundaries, and includes several basic elements such as:

Posture - Stand and walk with your head erect and shoulders back, and keep your gait lively. Any other way, and you may look tired, dishevelled and down on your luck. It also portrays a lack of self-esteem and confident, making it hard for people to be convinced to close a deal with you.


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Hands - Keep your hand gestures to a minimum, but don't feel you have to sit on your hands and do nothing with them. Some movement of hands while speaking is natural; just be sure that they are not flailing about wildly. People would probably assume that you are nervous or simply not calm - a very unprofessional behaviour. Also, be sure to keep your hands visible at all times, as not doing so can send a subliminal message that you are untrustworthy.

Handshake - Shaking hands well is an art. Of course you know not to give a limp, fishing handshake, but are you sure you're not doing so without realising it? Everyone should receive a firm but not bone-crushing handshake. Men beware when shaking hands with women. You don't want to give a limp handshake, as if her hand will break, nor do you want to give a crushing handshake that can guarantee broken bones. Don't pump the other person's hand for too long and avoid a two-handed shake which is reserved for weddings and funerals.

Facial expression - A face that looks relaxed - no furrowed brow, tense jaw, nervous twitches or stern expression - gives the impression that you are not only a pleasant person to deal with, but a confident one too. Just avoid smiling excessively. You don't want to come across as someone fake.

Head movement - A common problem for people who are anxious is to nod their heads excessively. Just keep it subtle and appropriate to the situation. Overdoing it makes you look like an eager-beaver.

Eye contact - What is good eye contact? You have to balance looking other people in the eyes

without staring them down. To do so, concentrate on making eye contact most of the time but breaking it up with an occasional glance away. Avoid looking down when glancing away or you may be seen as shifty and untrustworthy. Also, try shifting your gaze back and forth between the other person's two eyes. The subtle shift will keep the interviewer from feeling that you are staring.

Miscellaneous gestures - Watch out for unnecessary and unprofessional gestures as tapping your foot, fiddling with a ring or other jewellery, twirling your hair, and drumming your fingers on the chair arm or desk. Not only are these movements distracting, but they imply that you are nervous, impatient and/or bored.

3.4.10 The influence of rhetorical devices There is an ancient proverb, “the one who ascends the platform without preparation descends it without honour”. The ancient Greeks and Romans developed a complete system by which the aspiring public speaker could prepare for standing on the podium. They developed and identified numerous devices or patterns of language which the speaker could use to enhance the meaning of his words. Many of these figures of speech are employed in the English language today. Some of the more common techniques are discussed below.

Analogy: The comparison of two pairs that have the same relationship. The key is to ascertain the

relationship between the first so you can choose the correct second pair. “Part to whole”, “opposites”, “results of”, are types of relationships you should find. An example a partial similarity, as the computer is like the brain.

Repetition of certain words: Repetition may be used to emphasise a point and to ensure that the

point is clearly carried across.

Style, tone, voice: Gut reactions are useful here. Examine your own responses. What is it that makes you respond as you do? Are you the author’s intended audience? If not, who is? The attitude a writer takes towards a subject or character: serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective.

Pause: A pause may be used for effect to gain the audience’s attention.

Exclamation: An exclamation is to cry out or speak suddenly and excitedly. This is a technique to catch the audience’s attention

Volume: Ensure that you are speaking loudly and clearly. Varying the volume and speed at which you speak can also generate interest.

Intonation: Vary the pitch of your speaking. It is very difficult to listen to a speaker who is conducting

him communication in a monotone.

The rhetorical question: a question where an answer is not expected; often used to involve the audience and create interest. The person who asks, "What kind of stupid plan is that?" expects no answer.

Persuasive comparisons: affecting an opinion by making a comparison with a negative influence. An example is her hair is the colour of dirty, copper wire.'


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Persuasive definitions: affecting an opinion by defining a key term in such a way that we are lead to the speaker's conclusion. An example is capital punishment is socially sanctioned murder.

Persuasive explanations: affecting an opinion by explaining a key concept or point in such a way

that we are lead to the speaker's conclusion. An example is health care has deteriorated because the government is full of incompetent bureaucratic people.

Stereotypes: Speakers often group people together under an inappropriate stereotype to affect our

thinking on some issue. In this context, stereotypes are based on generalisations which may or may not be true (in general) about, for instance, peoples' character traits. The problem comes when the generalisation is applied in a situation where we need to make a judgement on a case by case basis. An example may be rejecting a young woman candidate for a job on the grounds that 'all young women want to start a family.'

Innuendo: Innuendoes rely on the implied messages sentences often carry with them. As an example after a dinner party -- "Was the dessert good?" "Well, I managed to get through it."

Loaded questions: Forcing someone to answer in such a way that they lead the audience to an inappropriately implied message. An example is in a court case, a lawyer asking a man to give either "yes" or "no" to the question "Have you stopped beating your wife?"

Weaslers: Constructing a claim in such a way that even though it is true, it suggests something that

quite different from what would be concluded if all the information was made explicit. This is very common in advertising. An example is “Up to 60% off" (which may mean 60% off one item, 5% off everything else) or “The most powerful car in its class" (where the class has been specially defined and it's the only one in it).

Proof Surrogates: Suggesting that there is proof for a claim without actually giving it, or saying where the audience might find it. As an example beware of phrases such as "Many experts believe that . . .” and "Leading medical practitioners recommend…"

Euphemism and Dysphemism: A euphemism is a word that is thought to have no negative connotations associated with it that is used in the pace of one that does have negative or hurtful connotations. A dysphemism is the opposite of a euphemism. Examples are "Differently abled" vs. "Handicapped" and "Collateral damage" vs. "Civilian deaths"

When thinking critically about some claim presented to us, it is important to be aware of when our thinking may be being influenced by the use of rhetorical devices. Many of these rhetorical devices are fairly obvious. We are so frequently exposed to them, often in advertising and the media. 3.4.11 Evaluate your spoken discourse When you communicate with people and groups you should always bear in mind the other parties point of view in relation to the context and purpose of the interaction. A point of view is:

The perspective from which a story is told.

The angle from which the viewer sees the objects or scene. In order to evaluate what the person is saying you must understand their point of view and the context and purpose of the communication. An example may be when you are called into a meeting with your manager you may want to first establish his or her point of view on the meeting and the context and purpose of the meeting. The meeting may have been called to share information with you or it may be to get your buy-in and input into an issue. 3.4.12 Identify the values, attitudes and assumptions in spoken discourse To begin this section lets first give some definitions for values, attitudes and assumptions. Values can be defined as:

Beliefs of a person or social group in which they have an emotional investment (either for or against something); "he has very conservative values."

Assumptions, convictions, or beliefs about the manner in which people should behave and the principles that should govern that behaviour.

General guiding principles that are to govern all activities.

Those qualities of behaviour, thought, and character that society regards as being intrinsically good, having desirable results, and worthy of emulation by others.

An assumption can be defined as:

The act of assuming or taking for granted; "your assumption that I would agree was unwarranted."


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Premise: a statement that is assumed to be true and from which a conclusion can be drawn; "on the assumption that he has been injured we can determine that he will not to play."

Something is taken for granted as being true. An attitude can be defined as:

Lasting general evaluations of people (including yourself) objects or issues.

A complex mental state involving beliefs and feelings and values and dispositions to act in certain ways; "he had the attitude that work was fun."

Attitudes are positive or negative views of an "attitude object": a person, behaviour, or event. Research has shown that people can also be "ambivalent" towards a target, meaning that they simultaneously possess a positive and a negative attitude towards it.

3.4.13 The influence of values, attitudes and assumption on interaction Values, attitudes and assumptions are a pervasive part of human life. Without them we wouldn’t know how to react to events, we wouldn’t be able to make decisions and we wouldn’t have much to talk about. As can be seen from the definitions values and attitudes are particularly difficult to deal with and must be dealt with sensitively as they are often at the very core of a person’s belief system. When we engage in any type of communication we should be aware of the impact that our values, attitudes and assumptions will have on the communication. When people experience inconsistency or conflict between their attitudes, assumptions and values they experience what is known as dissonance. Dissonance is a feeling of discomfort generated by this conflict or inconsistency. Most people will attempt to reduce their cognitive dissonance. There are three main ways people use to reduce their dissonance. These are shown in the diagram below:

Ideally through communication between two parties a resolution in the communication will be achieved by both or either party reducing their dissonance by one of these three methods. Knowing how people react to learning new information is vital to understanding how your spoken work will be accepted. New information or information that challenges existing beliefs or systems presents problem to any communicator. Benjamin Franklin advised: "Don't expect to win the first time. Your first job is just to start the other person thinking." Only few people are explorers. The rest are grounded in the familiar and what is proven to work. Therefore, the first reaction to learning is often resistance, as most people may feel:

Threatened,

Intimidated,

Competitive

Dissatisfied to be on an unfamiliar ground. The safest way to overcome these obstacles is to discuss the new information by beginning with what is known. To start with the familiar and then to add the new and variations or take-offs from the old to what it could be. If you relate back to the dissonance model ideally you want the person to change their values, assumption or attitude. When we are communicating with people either as individuals or as groups we should be aware that understanding the meaning of the message is particularly difficult when the subject is controversial and emotional and when the person speaking is from another culture. Gender also plays a role as studies

DISSONANCE Inconsistency or conflict between values, attitudes and

assumptions

GRIEVANCE PROCEDURE ENDS

Change attitude, value

or assumption.

Step 5: TOP LEVEL

MANAGEMENT Get new information to support attitude,

value or assumption.

Step 4: GRIEVANCE AND

REPORTS Minimise importance

of conflict/ inconsistency


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have shown that there are differences in the way that men and women communicate. There are several methods to avoid misinterpreting or jumping to conclusions about the meaning of a message.

Repeat back to the speaker, in your own words, what you thought the speaker said and then give the speaker a chance to correct any misinterpretations.

Give two possible interpretations of the message that was sent. For example, "Are you angry, or just tired?"

Ask for definitions of unclear or ambiguous words.

Ask the speaker to rephrase or repeat the message. By using these methods, you should be able to test for the presence of values, attitudes and assumptions in communication and manage their impact on your discussions. 3.4.14 Techniques used by speakers to evade or dissipate responsibility People with whom you are communicating may use techniques to evade or dissipate responsibility. Being aware of these techniques will assist you in preparing for these types of responses if you should encounter them.

Denial: when you try to state your case and the other person denies his/her part (“I don’t raise my voice.”), the best response is to assert your experience of the situation and stick to the facts (“You have raised your voice several times when we’ve discussed this problem, and I do feel anxious and angry”).

Blaming you: when the other person turns the tables and insists that you are to blame for the situation (“If you weren’t so stubborn, I wouldn’t have to raise my voice”), stick to describing your experience, own up to your part (if you agree) and get back to the issue at hand (“Yes, I do tend to be stubborn, but the fact is that I still don’t like you raising your voice.”).

Splitting hairs: this is when the other person denies the accuracy of small details and tries to get the discussion moved to a debate about these details (“I haven’t raised my voice several times. It’s only been once or twice.”). To deal with this diversion, point out what happens to the discussion when the other person splits hairs (“We’re arguing over small details now. Let’s get back to the main point I brought up about your raising your voice.”).

Stalling: when you try to discuss the problem and the other person tries to delay the discussion (“Not right now, I’m not feeling up to it.” Or “Can’t that wait?”), keep insisting that this is important to you, and get the other person to commit to an appointed time to discuss the issue again.

3.4.15 The impact of a speaker’s capability We often deal with new ideas, with changing how things are done, with trying to persuade others about your point of view. There are many built-in obstacles to people automatically accepting and absorbing information that you may communicate to them. Perhaps the greatest single stumbling block to real communication is the one-sided nature of speaking. Most of us think of "communicating" as a one-way process. We concentrate on what to say, how to say, and how to communicate it better. In our efforts to achieve our goal and get our message across to others, we forget that at the other end of our message is an 'other' - someone with their own goal, and their own concerns. These often do not coincide with ours, especially at the moment when we are about to start communicating our new ideas. Unless you can get the both sides equally involved in the exchange you may as well deliver your idea or request to the mirror. The three basic factors of what makes people listen are: 1. Self-interest; 2. Who's speaking; and 3. How they say it. Understanding the basic principles of how we communicate and why we listen - what works, what doesn't, and why - starts you on the road to a realistic appraisal of what you want to say and how you plan to say it.

Self Interest: The best way to generate the receiver's self-interest and to get people to listen is to discover and show them what's in it for them. It's to let them know that you understand their self-interest by focusing on their point of view at the start, before you tell them about yours. That will motivate them to turn in.

Who’s speaking: The next factor that determines whether people listen is who's speaking, and their perception of the speaker. Certain basic personal qualities immediately capture us and make us want to listen to your message.

Positive Qualities- that can cause us to begin giving the centre stage away to become a willing and interested listener:

Negative Qualities- that create an environment in which we want to find a way out of listening further to such a person:


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Warm, friendly, honest and open.

Exciting, creative, and interesting.

Knowledgeable and/or confident.

Organised.

Authentic.

Inspiring.

Formal and stuffy.

Closed and false.

Pompous and/or patronizing.

Monotonous and/or lethargic.

Vague, complex, or irrelevant Unsure, nervous, or hyper-intense.

How you say it: The third reason people listen is technique, or how you say it. Style and technique have become the principal determinants of whether or not we communicate successfully. Remember the four communication styles discussed earlier.

In order to communicate effectively you need to ensure that you: 1. Know your message. 2. Make sure you are understood. 3. Deliver your message in the proper context. 4. Use appropriate emotions and tones. 5. Adopt a healthy communication style. 6. Be receptive. 7. Provide helpful feedback. 8. Be a good nonverbal communicator. 9. Be consistent. 10. Be positive.

Class Activity 4: Engage in sustained oral communication and evaluate spoken texts

Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

3.5 DRAW UP A SHORTLIST A shortlist needs to be drawn up to reflect the results of the assessment (including the interview) of candidates. The shortlist can be justified in terms of the match between candidate profile and job requirements. Article

Red Flags in the Interviewing Process

What are the potential ‘Red Flags’ when interviewing? How can you spot them, and when do they become “knock-out factors”? We recently had a client ask us about a candidate who showed up late for an interview. He wanted to know if this was a “knock-out factor”, since he expected to see candidates on their best behaviour during what he considered the courting process. Of course there are no hard and fast rules on these things, but when one or more red flags pop up during the hiring process, you need to be extra diligent when probing into these areas. Here are some potential red flags, listed in order of severity:

Cannot provide supervisory references from recent employers.

Criticises former employers and colleagues.

Offers confidential information about former employer.

Slow to return phone calls, provide references or consider job offer.

Late for an interview and didn’t mention it – or late for more than one interview.

Didn’t research your company.

Would take a significant salary cut to work for you.

For leadership roles: cannot articulate the impact that they had on their previous employer.

For sales roles: cannot provide a concise statement of the benefits that their product delivers.

For junior roles: would have a significant commute to work. Remember that no candidate is perfect. But, as the interviewer, you need to probe skilfully to determine whether a red flag is isolated or the tip of the iceberg.

from: www.holstgroup.co.uk

3.5 1 Make selections Once interviews and reference checks are complete, the selection committee takes time to deliberate on the candidates and to make a selection. Use the notes you have taken during the interviews to help you make a decision about who is the best candidate for the position. Your decision should be based solely on each candidate's ability to meet the selection criteria. Selections need to be made in accordance with planned strategy and can be justified in terms of best match between candidate profile and job and any organisation requirements and meeting legislative requirements. If it is impossible to make a selection at this point, you may want to consider scheduling


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an additional interview or conducting additional reference checks. If you feel none of the applicants are qualified, you may choose to re-recruit. Don’t make the mistake of delaying the assessment section of the interview process – you will forget. This is especially true if you go on to interview more candidates. You will successfully collate notes and reflect information if you do the following:

Read through your notes immediately after the interview.

Rewrite any parts you cannot read.

Add any general impressions you did not have time to write down during the assessment.

Generate questions about certain aspects of the behaviour that need to be clarified later on in the recruitment process.

Quantify your assessment, i.e. assign a numerical rating to the competencies you were assessing.

Make notes to justify the ratings you have given. This must be done as soon as possible after the interview is complete, in order to ensure that you retain the maximum amount of information and can therefore achieve a fair rating of the candidate’s performance. If you have been working with a selection panel, you need to meet as soon as possible after the interview, to agree on your ratings and reach a recruitment agreement. Always keep your working papers fairly legible and on file, in the event you need to refer to them later, either to defend a decision or to access a previous interview should you need to do so. Remember to keep your records confidential – your candidate has a right to privacy with regard to interview results and decisions. 3.5.2 Rating your Candidates Your goal when rating competencies is to use the behavioural examples you have collected to predict the candidate's future performance levels in the target job. For each of your assigned competencies, assess the extent to which the candidate demonstrated effective use of key descriptors. The following rating scale is commonly used in assessment practices:

1 Not Competent. Little or no evidence of the competency being measured.

2 Below average. Some evidence of competence, but not sufficient for job standard. Possible candidate

for development.

3 Average competence. Evidence of competence is acceptable. Competent but not a high performer in

that specific competency.

4 Significant evidence of the competency being measured.

Above average performance. Candidate likely to be able to do what is required and more.

5 Excellent Performance. High levels of competence. Shows understanding and application at a high

level. Could be considered a high flyer or expert in this area.

Source: Assessing Human Competence, Elaine Saunders, p. 140

When allocating a score an interviewer should be conscious that this is not a simple process. The rating should not be a numerically based decision, but a proper evaluation of the evidence gathered and a determination of whether the individual is deemed to have demonstrated sufficient evidence to demonstrate that s/he will be effective in the role at the target level set prior to the interview for a specific competency. The following guidelines should assist you in making a sound decision:

Read your notes fully.

Clearly link the evidence to the competency by assigning a score to each piece of evidence.

Link the evidence to the competency. Use the phrase ‘demonstrated by’ to back up your observation. Please note that the behavioural descriptors for each competency are not exhaustive. A candidate may demonstrate other behaviours that are relevant to the competency (either positive or negative) which you should include in your notes.

Keep referring back to the overall competency description so you’re clear about what you’re looking for.

Make sure you write clearly and legibly so that it can be understood by others for feedback.

Enter the evidence and comments in the spaces provided on the interview form.


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If there is a second interview, highlight areas for further probing (remember reference checks can also provide further evidence and clarification on specific competencies).

If a number of interviewers have been involved in the selection for a specific position you should meet with them to discuss the evidence and scores for each competency. This serves to ensure that an objective decision is reached based on all the available evidence. While there are no guarantees, if all other steps in the hiring process have been implemented effectively, your chances of making an effective hiring decision should be fairly high. After completing the selection process including evaluation of written materials, interview, work samples (if used), and reference checking, it is now time to review all information gathered about your applicants. It is your task to rate job-related skills and the candidate's fit with your department. Match applicant data with the skills and qualities identified at the beginning of the selection process. In most cases, the basis for selection decision should be guided by the candidate's predicted skill in doing the job. Keep in mind that hiring is not an exact science, yet there are some logical steps you can take to further increase your effectiveness in hiring. These steps include:

Review your biases to make sure they are not influencing your decision.

Review the candidate’s accomplishments and pay little attention to their credentials. “The proof is in the pudding,” so the more a candidate can prove his/her ability, the more likely that candidate fits the need.

Consider the candidate’s motivation. To what extent do they want the job? If it is impossible to make a selection at this point, you may want to consider scheduling an additional interview or conducting additional reference checks. If you feel none of the applicants are qualified, you may choose to re-recruit. 3.6 GIVE FEEDBACK All applicants need to be given feedback - both successful and unsuccessful candidates. The feedback needs to be relevant to the enquiry and the job requirements. The feedback needs to be given tactfully according to the planned time framework and legal requirements. A candidate has dedicated time and effort into applying for the position. They deserve to know the outcome of their efforts. By doing so, not only are you showing common courtesy, but you are also building that positive lasting impression. Furthermore, it would be unwise to burn a bridge with a strong candidate. You never know when you may want to interview that person again. You may notify candidates by phone, in a letter, or both. However, you choose to do so, it is advisable to be consistent in the method and content of your notification. This will help prevent suspicion of discrimination in the hiring process. Rejection Letters should contain the following information:

Appreciation for the candidate’s time and interest.

The decision made to hire someone else.

Future opportunities.

Sample letter:

Dear Mr. Smith, We appreciate your interest in the Hotel Manager position. While your background and experience are most impressive, we have decided to hire someone who more closely fits our department needs at this time. We will continue to keep your resume and application on file for future reference. Please contact me telephonically if you have any questions. I wish you the best of luck in your career search. Sincerely,

Jane P. Boss

3.6.1 Making the offer Upon reaching a decision to hire, you should not delay in making the offer. Call the candidate to either discuss the details over the phone or to set up a meeting for this purpose. It is a good idea to send a follow-up “offer letter” to clarify the details of the work agreement. When making the offer, you should describe the position again, disclose and possibly negotiate the salary, and explain any benefits the candidate is eligible for.


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Note: Avoid saying anything that you cannot guarantee. For instance, telling an employee that you might be able to negotiate more vacation time may be interpreted as an “implied contract” in a court of law. You could be held legally bound to follow through. Sending a letter to offer the job can help prevent misunderstandings of the role, salary, etc. 3.6.2 Final stages in the offer While you may be eager to fill the position, especially now that you’ve found the right person for the job, the candidate may not be ready to make a decision yet. Give the candidate some time to think about the offer, to ask questions, and to determine if this is the right job for him/her. Typically, candidates will respond within a few days. Once the candidate accepts the offer, consider him/her hired. The next step is to pick a mutually agreeable starting date, confirm salary, etc. You will also need to set up a physical exam or drug screen test at this time if applicable. Stay in touch with the new employee before the starting date. This will help keep the communication flowing and continue enthusiasm for the job. 3.7 DOCUMENT RECORDS Records need to be documented to facilitate further processing. The records need to reflect agreements reached and successful candidate details accurately. Based on the policies and procedures or your organisation (environment) the records are authorised and forwarded to designated personnel, if applicable. Record keeping is done to render a more effective recruitment and selection process in terms of staff turn-over, the cost of recruitment and the alignment with company policies, procedures and applicable legislation. The recruiter is responsible for maintaining all documentation related to a job search. This documentation helps protect the company and your department in cases of complaints or charges of discrimination and also provides the framework for your next search. The following form can be used to create records of unsuccessful candidates:

Interviewed Applicants Not Recommended for Appointment

Name Internal / External

Reasons

(Explain how the applicant did not meet the selection criteria. This information will be used for providing feedback)

3.7.1 Make a job offer Before you can officially make an offer, the selection committee convenor needs to get formal approval to appoint the selected candidate. Depending on the requirements of your work area, you may need to seek approval from your manager and/or the Human Resources Department. Your HR Department will verify the recruitment documentation, use this information to confirm salary and remuneration conditions, create the employment contract and give you the go-ahead to make an offer of employment.

The selection committee convenor offers the position to the candidate and negotiates salary arrangements. It is the convenor's responsibility to explain the salary and remuneration conditions to the candidate and to make sure the candidate understands these conditions. If the candidate accepts the offer, you can go ahead and make workplace arrangements to accommodate the new staff member, ensure that the employment contract is organised and sent to the candidate. To make a job offer the following steps would include: 1. Ensure that the successful candidate meets the set criteria in the advertisement.


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2. Obtain a copy of a payslip – external candidate. 3. Ensure that a release date has been negotiated with HR and Line

Management – internal candidate. 4. Confirm a starting date 5. Ensure that the salary and grade proposed is appropriate. 6. The Line Manager must sign an authorisation to appoint the

candidate. 7. Ensure that approval for the appointment the candidate is obtained. 8. Ensure the job offer is approved by management or an authorised

person. 9. Ensure the standard letter is used with the relevant supporting

documentation attached and that the authorised Personnel Officer issues it.

10. The job offer must be signed and authorized by the relevant HR or Line manager, according to your organisational policies and procedures.

3.7.2 Make the appointment The final stage in the recruitment process is appointing the candidate. Once you get approval to appoint the selected candidate and then verification from the Human Resources Department / management, you can offer the position to them, negotiate salary arrangements and, all going well, prepare to induct the new employee into the workplace. An appointment is done to ensure that the chosen candidate is appointed in the right position, in the right department at the correct rate and level for the position with the relevant documentation. Steps to follow would include:

1. Ensure that the candidate is briefed on where and when to report for duty with the relevant Line Manager.

2. Ensure the appropriate documentation is with the Line Manager, ready for the new employee to complete.

3. Ensure that all appropriate administrative forms (refer to the checklist document) is completed. 4. Ensure the information is entered onto your organisation’s database.

3.7.3 Make workplace arrangements Once the candidate accepts the offer, you need to make the following arrangements for their first day at work:

Make sure there is a desk, computer, telephone and other office requirements available for their use.

Inform other staff members about the new appointment and arrange for the new staff member to meet his or her colleagues.

Make arrangements for on-the-job training, mentoring or attendance at formal training courses.

Make an appointment within two weeks of their starting date for a probation discussion.

Ensure financial delegations and authorities have been identified and approved.

3.7.4 Deal with Unplanned Events as Needed You need to deal with unplanned events in accordance with the circumstances of the event. You would use your contingency plans from the recruitment and selection plan that you created earlier.

Class Activity 5: Select staff Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

MODULE 4: INDUCT A NEW EMPLOYEE

4.2.1 Brief employees Before the new entrant’s arrival, colleagues must be briefed on the name of new entrant, his/her job title, the date of commencement, his/her duties and responsibilities. Staff in similar roles to the new employee, those with specific departmental responsibilities, and peers and colleagues of the new member of staff can all usefully be involved in the induction process. Indeed, involving others in the process lessens the burden on the line manager, and also serves as a useful means of introducing the new member of staff to colleagues, enabling the development of key working relationships to begin early on in the new member of staff’s period of employment.


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New members of staff may, for example, be:

Welcomed by their line manager.

Shown round the department/building by a colleague from their section.

Briefed by the departmental safety officer on fire and evacuation procedures.

Informed by the departmental administrator about personnel issues and assisted to complete the staff registration form.

Given some IT training with the IT support officer (if applicable).

Introduced to the head of department; be introduced to the administrative systems of the department by a member of administrative staff.

Informed of departmental customs and norms by the line manager.

Introduced to any other key members of staff with whom they will have professional contact. This list is not exhaustive; it merely illustrates that many different people can usefully be involved in the process of induction. It is, nevertheless, the responsibility of the line manager to ensure that such contacts are put in place, and that a programme of events has been agreed for the new members of staff before they arrive. It can be beneficial to give the new employees joint responsibility for the progress of their induction. This affords the new employees some autonomy and control over the process. One means of doing this might be to provide the inductees with a skeleton programme of activities, and then to charge them with the responsibility for arranging meetings with key individuals. When developing a framework for induction, it is important to consider the role of the new employees, and how much autonomy you wish to afford them. 4.2.2 Allocate and equip the work station Work stations are spaces that are allocated to employees to accommodate their individual furniture and equipment and allow them to perform their job functions. Work station space may be enclosed or open depending on the confidentiality, security, visual and acoustical privacy requirements of the job. When allocating and equipping the work station, job requirements, ergonomics and motion economy should be taken into account. The requirements of the job will usually determine the layout and requirements for equipping a work station; for example, an underground shuttle car operator’s work station will be fitted with a canopy to protect the operator from pinching or squeezing accidents/injuries. An employee might have special needs or a disability and could require a mirror placed in such a position that s/he can view co-workers. Motion economy maximises individual productivity by making tasks faster and easier by eliminating or reducing unnecessary movements, such as reaching, walking, twisting and turning, as well as wasted time that can occur during product assembly. If the work station is going to be used by someone assembling parts, for example, you would ensure that tools and parts are close to the operator and even arrange materials so that the assembler can access them without even looking. Ergonomics optimises the integration of people with equipment; for example, ensuring that the employee has the correct chair and screensaver; providing adjustable height tables and chairs, etc. It also ensures that workers can perform tasks with minimal risk of injury; for example, avoiding muscle spasm triggered by lifting something the wrong way or with the wrong equipment. 4.2.3 Complete arrangements Contact the new entrant a day or two before s/he is scheduled to begin and make sure s/he knows where or to whom to report upon arrival. If s/he is going to orientation training, which may be conducted by a representative from the HR department or by the immediate supervisor, inform him/her where to go or where to meet a designated person. Perhaps s/he will be given a tour of the site or work area. In that case, inform him/her where to report to obtain the necessary gear and view the compulsory safety video. At the very least, ensure that there is someone at reception to meet the new entrant and make him/her feel welcome. 4.3 CONTENTS OF GENERAL ORIENTATION PROGRAMME One way of devising effective orientation content is to think in terms of providing three sets of information / knowledge:

What the new recruit/member needs/wants to know.

What the organisation, as a good employer, wants to make known to the individual.


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What has to be made known to the new entrant, e.g. legislative requirements, employment conditions, etc.

There are two related kinds of orientation. The first we will call general orientation, and deals with the basic information an employee will need to understand the broader system s/he works in. The second kind of orientation is called job specific orientation, which we will discuss in Learning Unit 4. Often, general orientation can be conducted by the HR department with a little help from the branch manager or immediate supervisor, since much of the content is generic in nature. The primary objective of the general orientation programme is to enable employees to understand the vision, mission, guiding principles, objectives, directives, major policies and organisational structure of the organisation as a whole, as they will also inform and shape those of their particular employing unit. They should leave this orientation with a clear picture of the organisation, its challenges, its goals and their opportunity to assist with progress. After giving an overview of the history and structure of the organisation, which deals with past and present, the new entrant will also be introduced to the future aspirations of the company. The corporate vision is a short, clear and inspiring statement of what the organisation intends to become and to achieve at some point in the future, often stated in competitive terms. It is the image that a business must have of its goals before it sets out to reach them. It describes aspirations for the future, without specifying the means that will be used to achieve those desired ends. The vision statement helps guide all who accept and understand it. A company should aim for a shared vision amongst all its employees, as it is a tool for building a sense of commitment to the goals and culture of the company by "developing shared images of the future we seek to create."1 A new entrant needs to be briefed on the vision of the company s/he is joining in order to “buy in” to its goals and culture and aspire to become part of the team that will fulfil the vision. An organisation’s mission or purpose is the answer to the question "why?" The mission statement contains the motivational aspect of the vision: it defines and clarifies "why does the vision matter?" and implies a set of governing values or principles. Much of what motivates and inspires people to make meaning and take action is contained in this "why" aspect. A mission statement is usually meant to define internal motivation; it’s meant to align activities with goals and engage the employees. By the end of the first session of the general orientation programme, the new entrant should have received answers to the following questions:

Why are we doing this?

Why does this work/ our work matter?

What’s most important about this work?

What will it do for us to fulfil our vision or strategic priorities? Why do our goals matter?

What is our unique role?

How do we "make a difference"? For whom?

How will we benefit?

Who else benefits? In addition, the new entrant needs to be informed of:

Important policies and general procedures (non-job specific).

Information about compensation and benefits.

Safety and accident prevention issues.

Employee and union issues (rights, responsibilities).

Physical facilities.

One of the dangers of condensing all the above into a few hours’ information session is information overload and the new entrant is left confused and wondering if s/he hasn’t made a huge mistake. Organisations that conduct successful orientation sessions often use adult learning concepts to guide orientation. If the organisation wants its employees to use their initiative and exercise judgment, then a self-directed orientation programme could be more appropriate. One would give the new employee a list of tasks to accomplish, a deadline and the time and resources to complete the tasks; for example, a manufacturing organisation could give the new employee a

1 Peter Senge’s 3rd discipline in his book “The Fifth Discipline”


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checklist to be completed in 5 days. Items on the checklist include finding bulletin boards, safety and first aid supplies, and signing completed forms. Or new middle managers could be given a list of key co-workers to interview. They could be given a self-directed workbook with suggested questions for the interviews; for example, “What do you expect from me when we work together?” or “What are your job and task goals and how do they affect me?” The advantages of the self-driven orientation package mentioned above are the following:

It makes use of the individual's enthusiasm and interest.

It takes the chore of Induction away from the busy HR practitioner or line manager.

By programming necessary get-togethers and using the checklist to sign-off information received it legitimises the new recruit’s search for information.

Such an approach to orientation is very much in line with current thinking on lifelong learning and personal responsibility for learning. The learner takes responsibility for his/her own pace of learning and chooses the method(s) which suit(s) him/her best, while still being accountable to the line manager for acquiring the knowledge within a reasonable, agreed time frame. 4.3.1 People, presenters and venues for the general programme General orientation is usually conducted by either the Training Department or the Human Resources Department in an organisation, with some additional participation of operational personnel. Research has shown that participation by the CEO or executive makes a profound impression on new entrants, but that it rarely happens. Many orientation programmes use guest speakers (live or on videotape). When identifying who is responsible for presenting specific parts of orientation, human resources is most often responsible for benefits, induction paperwork, organisational history, policies and procedures, corporate culture and organisational structure. The new entrant's supervisor is most often responsible for relating performance expectations, department function, skills and/or customer service training, as well as an overview of any quality programmes. Shared responsibilities usually include safety briefings, tours and information about products/services. When deciding on a venue, bear in mind that research has shown that the most frequently used methods to transmit orientation information are lectures and a tour. However, nowadays there is an increase in the number of organisations using self-study methods thus encouraging new employees to take the lead in orienting themselves. Many organisations also use the internet/intranet for orientation. The venue(s) will therefore be determined by the methods employed.

Class Activity 6: Prepare to induct a new employee Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

4.4 INTRODUCE NEW ENTRANT The first day in a new post makes a big impression on new staff. New employees should be made to feel welcome, not be overburdened with information, and given time to ask questions and settle into their new environment. Put the new member at ease. The new employee/ team member may feel nervous, so invest a little time in helping him/her relax. Don’t leave him/her waiting by him/herself for a long time before you have time to speak to him/her. Inform the new member why you are pleased that s/he is working in your department. Briefly describe his/her role in the team. By doing this you will make the new team member feel welcome and part of the team. Ask for and discuss any questions the new member might have. The new team member may have several questions that were not covered in the interview. Should you not be able to answer any of these you need to make a note of them and get the answers to the new team member by the end of the day or arrange that s/he meets the relevant person who will be able to help him/her. Offer your help and support. It is important for the new team member to know that you are interested in his/her future success. By indicating that you are available to discuss any problems s/he may have, s/he will approach the job with more confidence. Express confidence in the new member’s ability. Tell him/her that you are sure that s/he is the right person for the job. Tell him/her that you are confident that once s/he has settled in, s/he will be successful. This is important as many new team members worry that they must perform miracles on their first day. This unrealistic expectation places them under tremendous stress.


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Set a specific date for a follow-up meeting. It is important that the new team member does not feel abandoned after this initial interview. By setting a specific date when you will have another meeting, the new team member knows that s/he will have an opportunity to discuss questions or problems that arise with you. It will, of course, be important that on the first day, the new entrant gets to his/her workplace and meets key people. Make a point of introducing any person you meet while in the company of the new team member. Tell him/her who the team consists of and then introduce him/her to the team. You will have briefed the team regarding the new member’s arrival and role and your expectation that they will make the new entrant feel welcome. It is the responsibility of every member of the team to welcome the new team member and assist that person in settling in as quickly as possible. The sooner the new staff member settles in, the quicker s/he will be able to perform the job to the required standard – and this is to the advantage of the entire team. Use the names of other team members as much as possible, as this makes it easier for the new person to learn them. Let each team member give a brief overview of his/her role in the team. 4.4.1 Use appropriate communication techniques Once you’ve introduced yourself to the new entrant, you need to break the ice. At that critically important moment, the most important thing you can do is to say something to create an interest in the new entrant’s mind. You want the employee to want to talk with you further, as you want to establish rapport. You also want to cultivate an on-going open relationship with your employees. It’s really quite simple: the more you listen to what your employees have to say, the more likely it is that they will trust you; and since it's not a coincidence that people work harder for people they like and with whom they feel at ease, it is in your best interest to get them talking - and keep them talking. When you let your employees do the talking, you gain a window into what they are thinking. The best way to encourage someone to talk is to ask questions- to request information that focuses the employee on the specific topic you want to discuss. There are two main types of questions or probes that you can use. Probing is the skill of asking questions to gather information and uncover needs. There are two types of probes, namely open and closed: Close-ended questions can be fully answered with a "yes" or "no" response. They generally start with the phrases like:

"Is it ...?"

"Are you ...?"

"Does it ...?"

"Have you ...?"

"Do you ...?"

"Has it ...?"

Here are some examples: You: "Is that important to you?" Employee: "No." You: "Is your current shift working for you?" Employee: "No." You: "Have any problems come up recently?" Employee: "Yes." If you ask enough of these questions, it will soon begin to sound like an interrogation rather than a conversation. Putting someone on the defensive when you’re trying to have a conversation is a bad idea. Furthermore, with the employee only answering "yes" or "no," you are constantly left on the spot to come up with new questions to keep the conversation moving to get the information you need. Close-ended questions do just that - they bring the conversation to a quick close. Open-ended questions encourage your employees to open up and speak freely. Each of their responses will give you new information upon which to base your next question. The conversation will then be focused in the direction you want to go, your employees will have plenty of room to say what they think, and you won't run out of questions to ask. To construct open-ended questions, begin your questions with the words:

"What ...?"


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"Where ...?"

"When ...?"

"Who ...?"

"Why ...?"

"How ...?" To make open-ended questions out of the questions presented earlier, they could be reworded in this way:

Instead of asking, "Is that important to you?" (Closed), you will ask, "Why is that important to you?" (Open-ended).

Instead of asking, "Is your current shift working for you?" (Closed), you will ask, "How is your current shift working for you?" (Open-ended).

Instead of asking, "Have any problems come up recently?" (Closed), you will ask, "What types of problems have come up recently? (Open-ended).

While most open-ended questions begin with these words, any question that cannot be fully answered with a "yes" or "no" reply is considered open-ended:

"Would you be able to give me an example?"

"Why do you think it worked out that way?"

"Can you tell me more about that?"

"Could you explain how it works?"

This kind of questioning allows the employees to answer in their own words and also helps them to relax and become more comfortable with you. As you can see, these open-ended questions help you achieve multiple goals:

They illustrate to your employees that you are really listening to what they are telling you. You are not only encouraging your employee to do the talking, you are also establishing warm, genuine rapport. You are demonstrating that you care about these people, not just as employees but as fellow human beings. You are establishing yourself as a friend.

They also allow you to draw out the key information you need about what your employees need. Of course, it’s no good asking questions and then not listening to the answers. Here are a few tips on how to become a more effective listener:

Remain silent to show you are actively listening. Many people only wait a split second to respond to comments or questions. Instead, get into the habit of waiting a minimum of three to four seconds before responding. Even count to yourself to ensure that enough time has elapsed.

This conscious pause will make the person feel heard and comfortable enough to talk more, since your pause demonstrates that you have a sincere interest in what they are saying. Although many people find the conscious effort to stay quiet quite challenging, silence creates the space that will motivate your employee to share additional information. It also gives you enough time to respond thoughtfully and intelligently to your employee's specific needs. Besides, look at the words: silent and listen. Notice that each word shares the exact same letters!

Never interrupt while the employee is speaking.

Be present. Listen with an open mind (without filters or judgment). Focus on what the employee is saying (or trying to say) instead of being concerned with what you have to say. This shows that you have a genuine interest in helping them, not just yourself. Otherwise, you run the risk of missing clues.

Make the employee feel heard. This goes beyond simply becoming a better listener. It involves ensuring that the person to whom you are listening actually feels heard. To make someone feel heard, clarify what s/he has said during the conversation. Rephrase their comments or questions in your own words in order to ensure that you have not only heard but also understood them. If you need more information, you can clarify by saying:

- “The way I understand it, what you are saying is ...'' - ''To further clarify this ...'' - ''What I am hearing is ...'' - ''Help me understand ...'' - ''Tell me more ...''

Asking questions and using clarifiers demonstrates your concern and interest in finding a solution for the specific situation.


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Become a solution-oriented listener. Spend more time listening for a solution than you would spend on the problem.

Listen for what is not said. What is implied is often more important than what is said. If you sense

that the employee is sending conflicting messages, ask a question to explore the meaning behind the words and the message that you think the employee is trying to communicate.

Resist the temptation to disagree or state a counter argument. As human beings we have a

natural tendency to resist any new information that conflicts with what we believe. Often enough, when we hear someone saying something with which we might disagree, we immediately begin formulating a response in our mind and if we are focused on creating a response, we are not listening. Remember that you can always respond later, after you have heard the whole message and had time to think about it.

Listen for information. Consider that during most conversations, we listen to information. In other words, we only hear their words. However, when you listen for information, you are looking under the words to explore the implied meaning behind them. This prevents you from wrongly prejudging or misinterpreting the message that the employee is communicating to you. There are four main things we listen for:

- Listen for what is missing. - Listen for concerns the employee may have or what is important to them. - Listen for what they value. - Listen for what they want and need in order to fill in the gap between what they have now and

what they want. Remember, when speaking with an employee, you will not learn anything from listening to yourself talk. Moreover, all anyone wants in a conversation is to be heard and acknowledged. Listening is a learned and practised skill. It allows you to receive and process valuable information that might have been missed or neglected otherwise. So, invest the time needed to sharpen your listening skills. Non-verbal cues are also important. It's not only what you say, but also how you say it. When you speak well, you portray a professional competent image. When your thoughts are expressed coherently, you give every appearance of being confident, qualified and in control. Your ideas come across as well thought out and you'll be taken more seriously. Why risk being misinterpreted when you can avoid it? Understanding the meaning and uses of specific body gestures will allow you to change your approach and act only in ways that will result in maximum trust and confidence:

A confident person is most likely to talk spontaneously and make more frequent eye contact than a non-confident individual.

A confident person will talk with hands away from the face, not covering the mouth or scratching his head (unless it’s itchy because of scalp disorders).

A confident person stands erect and proud. A straight back with chin up shows confidence.

One of the most reliable indications of a confident person can be seen by open hand gestures, with palms facing upwards.

Avoid the following defensive postures and gestures that can alienate the people you’re speaking to:

Hand/arm gestures that are small and close to your body.

Facial expressions are minimal and unsmiling.

Body is physically turned away from the employee.

Arms are crossed in front of your body.

Eyes maintain little contact, or are downcast.

4.4.2 Feedback Successful people in all walks of life actively seek feedback. They also recognise the importance of giving feedback, but in a way that enhances performance and relationships. Employees need to be given regular feedback on their performance, particularly the new entrant who needs to be told how s/he is doing. The golden rule when giving feedback to others is to avoid generalisations. Be specific. Say, “You’ve been late three times this week”, rather than “You’re useless! You’re always late!” Keep to the point and focus on one issue at a time.


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Try to start your feedback session with something positive that the person has done, without resorting to unnecessary flattery, or minimising the seriousness of whatever it is you want the person to correct. Remember to focus on the behaviour and do not attack the person. Whatever you do, do not label or stereotype: “Typical woman/man”, “You’re so childish”, etc. Keep calm, especially if you have a tendency to get aggressive. Keep your voice level and avoid threatening gestures. An important part of the role of a leader is giving feedback to team members on their performance. Feedback is the link between the things people do and say and understanding the impact of these on others. Feedback should be used to:

Acknowledge what a team member has done well.

Assist a team member to improve. It should never be used to criticise someone or to put the person down in any manner. Feedback is best given straight after the performance, event or activity. Positive feedback means providing a person with praise or recognition for what was done well. This feedback should be very specific, for example: “The skilful way in which you encouraged the quieter members of the team to contribute to the meeting, meant that everyone had an opportunity to contribute” and not general, e.g. “well done.” Constructive feedback means providing feedback in a caring and helpful manner, aimed at helping the person to better develop the required skills. Again, this type of feedback should be specific, for example: “You may find that you will get a better result if you speak in a more empathetic way when informing a team member that you cannot swap shifts.” Ensure that your feedback is always constructive and let your team members know:

What the standards of behaviour or performance are;

How they are doing in relation to the standards;

What they need to change in their behaviour or performance in order to meet the standards;

How long they have to improve their behaviour or performance; and

What support they can expect from you, and/or other staff members in the pharmacy. Example of constructive feedback: “Hannah, I was impressed with the way you know our policy on reworks so well and the fact that you used the correct forms to report the XYZ. However, I also noticed that you did not check the machine readings. As a consequence, you weren’t able to record the readings. In future, please remember to take the readings as soon as you notice a problem, as it will give us the information we require to reset the machine. If you would like to learn more about machine settings, you can observe how Mavis does it. She has been doing it for years. I know that you want to work effectively, as I’ve seen how you make an effort to learn and practise.” Do not confuse feedback with value judgments, such as “good” or “bad”. Feedback should always relate to how performance may be improved. 4.4.3 Reflection During the orientation process and even long after, you need to provide opportunities for employees to reflect critically on their experience. This will enable you to improve the process and will help employees make meaningful connections between their experience and the induction content. In the process they should develop various skills, including critical thinking and communication skills. The self-reflection process: Perform an activity Review how well it went Identify what you could have done/changed to improve the outcome


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Implement changes The importance of structured reflection is underscored by the realisation that a significant portion of the new entrant’s learning experience cannot be observed or controlled by any one individual. The new entrant can answer carefully crafted focus questions on his/her learning experience at certain intervals during the process. This can facilitate the exchange of relevant information between the new entrant, the line manager, mentor and the HR department in a timely manner so that feedback and guidance can be provided when needed. Example of focus questions:

How did you think that went?

How did you feel?

What went well?

Were there any problems?

How can they be solved?

What can you improve on for next time? 4.4.4 Discuss duties, responsibilities and performance standards A position (or job) description is the official record of an employee’s main duties and responsibilities. The employee must be given a copy of the position description for his/her job as soon as s/he reports for duty. The position description is also used in developing performance appraisal criteria. Give the new member some time to read through the position description and ask about anything that is not clear to him/her. Tell the employee that you will review the position description with him/her at least once a year to ensure that it accurately reflects his/her main duties and responsibilities. Advise the employee to keep a copy of the position description so that s/he can refer to it from time to time. S/he may want to make notes on the copy when the job changes, so that s/he can discuss the changes with you. In order to give a new employee this copy of the position description, of course there has to be a position description. If one has never been drawn up, then now is the time to do it! The first step in the process: Major job duties are those job specific duties that are essential to a specified job. These are the duties that the job was really established to perform, and if they were not performed would severely impact the nature of the job. They are distinct from marginal functions, which are peripheral to the core duties. Some things to consider in determining and prioritising major job duties:

What are the primary responsibilities of the position?

What duties are critical to the job?

What duties are sufficiently important to overall success such that performance below standard would result in unacceptable overall performance?

What percentage of time is spent on the duty?

Example of Major Duties for a Receptionist

Greet customers.

Answer phone.

Distribute incoming and prepare outgoing mail.

Maintain files.

Duplicate materials.

Once the position description is in place, you will want to measure the employee’s performance to determine if it is meeting all the job specific and organisational requirements. This is the foundation and objective of performance management, namely to determine job effectiveness and whether the employee needs development or deserves reward for exceptional performance. Performance management is one of the key processes that, when effectively carried out, helps employees know that their contributions are recognised and acknowledged. An effective performance management process sets the foundation for rewarding excellence.


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By linking individual employee work efforts with the organisation’s mission and objectives, the employee and the organisation understand how that job contributes to the organisation, very important in the case of a new employee.

By focusing attention on setting clear performance expectations (results + actions + behaviours), it helps the employee know what needs to be done to be successful on the job.

By defining job-mastery and career development goals as part of the process, it makes it very clear how the current position supports employee growth and the additional opportunities the employee can explore as s/he progresses in the workplace.

Through regular check-in discussions, which include status updates, coaching, and feedback, it allows management and the employee to identify problems early and implement the necessary interventions.

Performance management is an ongoing process of communication between management and an employee that occurs throughout the year, in support of accomplishing the strategic objectives of the organisation. The communication process includes clarifying expectations, setting objectives, identifying goals, providing feedback, and evaluating results. An effective performance management process, while requiring time to plan and implement, can save management and the employee time and energy. Most importantly, it can be a very effective motivator, since it can help the organisation and the employee achieve the best possible performance. While the list of major job duties tells the employee what is to be done, performance standards provide the employee with specific performance expectations for each major duty. They are the observable behaviours and actions which explain how the job is to be done, plus the results that are expected for satisfactory job performance. They tell the employee what a good job looks like. Once you have explained the new employee’s duties and responsibilities to him/her, you will discuss what is expected of him/her for satisfactory performance. Bear in mind that good performance typically involves more than technical expertise. Certain behaviours are also expected; e.g. friendliness, helpfulness, courteousness, punctuality, etc. It is often these behaviours that determine whether performance is acceptable. Performance standards are:

Based on the position, not the individual.

Observable, specific indicators of success.

Meaningful, reasonable and attainable.

Describe "fully satisfactory" performance once trained.

Expressed in terms of quantity, quality, timeliness, cost, safety, or outcomes. In determining performance standards, the following must be considered:

What does a good job look like?

How many or how much is needed?

How long should it take?

When are the results needed?

How accurate or how good is acceptable?

Are there budget considerations?

Are there safety considerations?

Are there legislative or regulatory requirements that require strict adherence?

Are there behaviours that are expected in your department to promote teamwork, leadership, creativity, customer service?

What results would be considered satisfactory?

What condition will exist when the duty is well performed?

What is the difference between good and poor performance? Example of Performance Standards for a Receptionist

Major job duties Performance standards

Greet customers

Open office promptly at 8:00 a.m. Consistently convey a friendly, helpful, professional manner Provide accurate information Demonstrate a customer service orientation


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Secure back-up for times of absences from desk

Answer phone

Answer with a friendly greeting Speak clearly and distinctly Use all functions of phone (hold, transfer, etc.) in knowledgeable and customer friendly manner Take messages accurately and completely

Distribute incoming and prepare outgoing mail

Sort and date stamp incoming mail Distribute to individual mailboxes in timely fashion Log in packages and notify recipients Take outgoing mail to mail room in time for pick-up times Forward mail as needed

Maintain files

Keep files in organised fashion so that materials are easily located Re-file material within 8 hrs of return Checks out files as requested, using proper forms

Duplicate materials

Accurately duplicate materials within 4 hours of receipt or as requested Collate and staple materials to assure professional appearance Notify staff of completed orders Maintain machine, resolve problems and contact service personnel as needed

In the example above, some of the performance standards can be misinterpreted unless they are clarified, discussed very thoroughly and agreed with the new employee; for example, what is regarded as a “friendly” or “helpful” manner? Does helpfulness mean that the new employee has to leave what s/he is doing to do whatever a senior employee demands, even if not part of his/her job duties? Other jobs will have very specific measures in place; for example, “produce 50 clips per hour”, or “no more than 0.5 mm variance.” Discuss the performance standards, mutually agreed upon goals, and any possible concerns the new employee may have. In addition, the evaluation plan, the support that will be provided by management, and a clear statement of how attainment will be measured, will be discussed during induction and put in writing by both parties at the meeting. This document will be signed and dated by both the supervisor/manager and new employee after each party has had sufficient time to review the plan. A copy should be given to the new employee for the purpose of reference and future discussion. Training and development needs Training and developing staff ensures the survival and growth of an organisation, by developing new employees or new appointees within a post, preparing people for advancement, improving deployment of the labour force and ensuring continuity of leadership. The objectives of training and development are to:

Help employees to achieve organisational goals as well as their individual goals.

Bring incumbents to that level of performance which meets the standard of performance for the job.

Develop new skills, knowledge, attitudes and understanding.

Ensure correct use of new tools, machines, processes, methods or modifications thereof.

Reduce wastage, accidents, turnover, lateness, absenteeism, and other overhead costs.

Inform of and implement policies or regulations.

If training and development programmes are correctly implemented, they can be used to build positive perceptions of an organisation that cares enough to develop its workforce. Employees are encouraged and motivated to learn and develop when they can see that the organisation has taken the time and effort to design relevant and focused training. These programmes have the further advantage of instilling team spirit, a sense of team work and inter-team collaboration. Effective training reduces stress for all concerned, management as well as the workforce, because when employees receive effective training, they are able to solve problems and make effective decisions, even with limited resources, thus freeing up the managers to manage. The first step in any process of training and development is identification of the organisational needs for trained manpower, both present and future. Questions that can be used to determine these needs are:

What specifically must an employee learn in order to be more productive?

Where is training needed?

Who needs to be trained? The productivity of an employee is an important factor for the employer, because the revenue and profit of an organisation depends to a large extent on its employees’ productivity.


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Once the organisation has a clear idea as to where training is needed, it can focus training on the individual employee needs. The characteristics of the job to be improved or taught from scratch will be analysed, based on its description. Training based on job descriptions should go into detail about how the job should be performed based on a task-by-task description. Individual employees will be evaluated by comparing their current skill levels or performance to the organisation's performance standards or anticipated needs. Any discrepancy between actual and anticipated skill levels identifies a training need. The supervisor and new employee should discuss potential performance shortcomings due to lack of knowledge, practice or experience and reach agreement on which areas are the most important to develop, and record them for future reference. They could then identify the types of tasks that could strengthen the employee's weaknesses. In addition, they should also identify any related tasks that co-workers or other employees in similar positions perform. It is likely that more experience working on some of these tasks, coupled with some On-the-Job Training (OJT), would improve areas requiring development. The supervisor and employee should make a list of the type of tasks that seem most appropriate. It may help to speak with other employees who appear particularly strong in those identified areas. Ask those employees for their opinion on the kinds of tasks that would develop and improve those skills. In addition to work tasks, the supervisor and employee should determine what On-the-Job Training is needed. You want to prevent improper or incomplete knowledge of job tasks which could cause poor or unsatisfactory performance in future. Sometimes you would have the supervisor, or a high-performing co-worker, demonstrate the proper procedure or process of a particular task or duty. Other suggestions could be observing someone else do the task, or working closely with a high-performance co-worker for a time. The supervisor and new employee should also identify any relevant training and development programmes that would benefit the employee. They should make a list of training programs that seem likely to help the employee improve, and note the times and dates they are offered for future development. Finally, the supervisor and employee must specify a series of actions for training and developing identified areas and skills (e.g., receiving OJT from a highly competent employee, attending a training programme, etc.). They must also set dates by which these actions will be accomplished, and specify follow-up dates to make certain they are completed. The supervisor must record this information for future reference and monitoring purposes.

How to draw up an action plan for training and developing the new entrant:

NO. STEP ACTION

1

Identify Specific behaviours and tasks that are critical for success

How skilful do you expect the new member to become? You must decide:

What knowledge or skill is basic to the job at a minimum level of competency?

What knowledge and skill will bring the new entrant up to an intermediate level of competency (this could take anything from one to several months)

What knowledge and skill will be needed to bring the member up to mastery level (this could take years of instruction and experience)

It is therefore unrealistic to expect your new team member to get beyond a basic level of competency within a couple of days after starting the new job.

2 Confirm the reasons or objectives for reaching certain performance levels

Why is the performance level or new behaviour important? What is the impact of negative behaviour or poor performance? What is the impact of the required performance level or behaviour on self and team?

3 Get agreement Ensure the new entrant understands and agrees with the importance of delivering the required standard of performance.

4 Ensure buy-in To ensure buy-in, let the new entrant generate some ideas for making the change. "I have some ideas that might help, but first I would like to hear what you think would help you learn the skill/ behaviour."

5 Write the action plan Determine the action to take place (training, coaching, work assignment, etc.), who is responsible for the action, and the timeframe for completing the action.

4.5 IDENTIFY AND ASSIGN A SUITABLE MENTOR/COACH Based on your needs analysis and discussions with the new entrant, you will probably have decided that s/he needs training in certain specific tasks or processes and guidance regarding certain

Training and development need= Expected performance (Standard) - Actual performance


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developmental areas. The new entrant will therefore need the intervention of an instructor, a coach and a mentor in this process. Let’s clarify the role of each (they can be the same person): A facilitator or instructor

Facilitates a training course or instructs people on how to do something in a classroom environment.

Focuses on the task, or knowledge to be conveyed.

Is involved for the duration of the training course (probably a day or two).

Will show and tell the new entrant/ learner what to do and how to do it.

Gives a certain amount of supervised practice. When the training session is over, the instructor moves on and there is no, or very little, follow-up to see whether the learner has, in fact, mastered the skills and knowledge and is applying what s/he has learnt. The relationship is instructor-driven- s/he determines the length, content and depth of the relationship. A coach

Is usually from the same department or team.

Focuses on the results of the job.

Will be involved for months rather than days.

Explores problems with the learner.

Sets up opportunities for the learner to try out the new skills. The coach will take over where the facilitator/instructor left off, ensuring that the learner can apply the knowledge and skills in the workplace. Ownership for the learning is shared, with both the coach and the learner initiating contact and identifying and sharing problems. “The coach is a guiding-hand facilitator in the process without being the dominant force.” The coach needs “to be a model for the values and behaviours (learners) are aspiring to.”2 A mentor

Is not necessarily from the same department or team.

Focuses on the learner’s development, therefore the relationship is usually long-term.

Guides and stimulates questions, but does not prescribe.

Challenges assumptions and encourages the learner to widen his/her view. In fact, this relationship is learner-driven to a large extent and usually goes through four phases: Phase 1: Initiation During the initiation phase, rapport is established:

Do the mentor and the protégé get along?

Do they respect each other?

Do they trust each other? It is important to find the right “fit”, as this is a relationship based on confidentiality and building a close relationship that will last “as long as it takes”. Phase 2: Getting established During this phase the direction and focus of the interaction will be determined:

What are the learner’s needs?

What are the learner’s goals?

What are the learner’s characteristics?

What is the learner’s learning style? Phase 3: Development / making progress During this phase, there will be sustained productive activity, with monitoring, feedback and review of progress and resultant change and adaptation. Phase 4: Finalising / maintenance / moving on The relationship will either end or evolve, as the learner has achieved the outcomes set out at the beginning of the relationship. In fact, the learner is now ready to apply what s/he has learnt by mentoring someone else. This final phase can be very difficult for both mentor and protégé, as they both usually

2 Leibling and Prior


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experience a sense of loss. Sometimes the mentor misses playing the role of father/mother, and the protégé wants to stay in the comfort zone of having an authority figure to turn to. The relationship as it was, has reached the end of its usefulness, and will either end, or be transformed into a collaboration of equals. 4.5.1 Select a suitable mentor When selecting a mentor, it is therefore important to make sure that you are clear on exactly what it is that you expect this person to do. Is s/he expected to give formal training in addition to the hands-on coaching and developmental mentoring role? It is clear that you cannot randomly select any senior staff member and tell him/her to “mentor” the new entrant. A suitable mentor is someone trained in mentorship and who is competent to fulfil the role that is assigned to the new entrant. Mentors play a very significant role in the development and career progression of developing employees – imparting significant on-the-job knowledge and expertise to their protégés. The quality of the results of mentoring depends on the how well the relationship and mutual roles and responsibilities in this relationship are defined and managed. The role of the mentor in the mentor/protégé relationship involves the following:

Creating the mentorship contract.

Assisting the protégé to develop awareness.

Coaching and continual advice.

Providing exciting opportunities and challenges for the protégé to learn new skills and how to handle responsibility.

Constant, constructive feedback.

Encouraging and supporting the protégé in success and failure

Managing relationships with parties outside the mentor/protégé relationship and protecting the protégé against the environment.

Promotion of the protégé to win increased respect from a wider audience.

The role of the protégé in the mentor/protégé relationship involves the following:

Participate in developing the mentorship contract.

Be prepared to move into a space of greater awareness about him/herself.

Be committed to the agreed plan and outcomes.

Be prepared to listen to and act on feedback. Effective mentor/protégé relationships are based on three key elements or requirements, i.e. focus, responsibility and trust. Focus implies having an agreed, clearly defined outcome and plan contained in a written mentorship contract. Such a contract further spells out the specific responsibilities each party in the mentor/protégé relationship assumes and commits to. The third element, referring to a trust relationship requires establishing a list of ground rules or rules of engagement that would create a safe environment that guides the relationship. Four key qualities that are widely recognised as being of special importance for mentors are:

Relevant work experience: This includes passing on experience and knowledge on how to best approach a task and where potential pitfalls lie.

Experience and knowledge of the organisation: Knowing how to get things done and acting as a gateway to sources of information and support.

Interpersonal skills: Knowing how to listen; asking questions that are both challenging and

reflective. It is this “sounding board” approach that is one of the most valuable aspects of mentoring and it is essential when getting a protégé to focus on his/her task

Role model: Providing an example that encourages, motivates and reassures the protégé,

making it clear that the objective they are trying to achieve is attainable. Other qualities of a good mentor include:

Not being threatened by another’s successes.

Being non-judgmental.

Being trustworthy / credible.

Patience.

Being good at planning.


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Having a sense of humour.

Being able to see things in perspective. Ensuring the importance of an appropriate match between mentor and protégé cannot be over-emphasised; the consequences when the mentor and protégé do not get along as a result of a mismatch in the selection process are multiple and therefore serious. Example of a mismatch The mentor is a very confident individual who is a stickler for deadlines and getting things done quickly. The mentor is paired with a shy newcomer who is so intimidated that s/he cannot participate in discussions, which leads the mentor to think that s/he has nothing to contribute. Because mentoring relies on relationship and trust, a mismatch in personalities, values, commitment, etc. can mean that the relationship of trust cannot be established, with the consequence that the employee will not feel free to experiment and try new things, especially if s/he sees the mentor as judgemental or disapproving, or is overawed by the fact that the mentor is a senior colleague. If the mentor does not really want to mentor or does not think of the protégé as a capable adult who can be trusted to do his/her best, the mentor could try to be prescriptive and dictatorial, which will stifle initiative and growth. The role of the mentor is to offer the protégé specific and appropriate guidance based on functional knowledge and to model what he/she requires the protégé to do. This raises the importance of relevant knowledge and experience in the mentoring situation, as well as the need for the mentor to keep his/her knowledge up to date. The need for a mentor to be knowledgeable is important for the following reasons: Firstly, to be credible, the mentor, in providing guidance and direction to the protégé, must be seen to have acquired certain relevant knowledge and experience that would benefit the protégé in his/her development. Secondly, the degree to which the mentor has expertise in the issue under discussion creates or reinforces this sense of confidence in the relationship and forms the basis for decisions that are made. The impact of the mentor not being sufficiently knowledgeable is that s/he would not be able to provide expert input, guidance and direction to the protégé. This would further impact the quality of the relationship. This highlights the importance of any mentor keeping him/herself updated with developments in a particular discipline or line of work and includes organisational matters. 4.5.2 Assign a mentor Far too often, organisations expect experienced managers and others to mentor without preparing them for the role. Many mentors aren’t quite sure whether they’re the right person for the job or whether they’re on track while mentoring their protégé. Therefore, the mentor needs mentorship training and a clear understanding of why s/he is mentoring a particular individual and what the required outcomes of the mentoring process are. In addition, you will have to ensure that the mentor is willing and has the time to take on this added responsibility. It is therefore very important to meet with the mentor long before the new entrant is due to take up the post and make sure that s/he is the right person with the right skills, attitude and experience. Obtain the mentor’s buy in by getting his/her input and involving him/her in designing the new entrant’s development plan. As mentioned before, the wrong or an unwilling mentor could cause great harm to the whole induction process, and impact the new entrant’s perception of the organisation and willingness to stay in the position. 4.5.3 Monitor role performance “Monitoring performance” means measuring performance and providing feedback to the new entrant. It is extremely important to let the new entrant know how s/he is doing, in order to motivate, instil confidence and ensure that tasks that are not being performed correctly are corrected without delay. Direct observation Initially, monitoring will be done on a regular basis as agreed in the action plan discussed earlier, but as the new entrant gains in confidence and competence, the observations will become less specific and less frequent, until s/he is subject to the same monitoring procedures as the other team members. The supervisor or line manager is in an excellent position to identify and assist the new entrant with problems that affect his/her job performance, because the supervisor observes employees’ work


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performance on a day-to-day basis. The supervisor and fellow team members will be the first to notice behaviour or work problems. The supervisor and the new entrant should be encouraged to discuss his/her performance informally and often. As with the mentor, the person who is tasked with observing the new entrant’s performance needs to be briefed very carefully as to what to look out for and trained on how to give corrective feedback in a constructive way if any problems are picked up. Alternative “observation” methods: While supervisors are not always present when work is performed, there are alternative methods for "observing" employee performance, such as:

Reports and records generated by the employee

Working side by side with the employee by assigning a special project

In Basket e-mail training (The employee is asked to handle every e-mail a colleague receives in a day and make a decision as to what action should be taken)

Communication from the employee

Comments from co-workers

Remarks by customers The supervisor might want to maintain private notes to document the employee’s performance throughout the agreed review period, but should make notes unobtrusively, so as not to intimidate the employee. Questions supervisors should ask about employee performance include:

Does the employee know what to do?

Have standards and expectations been adequately conveyed?

Is the employee skilled at performing the task?

Are training or developmental opportunities needed?

How willing is the employee to perform the work?

How can the employee be motivated?

Is the employee confident in performing the task?

Is coaching or mentoring needed?

What could I do as a supervisor to learn more about my employee and what motivates him/ her? The supervisor must be aware of workplace factors that limit employee performance. Some barriers to performance are outside of the employee's ability to influence. The supervisor should consider how his/ her own behaviour affects the employee’s performance. As always, meaningful dialogue between the supervisor and the employee, and diligent observation of work performance will enable effective performance management to occur. Typical workplace barriers to performance could include:

Excessive interruptions.

Too little time allocated for a task.

Infrequent use of skills hampers proficiency.

Undersized workforce.

Shortages of tools or equipment.

Limited means for communicating.

Supervisor failure to recognise and reward outstanding work.

Lack of consequences for substandard work.

Employee receives insufficient feedback.

Work instructions are unclear.

Multiple layers of management who contradict instructions. In addition, supervisors are tasked with observing and documenting employee performance as part of the performance appraisal process throughout the year, but that will not be covered in this module. Provide feedback

Effective and timely feedback addressing employee performance against standards is an essential component of a successful performance management programme.

The new entrant needs to know in a timely manner how s/he is doing, what is working, and what is not.


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Feedback can come from many different sources: managers and supervisors, measurement systems, peers, and customers, just to name a few.

The following factors ensure the effectiveness of feedback: Specificity Feedback works best when it relates to a specific goal, such as those established in the induction plan. Basing feedback on the employee’s performance against agreed standards is key to providing tangible, objective, and powerful feedback. Telling the new entrant that s/he is doing well because s/he exceeded the agreed goal by 10% is more effective than simply saying "you're doing a good job." Timeliness The new entrant should receive information about how s/he doing as soon as possible. If s/he needs to improve performance, the sooner s/he is told, the sooner s/he can correct the problem. Remember: If the employee has reached or exceeded a goal, the sooner s/he receives positive feedback, the more impact it will have as well. Manner Give feedback in a manner that will best help improve performance. As we know that people respond better to information presented in a positive way, express your feedback in a positive manner. However, this is not to say that information should be sugar-coated or that you should resort to empty flattery. Present accurate, factual, and complete feedback; it is more effective when it reinforces what the employee did right and then identifies what the employee needs to do to correct performance or behaviour in the future. It is therefore clear that when correctly given, feedback helps improve job performance while promoting professional and personal growth in employees. It can improve employee morale and reduce confusion regarding expectations and current performance. Conversely, in the absence of effective feedback, the new entrant will be unaware that his/her performance is unacceptable, or s/he could be aware of performance deficiencies, but not the extent and implications of the problem. Once the Induction process has been completed, its effectiveness has to be evaluated in order to maintain or improve the process. It can, however, be difficult to determine when Induction ends: the induction process should be the start of an ongoing process of personal and professional development which should continue throughout an individual’s time in a position. However, by the end of an individual’s first few weeks in post they should have had the opportunity to clarify the following:

What is expected of them in their role, and the function of their role.

Who the key members of staff in the department are and their functions.

Know the basic geography and the facilities of the department.

Training and development needs and how these are to be addressed.

When their mid-probationary review meeting will take place.

The relationship of the process of induction to the appraisal process.

Who to approach should they identify any further induction/development needs. Unfortunately, one of the first indicators of an induction process that is probably not working would be a new employee who leaves during or shortly after the induction. It is therefore very important to conduct exit interviews with any new starters who leave the organisation during or soon after completing their induction training. Even if no entrants leave the organisation soon after being appointed, the organisation needs to analyse overall feedback results from new starters, to be able to identify improvements and continuously develop induction training planning. Also seek feedback from the staff who have helped to provide the induction training for the new entrants, and of course you will give your own positive feedback, constructive suggestions, and thank everyone involved in this vital process.

Induction checklist The Induction Checklist helps you to check if you have done everything you needed to do and identify any shortcomings in the Induction Process. On the next couple of pages is an example of an induction checklist that can be used.


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Action/ Information Where When Person responsible

Done (when)

Check or evaluation

Follow-up query, comments or action

General organisational induction training checklist

Essential 'visitor level' safety and emergency procedures

Induction training room

Day 1 JB 15/01

Washrooms Tour Day 1 JB 15/01

Food and drink Canteen Day 1 JB 15/01

Smoking areas and policy

Tour Day 1 JB 15/01

Timings and induction training overview


Day 1 JB 15/01

Organisational history and background overview


Day 1 SV 15/01 Need more time (2 hours)

Job and departmental induction training checklist

Team and management

Boardroom Day 2 PJ 16/01

People and personalities overview (extremely helpful, but be careful to avoid sensitive or judgemental issues)

Boardroom Day 2 PJ 16/01 Ask all team members to be present in future

Related departments and functions

Boardroom Day 2 PJ, SV, JB, LG ? X Departmental heads could not all attend, flagged and to be rescheduled

How the department actually works and relates to others


Action/ Information Where When Person responsible

Done (when)

Check or evaluation

Follow-up query, comments or action

Politics, protocols, unwritten rules (extremely helpful, but be careful to avoid sensitive or judgemental issues)


The work-flow - what are we actually here to do?

Boardroom Day 2 PJ 16/01 Use charts to illustrate next time

Use and care of issued equipment

Store room Day 3 LG 17/01

Work space or workstation

Tour Day 1 JB 15/01

Local housekeeping A4 Day 4 LG 18/01

Stationery and supplies

Tour Day 1 JB 15/01

Job description - duties, authority, scope, area/coverage/ territory

Supervisor’s office

Day 2 LG 16/01


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You will notice that an activity has been flagged3 for further action. One could indicate the task for further action by a variety of methods (in our example we have used a red flag as is the case in a programme like Microsoft Outlook, but you could even make a cross or highlight in red.) 4.6 EVALUATE THE INDUCTION PROCESS Once all the information regarding the Induction Process has been collected and all parties involved have submitted their reports, this information has to be sorted and put into some kind of order, so that it can be analysed in order to see what has worked and what has not. From our example, we can see that the action plan was carried out very carefully and most of the activities were carried out without any problem and as per schedule. However, the flagged activity and recommendations will be noted, used to improve on the next Induction Plan and incorporated into a report detailing lessons learned. The most important participant in this whole process, namely the new entrant, must not be neglected, however, as his/her input will complete the picture. It is no good congratulating ourselves on a successful Induction because we have followed the plan to the letter, when the new entrant is left feeling overwhelmed and confused and, as we have seen, ready to give up and find greener pastures. Time should be set aside for the new entrant to meet with his/her line manager at the end of the first week in the post to give the new member of staff an opportunity to have any queries clarified and concerns addressed, and to give feedback to the line manager about how the first week has gone. It is crucial to evaluate the induction process per individual so that it can be improved and developed for future new members of staff. A questionnaire can be used to prompt this process, but it is of most value if this is then followed up with discussion during a personal interview. If you have a large intake of new entrants, you could also consider having group discussions, but at some point it would be advisable to speak to each new entrant individually as well, as some people tend to be “drowned out” in group discussions, or we tend to see examples of “group think”, where the majority view is adopted by the group. 4.6.1 Suggested questions for evaluating the Induction process Looking back to your first week/month/six months in this post, please reflect on the support and induction arranged for you within the department:

Was the support you received adequate?

If not, in what ways could it have been improved?

Can you identify other information/advice/resources which would have been useful to you in your first week in post?

Did you meet relevant members of staff during your first week in post?

Are there any other members of staff whom it would have been useful for you to have met?

What general feedback can you give on documentation we provided?

Was the documentation informative?

Was the documentation relevant to your needs?

Was the documentation accessible?

What aspects of your Induction were most useful, and why?

Which aspects were less useful, and why? Whether these questions are posed via a survey, a questionnaire, or during a direct interview, the results must be documented so that the answers of various new entrants can be compared to identify trends and deficiencies in the Induction process. At this point, it will be useful to conduct a needs assessment to determine areas that new employees feel are still areas of need. A needs assessment now is usually more useful than at the beginning of the induction period, because the newest employees are unaware of many areas that need further development. Having completed this assessment, the individual can, with his/her line manager and mentor, where appropriate, agree a Personal Development Plan for the first six months to a year of his/her employment. 4.6.2 Analyse data from the feedback to improve the existing induction process Take some time to carefully review all the data you have collected from the various participants in the Induction process. Did you get the results you had expected? What did you find out that you can use in

3 To mark an object to indicate that a particular event has occurred or that the object marked is unusual in some way


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the future to improve the process? Really think about what you have discovered and use your data to help you explain why you think certain things happened. As you study the data you've collected, the first thing to look for is facts. How much time was spent on imparting general organisational information? Was the facility tour conducted as planned? How much time was spent on OJT? How many times did the recruit meet his/her mentor? If the sources from which you got the information are reliable, you may be confident that the information you've collected is accurate. But if you get conflicting statements or figures, you have to resolve the inconsistency. It is possible that one source is right while the other is wrong. When this happens, you must decide which of the two sources is most reliable. But it's possible that both sources are correct: for example, if one source is including the time taken to kit the new recruit out with protective gear in the total training time, while the other isn't. Take the time to clarify the matter. Next, check for indicators that suggest satisfaction or dissatisfaction with the Induction process followed; for example, new entrants who leave directly after Induction, or new entrants who say that they need more time in the training room. How to use indicators to analyse information: Step 1: Ask yourself the following questions:

How many cases or problems have been found?

When does the problem generally occur?

Where does it occur?

Who is most affected? Step 2: Try and state your findings in numerical terms:

The proportion of....

The time taken to…

The percentage of…

The rate of.... Often, you will need to perform calculations on your raw data in order to get the results from which you will generate a conclusion; for example, the percentage new entrants who leave directly after Induction, or the percentage of new entrants who feel that they need more time in the training room. A spreadsheet program such as Microsoft Excel may be a good way to perform such calculations, and then later the spreadsheet can be used to display and save the results. Step 3: Determine the standard for comparison:

What is an acceptable standard or percentage?

Do you need to improve something or is it working well? Once you have analysed the data and drawn your conclusions, share them with all participants in the Induction process, including the new entrant, and ask for suggestions to improve future processes. Induction is necessary to the rapid, effective integration of new recruits. Badly handled it can be costly in terms of early leavers, demotivated individuals, wrong learning taking place, mistakes made and problems created. A well-designed and implemented Induction programme can capitalise on the investment in recruitment, motivate new recruits and ensure that the organisation benefits from the early integration of effective and competent employees. It also provides a clear, seamless link to continuing training development and, where appropriate, career progression, as the new entrant is encouraged and empowered to pursue and use learning resources independently and in his/her own time.

Class Activity 7: Induct a new employee Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook


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MODULE 5: MANAGE EMPLOYMENT RELATIONS After completing this module, the learner will be able to manage employment relations, by successfully completing the following:

Demonstrate understanding of the various stakeholders and their roles in an organisation.

Demonstrate understanding of organisational policies and procedures related to employment.

Demonstrate understanding of employment related agreements

Employment relations may be defined as those policies and practices which are concerned with the management and regulation of relationships between the organisation, the individual staff member, and groups of staff within the working environment. Employment relations within a Human Resource department are responsible for the liaison with employee representative bodies and monitoring the implementation and maintenance of procedures and policies. Sound employee relations are based on:

Effective mechanisms for communication and participation

A safe and effective work environment

Commitment and motivation of all staff

The main stakeholders in employment relations are:

Employees – the people who work for the company and provide customers with the services and products of the company

Customers – the people who buy the organisation’s products or services, keep the organisation profitable and contribute to its growth

Business partners (including suppliers and joint venture partners) – bodies that the organisation works with to produce its products and services

Trade Unions and NGO’s – organised labour that serves as the watchdog of the workplace and enforces labour legislation

Government and regulatory bodies – promulgates legislation and regulations appropriate to each industry.

The area of employment relations covers a broad range of topics centred on the behaviour and interaction of people in the workplace. It is particularly concerned with the relationship between the employer, and their employees. Employee relations can extend to include situations where there has been a breakdown in interactions between employees, causing disputes and complaints to emerge. It is your role as HR to have a process in place to deal with these disputes as they arise. An initial way of being able to manage employee relations is by being approachable to employees. If employees feel comfortable in coming to you for assistance, then problems are more likely to be identified and brought to your attention earlier. The earlier that you are made aware of these issues, the easier they are to solve in most cases. Maintaining good employee relations has a number of benefits for the business. It can improve communication between employees and therefore increase productivity and efficiency. When people feel that there are good employee relations within the workplace, they are generally more likely to want to remain with the business, therefore improving staff retention. Another important part of managing employee relations involves training and development. Staff should be made aware of their roles and responsibilities as employees. They should also be made aware of policies regarding discrimination and harassment in the workplace. Workplace training and development is a proactive measure to prevent future disputes and therefore helps to maintain employee relations. 5.1 THE VARIOUS STAKEHOLDERS AND THEIR ROLES IN AN ORGANISATION A Stakeholder can be defined as a person, group or business that has interest or concern in an organisation. These entities may be affected by the organization's actions, objectives and policies or even affect the business themselves. Stakeholders can fall into the following categories:

Organised labour, this can be temporary and permanent staff and managers.

They can be suppliers such as manufactures, service providers, consultants and contract labour

The general community, the global community, Government and institutions’ that assist in running the country.

Shareholders including investors, owners, partners, directors, people owning shares or stock, banks and anyone having a financial stake in the business

Clients, purchasers, consumers and end users.


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Each of these has a different role and bring something specific to an organisation. Stakeholders such as shareholders may provide financial support in return for increasing value. They are crucial in the fact that they many decide to withdraw support or not, and move with the market share. Customers provide revenue in return for the benefits of the product that they have bought, but could return it if dissatisfied. Employees provide labour in return for good pay and conditions, good leadership and job security but may also leave or cause internal conflict or lawsuits. Suppliers provide products and services in return for payment on time, repeat orders but are equal in the fact that if they do not wish to continue servicing the company they may no longer supply good. The general community allows the business to operate provided that the business does not interfere with day to day living. Basic principles of organised labour You do need to understand that there are governing laws that allow for the principles or organised labour to operate in South Africa. Since 1994, a vast array of labour legislation has been promulgated in South Africa which supports and interrelates with the South African Constitution. For the purposes of this module we will briefly focus on the Labour Relations Act which governs employment relations in South Africa. The Labour Relations Act (LRA) aims to promote economic development, social justice, labour peace and democracy in the workplace. It provides a framework for regulating the relationship between employees and their unions on the one hand, and employers and their organisations on the other hand. At the same time, it also encourages employers and employees to regulate relations between themselves. The Act promotes the right to fair labour practices, to form and join trade unions and employers’ organisations, to organise and bargain collectively, and to strike and lock-out. In doing so it reflects the vision of employees’ and employers’ rights contained in the Constitution. The Act also favours conciliation and negotiation as a way of settling of labour disputes. It expects parties to make a genuine attempt to settle disputes through conciliation before going on to the next step, which could be arbitration, adjudication or industrial action. By providing a more simplified dispute resolution process, the Act aims to achieve quick, effective and inexpensive resolution of disputes. It thereby aims to reduce the level of industrial unrest, and to minimise the need for costly legal advice. The Commission for Conciliation, Mediation and Arbitration (CCMA) plays a critical role in actively conciliating and arbitrating disputes, and also provides advice on a range of issues to the parties concerned. Who is Covered by the Act? Almost every employee and employer is covered by the Act. This brings in question the role of the independent contractor. The 2002 amendments to the LRA have clarified the issue further by providing that where any one of the following factors is present in the relationship between a worker and the person for whom he/she works, the worker is presumed to be an employee, unless the employer proves the opposite. Thus, a person is considered to be an employee of a particular employer, if he/she:

Falls under the control or direction of the employer

Works hours that are subject to the control of the employer

Forms part of the organisation

Has worked for that person for an average of at least 40 hours per month over the last three months

Is economically dependent on the employer

Is provided with tools of the trade or equipment

Only works for one employer The Act does not apply to members of the National Defence Force, The National Intelligence Agency and South African Secret Service. This is in line with international standards. These personnel have a right to protection against unfair labour practices in terms of the Constitution. The Constitutional Court has held that this includes the right of Defence Force members to join trade unions. 5.2 ORGANISATIONAL POLICIES AND PROCEDURES RELATED TO EMPLOYMENT Policies and procedures are important guidelines that assist employers and employees in order to carry out their day to day actions within the organisation. The definition is as follows: A policy is a course of action or guidelines to be followed when something occurs. A procedure is the content or “how to” of the policy, outlining what has to be done to implement the policy. These important documents are designed to influence and determine all major decisions and actions, and all activities take place within the boundaries set by them. Together, policies and procedures ensure that a point of view held by the company is clearly set out for employees to adhere to.


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Employment policies and procedures are generally created by the Human Resource department and will most likely contain the following:

Recruitment and selection process

Equal opportunities policy

Discipline and grievance procedures including gross misconduct list

Health and Safety

Sick leave and who to report to dealing with short/long term absence

Annual leave including public holidays, carrying forward leave, requesting holiday, part-time staff information

Rules regarding other types of absence including unauthorised absence

Legislative rules on retirement

Legislative flexible working arrangements

Remuneration and pensions information including the treatment of deductions from pay The company’s employment policies and procedures are set according to the various laws / acts of the country, such as:

The Labour Relations Act, 66, of 1995 as amended.

The Basic Conditions of Employment Act, 75, of 1997 (as amended).

Employment Equity Act, 55, of 1998.

Skills Development Act, 97 of 1998.

The Skills Development Levies Act.

The Protected Disclosures Act. The following is a description of the purposes of these acts:

Act Description

Basic Conditions of Employment Act (BCEA)

The purpose of this Act is to establish and enforce minimum conditions of employment, such as hours of work, leave, sick leave, termination of employment etc. It contains employment conditions that no employer is allowed to go below.

Labour Relations Act

The purpose of this Act is to promote collective bargaining (where employees and employers negotiate wages and working conditions), and the effective resolution of labour disputes. It also contains codes which clarify what unfair dismissals and unfair labour practices are.

Employment Equity Act

The purpose of this Act is to promote equal opportunity and fair treatment in the workplace. It does this by prohibiting unfair discrimination and implementing affirmative action. It does this to redress disadvantages faced by particular groups of people (black people, women etc.). These groups are called “designated groups”.

Occupation Health and Safety Act

The purpose of this Act is to ensure that workplaces and what happens in workplaces are not unsafe and don’t badly affect anyone’s health.

Compensation for Occupational Injuries and Diseases Act

This Act gives money to people who have been injured at work or have contracted a disease through their work.

Unemployment Insurance Act

This Act sets up a fund of money to which employers and employees contribute. An employee who becomes unemployed is entitled to claim benefits from this fund for a period of time.

Skills Development Act

The purpose of this Act is to set up a system to develop the skills of employees. It is this Act which set up the Sector Education and Training Authorities (SETAs) and learnerships.

5.2.1 Identify relevant policies and procedures related to employment Generally, each organisation has a comprehensive set of HR Policies and Procedures which have been developed and implemented. The intention of this is to provide clear and consistent guidelines to employees and management in the handling of human resource issues. The HR Policies and Procedures are developed to ensure that employment practice in the organisation is compliant with the relevant legislative requirements. HR Policies and Procedures should be implemented through a consultative process involving all staff. Examples of the types of policies and procedures you could expect to find are:

Terms and Conditions of Employment

Recruitment Policy

Annual Leave Policy

Public Holiday Policy


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Smoking Policy

Sexual Harassment Policy

Aids Policy

Disciplinary Policy and Procedure

Grievance Policy and Procedure These are only guidelines and there are many more. Each HR Policy and Procedure manual is unique to the organisation it was written for. For the purposes of this module we will focus on the disciplinary policy and procedures, as well as the grievance policy and procedures. These are outlined in the Labour Relations Act and companies adhere to these rules. 5.2.2 Explain the mechanics of grievance and disciplinary procedures It is management's responsibility to establish fair and equitable standards of conduct and performance consistent with the specific requirements of the industry and organisation, and employees have the right to expect fair, just and consistent treatment. While it remains the prerogative of management to ensure the proper administration of discipline, it is at all times the responsibility of all employees to maintain discipline. The primary purpose of disciplinary action is to correct behaviour and not simply to punish. Discipline may be defined as the maintenance of proper conduct and work performance in the workplace through a set of clearly defined rules and standards. An orderly disciplinary process is necessary in order to ensure that discipline is not dished out in an ad hoc manner, that corrective action to avoid dismissals is undertaken and that, when dismissals occur, these are effected in terms of a fair procedure. Usually this is achieved through a Disciplinary Code and Procedure as set out in company policies and procedures. The use of a disciplinary procedure ensures that all employees are treated in the same way and that:

People are not dismissed at the whim of a manager or supervisor, but are given an opportunity of a fair hearing before dismissal occurs

A transgression of the same kind is treated in the same manner by all managers

Employees have certainty regarding the type of treatment they will receive and managerial representatives obtain certainty about their actions and decisions

Ground Rules for the Establishment of a Code / Procedure As in the case of all other procedures at company level, the type of disciplinary procedure established will depend on the nature and structure of the organisation, but there are some ground rules that should be observed:

A disciplinary code should be comprehensive and complete. It should contain a list of transgressions which may occur and specify the disciplinary measures to be applied in each case

The procedure must be clear and accessible to employees

The procedure should conform to the principles of natural justice i.e. the incident should be investigated, the punishment should match the offence, an employee must be fully informed of the reason for the disciplinary action, he/she must be provided with an opportunity to present his/her side of the story, he/she should be allowed a representative and circumstances should be taken into account to ensure conformity in disciplinary measures

The Code of Good Practice contained in the LRA states the most important principle as respect between the parties. The code further places emphasis on both fairness and on the effective operation of a business and states that, although employees need to be protected from arbitrary action, employers are entitled to expect satisfactory conduct and performance from their employees. The Act further demands that employers should adopt disciplinary rules that set out how employees should behave at work. The rules are clear. All employees should be informed of them, unless they are so well known that everyone can be expected to know them. The Act promotes the principle of progressive discipline. This means efforts should be made to correct employees’ behaviour by means of graded disciplinary action. The most effective way for an employer to deal with minor problems is by informal advice and correction. Repeated misconduct will justify repeated and more severe warnings until a final warning is issued.


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When can an Employer Dismiss? An employer can dismiss an employee for a fair reason (this means the dismissal is substantively fair) and only if the employee has followed fair procedure (procedurally fair). There are three kinds of fair dismissals:

Misconduct – If an employee intentionally or carelessly breaks a rule at the workplace e.g.

misappropriates company property.

Incapacity – If an employee cannot perform duties properly owing to illness, ill health or inability.

Operational Requirements – If a company has to dismiss employees for reasons which are related to purely business needs and not because of some failing on the part of the employee.

Dismissal for Misconduct Dismissal for misconduct is the last resort of an employer, when other measures to correct misconduct have failed. Principles of a proper disciplinary procedure consist of substantive and procedural fairness. Substantive Fairness In the LRA, the Code of Good Practice on dismissals states that any person who has to decide on the fairness of a dismissal should consider whether or not:

The employee broke a rule of conduct in the workplace

The rule was valid and reasonable

The employee knew of the rule or should have known of the rule

The employer applied the rule consistently

Dismissal is the appropriate step to take against the employee for breaking the rule instead of less serious action like a final written warning of a suspension

Repeated offences of a similar nature could justify the final step of dismissal. Dismissal for a first offence may be appropriate if the misconduct is very serious and makes the continued employment of that person intolerable. Examples of serious misconduct are:

Gross dishonesty (e.g. theft or misappropriation of company property)

Deliberate damage to the property of the employer

Deliberately endangering the safety of others

Physical assault of the employer, a fellow employee or a customer

Gross insubordination Procedural Fairness Even if there are good substantive reasons for a dismissal, an employer must follow a fair procedure before dismissing an employee. This requires the employer to conduct an investigation into the alleged misconduct. This need not be a formal enquiry, but these requirements should be met:

The employer must inform the employee of the allegations in a manner that the employee can understand

The union should be consulted before commencing an enquiry into the conduct of an employee who is a shop steward or union office bearer

The employee should be allowed reasonable time to prepare a response to the allegations

The employee must be given an opportunity to state his or her case

The employee has the right to be assisted by a shop steward or other employee After the enquiry, the employer should inform the employee of the decision, preferably in writing. If the employer dismisses the employee, the employer must give reasons and inform the employee of his/her right to refer the dispute for resolution to a council or the CCMA. If the employer wishes to challenge the fairness of the dismissal by using a council or the CCMA, the matter must be referred to the correct body within 30 days of the dismissal. Employers should keep records of disciplinary action for each employee, stating the nature of the misconduct, the disciplinary action, and the reasons for the action. Dismissal for Incapacity The LRA Code of Good Practice on dismissals sets out guidelines on what is necessary in order for a dismissal for incapacity to be substantively and procedurally fair. Substantive Fairness

Poor Performance – Before an employer can dismiss an employee for poor work performance, the employer must first give the employee appropriate evaluation, training or guidance and a


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reasonable time for improvement. The employer must hold an investigation into reasons for the poor performance. Only if the employee still continues to perform poorly thereafter and the problem cannot reasonably be solved without dismissing the employee, will the dismissal be fair.

Bad Health or Injury – If temporary incapacity will cause an employee to be away from work for an unreasonably long time, it would be unfair to dismiss the employee unless the employer first investigates all possible ways of avoiding this step. If the incapacity is permanent, the employer should try to find alternative work for the employee, or adapt the work so that the employee is able to do it. The employer must make a greater effort to accommodate the employee if the employee was injured while at work.

Procedural Fairness In investigations relating to poor work performance and incapacity, the employee should be given an opportunity to state his/her case and to be assisted by a shop steward or co-worker. This applies to employees on probation too. Dismissal for Operational Reasons This is a topic in itself and for the purposes of this module you only need to be aware of its existence, as dismissal for operational reasons (retrenchments) is generally dealt with at a high level within the organisation. Suffice to know that an employer may dismiss employees for operational reasons, but only if the employer has first attempted to avoid such an event by reaching an agreement with recognised representatives of employees. 5.2.3 Utilise grievance and disciplinary procedures correctly Where an employee commits a series of transgressions or a single very serious transgression, the employer may have to consider dismissal. This cannot be done without holding a hearing. A hearing cannot be held merely on the basis of an allegation made. The allegation must be followed by an investigation to ascertain the facts, obtain evidence and statements. Only once this has been done, is a decision made as to whether a hearing should be held or not. A disciplinary process starts with an incident. To decide if a disciplinary hearing is necessary you must first investigate the charges. A formal disciplinary hearing is required when dismissal could be an outcome. The Investigation The next step in the disciplinary process, once it has been established that there is a case, is to do a thorough investigation. At this point the employee is merely under investigation and no charges have been made, nor are they necessarily guilty. The purpose of the investigation is to establish:

Which rule (contained within the disciplinary code and policy) has been broken, or which work standard has not been complied with

The aspect of the conduct or performance that is not acceptable

Whether there is sufficient evidence

Why and how the incident occurred

Whether a formal hearing is the most appropriate action

Whether the employee could have been reasonably expected to know the rule or standard Preparing for the Hearing Formulating the Charges After gathering the facts, the investigator must formulate the charges to be brought against the accused. The charge should be detailed and should contain detail of who, what, when, where and why. This should be clear enough for there to be no argument from the employee that he/she did not have sufficient information to prepare a defence. Notification of Disciplinary Hearing If a hearing is to be held, the employee must receive timeous notification. The notification should be in writing, in a language the employee can understand and should state:

Clearly what the employee is alleged to have done

Why this constitutes a breach of company rules

What the rights of the employee are before and during the hearing

Related transgressions The employee may ask for further information or for disclosure of information which may be necessary for him to produce his defence. An employee is entitled to be represented by a union official or fellow-employee of his choice, to call witnesses and to cross-question the witnesses presented by management and to an interpreter if necessary.


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At least 24-hours advance notice must be given, but it could be longer depending on the circumstances and how complex the case is. Suspension Pending a Hearing It is common practice amongst employers to suspend employees under suspicion of having committed dismissible offences. Not all dismissible offences warrant suspension. Suspension is justified only if there is a threat to other employees, the danger of sabotage or a possibility that the employee could tamper with evidence. Suspension is a serious step which could prejudice the employee or cause unnecessary psychological stress. The fact that the employee is paid while on suspension (which has to be the case) does not justify unnecessary suspension. Choosing a Neutral Chairperson It is simple justice that the accuser should not also be the judge and that the person making the decision where a misdemeanour is under investigation should not display a bias toward either party. For this reason, a disciplinary hearing should preferably be chaired by a person who has not been involved in the matter and has no previous knowledge of the allegations. It is essential that the chairperson avoids discussing the matter with any of the parties before or during the hearing and in particular does not consult his fellow-managers before reaching a decision, although expert advice may be sought from the HR or IR Manager if the integrity of these persons is trusted by both parties. The Hearing The key people involved in the hearing are: The Chairperson – His/her role is to:

Control the hearing

Hear and evaluate the evidence presented

Decide if the accused is guilty or not

Hear mitigating and aggravating circumstances

Decide on the appropriate corrective or disciplinary measure The Accused Employee – The accused has the right to attend the hearing from start to finish. This gives him the best chance in defending his/her case. The Accused’s Representative – The employee’s representative that will assist him with his defence. Note that this must be a fellow employee or a union representative; it may not be an attorney or an external consultant. The Complainant – This is the person who will bring the charges against the accused. This should be the person who best understands the charges, and in many cases will be the person who investigated the case. In addition to these key people there will also be the witnesses, an interpreter where necessary as well as a clerk who can take minutes and operate a tape recorder where necessary. The Procedure for the Hearing Ideally the allegations should for the first time be put before the chairperson at the commencement of the hearing. There is a specific procedure that needs to be followed during the proceedings: The Introduction The chairperson will introduce all parties to each other and explain the procedure. The chairperson will ask the accused whether he/she was properly notified of the hearing and his/her rights and whether these rights have been observed. (Rights may include the right to a representative, an interpreter, access to information, sufficient time to prepare etc.). To avoid later accusations, the chairperson may also ask whether it is acceptable to the employee and his/her representative that he/she chair the hearing. All persons at the hearing should be introduced and agreement reached on the manner in which the proceedings are recorded. The Charge The allegations are read to the employee who is then asked whether he/she understands them. Presenting Evidence The hearing then proceeds with the complainant explaining the events which led to the allegations. The employee or his representative then makes an opening statement. Once the case of each party has


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been stated, they should, in turn, be allowed to argue the case and call witnesses. The chairperson needs to remind both of their right to cross-examine and should himself ask questions in clarification, but should not adopt a prosecutorial stance. Where there is a conflict of fact, the chairperson should engage in further interrogation in order to establish which party is the more credible. After both parties have presented argument, the chairperson may ask final questions in clarification and briefly sum up the main aspects of the case. Thereafter he retires to make his decision as to whether the employee has, on the balance of probability, committed the transgression. It does not have to be proved ‘beyond reasonable doubt’ that the employee is guilty of the alleged transgression. All the chairperson has to do is weigh the factors which point to the employee having committed the transgression against those which may cast doubt on a conclusion as to guilt. This, in simplistic terms, is what ‘the balance of probability’ means. Another question to ask is whether a reasonable person, having the same evidence placed before him, would come to the same conclusion. The Finding Once the chairperson has heard all the evidence, he/she adjourns the hearing to evaluate the facts given in evidence and decides on the balance of probabilities whether the employee is guilty or not. If the employee is not guilty the hearing will end here. Mitigating and Aggravating Circumstances If the verdict is guilty, the chairperson will reconvene the hearing and ask the employee to present factors in mitigation. Mitigating factors are those that could persuade the chairperson to impose a lighter penalty e.g. a clean disciplinary record, a show of remorse etc. The complainant will then be given the opportunity to counter the employee’s evidence with aggravating evidence. This may result in a harsher penalty e.g. the accused was in a position of trust, or recent previous, similar offences. The chairperson must then inspect the employee’s service record in order to establish whether there are any relevant and valid warnings on record. If there are current warnings for offences similar to the current case, these must be taken into account. The Penalty The duty of the chairperson is now to consider all the evidence before deciding on the sanction or penalty to be imposed. If aggravating circumstances outweigh mitigating factors, and the evidence heard points to the need for imposing a sanction of dismissal, then that sanction is in all probability well justified. Where the chairperson is of the opinion that the relationship cannot be restored, dismissal is justifiable. The Appeal Once the decision as to sanction has been taken, the parties should be informed and the reasoning behind the decision briefly explained. The employee should be informed of his right to appeal, if an appeal procedure exists, or to dispute the decision. The chairperson should record his own findings and ensure that records of the process are available. To ensure that a disciplinary is effective and legally compliant, the following guidelines should be used when you find yourself in a situation where you have to manage a disciplinary hearing: Investigate and prepare the case thoroughly before the hearing

Choose an unbiased and skilled chairperson

Ensure the accused is given every chance to prepare and defend his case

Base the outcome on facts

Ensure the penalty is appropriate to the offence

Record the hearing so that you can prove that you complied with the law Grievance Procedures Employee grievances are wide-ranging and vary from general dissatisfaction with wages and conditions of service, dissatisfaction regarding promotion or training and complaints about lack of facilities or inadequate equipment, to unhappiness on the part of the employee regarding unfair treatment, unreasonable orders, unrealistic expectations and blatant discrimination. Not all of these would resort in a formal grievance procedure. Usually a formal grievance is initiated when, within the day-to-day work situation of the employee, an incident occurs that leaves the employee with a general feeling of


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dissatisfaction or injustice. This is the type of issue which will be channelled through the grievance procedure, the rationale being that it requires the formal consideration of management. A grievance of this nature is the type of issue which, if unresolved, may lead to a situation of dispute between the company and the employee or group of employees. It is this which differentiates a formal grievance from those of a more trivial nature; that is, those not warranting the declaration of a dispute. Objectives of a Grievance Procedure A grievance procedure fulfils the following functions:

It creates the opportunity for upward communication from employees

It ensures that complaints are effectively dealt with by management

It prevents disputes from arising

It renders the disciplinary procedure more acceptable, since employees also have a means of objecting to management performance

It emphasises management’s concern for the well-being of employees Steps in the Grievance Process In the light of these guidelines, a grievance procedure might, depending on organisational structure and management style, consist of the following steps: Step One: The employee verbally raises a complaint with his immediate supervisor. The supervisor undertakes to investigate the complaint and to furnish the employee with his opinions and suggestions. Step Two: Should the employee find the supervisor’s suggestions unacceptable, he/she lodges a formal written grievance for the attention of the supervisor or the next level of management. The manager then investigates the matter, discusses the matter with the employee and records his findings and recommendations. Step Three: If at this stage the employee remains dissatisfied, the written grievance, together with the report of the manager, is forwarded to the next level of management. The manager concerned studies the written documents, interviews the employee and any other persons involved and gathers all relevant information. On the basis of this he presents his findings and proposed solution to the employee. The manager is obliged to report in writing on his investigation, recommendations and outcome. Step Four: A grievance which remains unresolved is then channelled to the next level of management, and the same procedure is repeated. At this stage the danger of a dispute becomes imminent and the HR manager may be invited to sit in on the discussions. Step Five: In the final stage the grievance is brought to the attention of top management. Discussions held will involve various management representatives at this stage. The meetings may now begin to take the form of negotiations. A lack of a solution at this stage will result either in the employees backing down or in a declaration of dispute. The grievance may be resolved at any stage during the procedure. If this occurs, the method of settlement should be noted in writing and the employee should, also in writing, signify his satisfaction with the solution. Graphically, a grievance and dispute procedure would look as follows:

Class Activity 8: Stakeholders and the organisational policies and procedures related to employment Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

5.3 EMPLOYMENT RELATED AGREEMENTS When employing someone there needs to be a formalised agreement in the form of a contract. The agreement sets out the duties of the employee and employer, and provides the employer with the

MEDIATION, ARBITRATION, JUDICIAL SETTLEMENT, STRIKE

PLANT-LEVEL DISPUTES PROCEDURE STATUTORY DISPUTES PROCEDURES

DISPUTES PROCEDURE COMMENCES


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opportunity to clarify the relationship. This can vary from organisation to organisation. This can also be dependent on the type or employment being offered. This section sets out to cover some important and common agreements. 5.3.1 Identify various types of agreements An agreement simply means that a contract exists between two or more persons. In other words, there is an agreement between the parties, which complies with certain requirements and which the law recognises. The consequences which the law attaches to the agreement involve the rights and duties of the parties. In the employment relations arena, an agreement could be as small as the employment contract where employer and employee agree on conditions of employment, to a collective agreement closed between an employer and a trade union. Centralised collective bargaining occurs when employers in a sector get together and bargain with one or more unions representing the employees of those employers. Centralised collective bargaining can also occur at the level of a group of companies or at the national or regional level of an organisation. The Labour Relations Act provides for three options: 1. Employers and a trade union can negotiate a collective agreement, providing for joint negotiations.

An example is the agreement between the Chamber of Mines and the National Union of Mineworkers. The terms and conditions of the collective agreement, will apply only to the parties to the agreement and their members.

2. Bargaining Councils may negotiate agreements on a range of issues, including wages, conditions of work, benefits, training schemes and disciplinary and grievance procedures.

3. Bargaining Council agreements may be extended to all employers and employees in the council’s registered scope of representatives, as long as certain requirements are met. However, the minister may extend agreements even if these requirements are not met, if the minister believes that collective bargaining will be undermined if the agreement is not extended.

Enforcement of Collective Agreements by Bargaining Councils Designated agents of bargaining councils monitor and enforce compliance with any collective agreement concluded in the bargaining council by:

Issuing compliance orders

Publishing the contents of collective agreements

Following up complaints and conducting investigations The Employment Contract The letter of appointment or the employment contract is to indicate clearly to the employee his/her conditions of employment within the organisation. Different contracts are designed for three different categories of employees – full time employees, temporary or contract employees, and casual workers. An employment contract will normally be handed to an employee immediately before or on the day that he/she joins the company. Normally, the human resources department designs the letter and it is handed to the employee by the immediate supervisor. Centralised and decentralised agreements To act as a centralised or decentralised business is part and parcel of what types of agreements that business will have with its employees. The two approaches differ and are as follows: The centralised approach involves government and their tribunals determining wage rates and employment conditions for industries applicable nationwide. This is therefore pertaining to the Labour act and therefore is legal document which sets out the conditions for an entire industry (e.g. air pilots) rather than being focused on say each organisation. Decentralised approach involves employers and employees (or unions who represent them) negotiating through enterprise bargaining (i.e. negotiating conditions), to come to a decision and establish a collective agreement on something in particular. This document will set out the wage rates and employment conditions for a specific organisation. 5.3.2 Identify, describe and explain relevant conditions of employment in an organisation Employment contracts are unique to each company. However, the important areas that need to be covered include:

The person’s position – this includes the person’s title and name and the name of their immediate superior

Salary – including starting salary, salary review dates and bonuses


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Hours of work – tells the person about their normal working hours’ tea and lunch breaks and overtime

Annual leave – this tells the person how much annual leave they are entitled to – it should be clearly spelt out whether the person is allowed accumulative leave or not

Sick leave – this tells the person when medical certificates are required and whether they are allowed to accumulate their sick leave or not

Public holidays – this tells the person whether the company recognises all statutory public holidays

Medical aid – this tells the person the rules and requirements of the medical scheme

Competitive employment – this tells the person that any competitive or part-time employment while in the employ of the company may only be done with the written consent of their superior

Work to be done – this tells the person that although they are employed to do a specific job, they may be called upon to do other duties that may be reasonably expected of them

Performance reviews – this explains the purpose of the reviews and tells the person how often their performance standards will be reviewed

Probation period – where this is applicable, information on the probationary period may be given which explains the purpose of the probationary period and outlines the amount of notice that needs to be given

Termination of employment – this tells the person what notice is required if they want to terminate their services. This may vary between two and four weeks

Confirmation – the person accepts their conditions of employment by signing a letter of appointment

What is a contract of employment? A contract of employment exists where:

A worker accepts the offer of employment of an employer

The worker is paid for conducting work for the employer

There is a legal subordination in the employment relations What should a contract of employment contain? A contract of employment should contain the rights and obligations that bind a worker and an employer. The terms of the contract can be expressed and implied.

Expressed Terms refer to: those conditions which employees are entitled to, under the law, by individual agreement and through collective agreement.

Implied Terms refer to: that which is obvious in the contractual agreement and which has not been

spelled out, for example mutual respect, a valid driver’s licence for a driver, the customs and practice of the company, etc.

Should a contract of employment be in writing? The contract may be in writing or oral. Can there be variation in a contract of employment? A contract can be varied if:

The changes do not affect the root of the contract i.e.: change in job content, alteration of hours of work

The changes are agreed on an individual basis or through collective agreement

The changes are not contrary to the law What should be done before varying a clause of a contract? There should be consultation and agreement with the worker concerned or with his or her representative. Where the variation has been agreed, the worker should be notified, preferably in writing, within a reasonable time period. What happens if there is unilateral change of the contract of employment by the employer? This can be interpreted as a breach of contract amounting to constructive dismissal (when behaviour on the employer’s part forces the employee to resign or leave). What remedies are available to the employee?

The employee can refer his case to the CCMA


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The case can be referred to the Industrial Court to claim wages in lieu of notice and severance allowance at a punitive rate

The employee can elect to work under protest for some time and reserve his right to make a claim to the Industrial court

Class Activity 9: Employment related agreements Please follow the instructions from the facilitator to complete the formative activity in your Learner Workbook

Reflection Individually, complete the formative activity in your Learner Workbook

Facilitator Observation Checklist The facilitator will provide you with feedback about your participation during the class activities in your Learner Workbook

SUMMATIVE ASSESSMENT You are required to complete a number of summative assessment activities in your Learner Portfolio of Evidence Guide. The Learner Portfolio of Evidence Guide will guide you as to what you are required to do:

Complete all the required administration documents and submit all the required documentation, such as a certified copy of your ID, a copy of your CV and relevant certificates of achievement: o Learner personal information form o Pre-assessment preparation sheet o Assessment plan document o Declaration of authenticity form o Appeals procedure declaration form

Place your complete Learner Workbook (with the completed Class Activities) in the specified place in the Learner Portfolio of Evidence Guide.

Complete the summative assessment activities in your workplace:

Knowledge Questions Individually, complete this summative activity in your Learner Portfolio of Evidence Guide

Practical Activities Individually, complete this summative activity in your Learner Portfolio of Evidence Guide

Witness Testimony Individually, complete this summative activity in your Learner Portfolio of Evidence Guide

Logbook Individually, complete this summative activity in your Learner Portfolio of Evidence Guide

Once you have completed all the summative activities in your Learner Portfolio of Evidence Guide, complete the Assessment Activities Checklist to ensure that you have submitted all the required evidence for your portfolio, before submitting your portfolio for assessment.

GLOSSARY

Applicant Somebody who has formally applied for a job.

Assess To examine something in order to judge or evaluate it.

Assumption Something that is believed to be true without proof.

Attitude An opinion or general feeling about something.

Best practice The most effective or efficient method of achieving an objective or completing a task.

Contingency plan A plan designed to deal with a particular problem, emergency, or state of affairs.

Curriculum Vitae A written description of your work experience, educational background, and skills a written description of your work experience, educational background, and skills; résumé.

Database A systematically arranged collection of computer data, structured so that it can be automatically retrieved or manipulated.

Discourse The type of language used in a particular context or subject.

Grievance An employee’s complaint that affects the employment relationship of the person concerned or where there is an alleged misinterpretation or violation of his/her rights.

Incumbent specification Describes what qualities the successful applicant should possess.

Induction The act or process of inducting somebody into a position or an organization.

Interview A meeting during which somebody is asked questions, e.g. by a prospective employer.

Job description Describes the broad responsibilities of a job.

Orientation A meeting sometimes held at the start of a job to provide basic information and guidance.


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Policy A policy is typically described as a deliberate plan of action to guide decisions and achieve rational outcome(s).

Procedure An established or correct method of doing something

Recruit To take on people as workers or members.

Recruitment To enrol somebody as a worker or member, or to take on people as workers or members.

Retain To keep or hold something in a place or position.

Screening A system for selecting suitable people, e.g. for a post.

Selection An act of choosing somebody or something from a wide variety of others.

Shortlist A list of candidates that have been selected for final consideration in respect of filling a position.

Stakeholders A person or group with a direct interest, involvement, or investment in something, e.g. the employees, shareholders, and customers of a business concern

Sustained communication

Communication during which you keep somebody talking through your emotional or moral support.

Teachable moment A time at which a person is likely to be particularly disposed to learn something or particularly responsive to being taught or made aware of something.

Values The accepted principles or standards of a person or a group.

Verification The establishment of the truth or correctness of something by investigation or evidence.

Work space Your office or space in an office or warehouse allocated to you.

Work station Your desk which contains your PC and other related equipment.

APPENDICES Appendix A: Examples of Interview Questions The following are sample job interview questions that you may use:

Introductory What five adjectives describe you best? How would you describe your character? Why should I consider you for this position? What can you do for us that someone else can't? If you could change one thing about your personality, what would it be? Tell me about the one thing in your life you're proudest of. Tell me about the worst decision you ever made. You've changed jobs frequently. How do we know you'll stick around? What personal qualities do you think are necessary to make a success of this job? How would you describe your ideal job?

New Graduate What extracurricular activities were you involved in? What activities did you enjoy the most? What classes did you enjoy the most? The least? Why did you choose your major? Why did you change majors? If you could start again, what major would you choose? Why are you applying for a job in a field other than your major? What did you learn from your summer jobs? In what courses did you get the worst grades? Why? Are your grades a good measure of your ability? How long have you been looking for a job? Give me an example of a problem you've had at school and how you solved it.

General Past Job Performance

Tell me about your last position. What you did; people you worked for; etc. Tell me about the last time you made a mistake. Tell me about the last time you made a good decision. Did you inaugurate new procedures in your previous positions? Tell me about them. If you don't leave your current job, what will happen there? How far can you advance? Of all the work you have done, where have you been most successful? What would you say are the major qualities this job demands? I see you were unemployed for a period of time. Tell me about it. Give me an example of when you've demonstrated your customer service skills.

Technical Tell me about the types of word processing you did on your last job. What would you say are the major technical skills needed for this position? What was more important on your job, written or oral communication? How do you merge a file in Microsoft Word? What types of equipment do you think you will need to do this job? What kind of on-the-job training did you receive at your last job? What certifications/classes have you completed this last year? Describe the types of documents you deal with on a daily basis. What software programs do you use most often in your current position? Describe in detail your experience with computer software programs.

Goals What do you want to be doing five years from now?


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Tell me what "success" means to you. What does "failure" mean to you? What was your favourite job? Why? Who do you think are our institution’s major competitors? You've stayed with the same organization for years. Why have you decided to leave? What do you do when you're having trouble with your job? What do you know about our company/organization? What interests you most about his position? What was the last job related book you read? What would you change about your current job? What do you like best about this job? Like least? Do you consider yourself successful? What have you done that you are proud of? What do you consider your greatest strength? How do you set goals for yourself? You have a lot of experience. Why would you want this job? What motivates you?

Supervisory Tell me about the people you have supervised in the past. How do you motivate people? Have you ever fired anyone? Why? Have you ever hired anyone? Why did you choose them? What do you do when you're having trouble with your employee? Have you ever had to make unpopular decisions? How did you communicate it? What type of supervisory training have you completed in the last two years?

Performance What were your most memorable accomplishments at your last job? What is the biggest failure you've had in your career? How do you go about making important decisions? Give me an example of a time you found a unique solution to a problem Tell me about the last time you found a cost-effective solution to a problem. What aspects of your job do you like the least? The best? What kind of things bothers you most about your job? What were your three most important responsibilities in your last job? What was the most important project you worked on in your last job?

Flexibility Tell me about the last change which occurred in your office. How did you handle it? I'm interested in hearing about the last time you took a risk. Was it the right decision? How important was communication and interaction with others on your job? How many departments did you deal with? What problems occurred? What level of management are you most comfortable with? Tell me about a time when an emergency caused you to reschedule your work/projects. When did you go above and beyond the call of duty to get your job done?

Stress Tell me about a deadline you had to meet. How did you plan for it? Tell me about the last time pressure led you to a poor decision or mistake. How do you generally handle conflict? What do you do when you're burned out? You have worked in a fast paced environment. How do you handle the stress? You work in a "customer is always right" environment. How do you handle the stress? What kinds of decisions are most difficult for you? What is the most difficult work situation you have faced? What stress did you feel? What do you do when you have a great deal of work to accomplish in a short period of time?

Organisation / Time Management

Describe the top of your desk. Paint me a mental picture of your current office. Tell me about the last time you failed to complete a project on time. What do you do when you're having trouble solving a problem? What do you do when things are slow? What do you do when things are hectic? What do you do when you have multiple priorities? Tell me about your typical day. How much time do you spend on the phone? In meetings? etc. Your supervisor left you an assignment, then left for a week. You can't reach him and you don't fully understand the assignment. What would you do? What aspects of your job would you consider the most critical? How do you organize and plan for major projects? How many projects do you like handling at one time? Describe a project that required a high amount of energy over an extended period of time. How do you organize yourself for day-to-day activities? Tell me about a task you started but just couldn't seem to get finished.


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Cooperation With Co-Workers

Tell me about the types of people you have trouble getting along with. What types of people have trouble getting along with you? Do you prefer to work by yourself or with others? Tell me about the last time you had a conflict with a co-worker. How would your co-workers describe you? The successful candidate for this position will be working with individuals who have been with the company for a long time. How will you mesh with them? What is your role as a group member? What kind of people did you have contact with on your previous jobs? What kind of person do you get along with the best? What difficulties have you had to tolerate on your previous jobs? Define cooperation. Tell me about an occasion when, in difficult circumstances, you pulled a team together. What do you find most challenging in working with co-workers?

Manageability What do supervisors tend to criticize most about your performance? If your boss knew you were interviewing, what would he say? What do you feel an employer owes an employee? Your supervisor tells you do to something in a way you know is dead wrong. What do you do? If your supervisor unfairly criticized you, what would you do? Would you like to have your boss's job? Why or why not? How does your boss get the best out of you? Tell me about a time when your manager was in a rush and didn't give you enough attention. What are some of the things about which you and your boss disagreed? What are some of the things your boss did that you dislike? In what areas could your boss have done a better job? I would be interested to hear about an occasion when your work or an idea was criticized. How well do you feel your boss rated your performance? How does a boss get the best of you?

Appendix B: Example of an Interview Form The following is an example of an interview form that you may use:


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Position applied for Crystal Club Manager

Applicant’s name Joe Tshabalala

Date & time of interview 21 June 2008 at 15h00

Interviewers Name Designation

Interviewer no. 1 Interviewer no. 2 Interviewer no. 3 Interviewer no. 4

Simon Nkosi Geoffrey Adamson Jane Klopper Ricky Tabang

Assistant Slots Manager Assistant Slots Manager Marketing Manager Casino Manager

Preparation checklist

Review applicant’s curriculum vitae/application form, highlighting any specific information/area/duties, which need to be explored in more detail during the interview.

Review the job/incumbent specifications, plus the identified dimensions and associated structured questions.

Ensure all interviewers present have been briefed about their role, how the interview is to be conducted, the dimensions and questions, and the rating process.

Ensure that a suitable venue is available.

Ensure that all applicants have been informed as to the date, time and venue.

Determine the time available. Outline for opening the Interview

Greet applicant, giving name and position of all interviewers.

Break the ice by asking some general questions, i.e. about their journey.

Explain the interview purpose.

Describe the interview plan.

Check to see if applicant has any questions. Key background Review

Educational Background (only if not provided sufficiently on résumé)

Educational Qualifications On-Job-Training Computer Literacy

* BA Degree in Education (Incomplete) University of Pretoria 1975 – 1977 Various Courses Attended * MS Word, MS Excel, MS Project

Work Background

Job Experience No. 1 Operations Manager Kievits Kroon Country Lodge 1 November 2005 – current

Main Responsibilities/Duties Refer to CV

Reason for leaving Still employed

Job Experience NO. 2 Operations Manager Mount Edgecombe Country Club 01 April 1997 – 25 October 2005


Reason for Leaving Not mentioned on a CV

Job Experience NO. 3 Banqueting Manager Johannesburg Country Club 01 March 1995 – 31 March 1997



Job Experience NO. 4 Banqueting Manager Sun-International: The Carousel Casino 01 February 1992 – 28 February 1995



Job Experience NO. 5 Hotel Manager Rovos Rail 01 May 1990 – 31 January 1992



Structured questions


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Dimension Planned Question Notes on Response

Adaptability

Tell me about a time when you had to meet a scheduled deadline and your work was continually being disrupted. (What caused you the most difficulty and why?) Key Factors to assess:

Adjust approach to match varied task requirements

Adjust behaviour to other’s styles

Arrange priorities to meet changing demands

Adjust quickly to new responsibilities and tasks

Dimension Rating


Customer service orientation

Sooner or later we all have to deal with an internal/external customer who has unreasonable demands. Think of a time when you had to deal with an unreasonable demand or request. What did you do? Key factors to assess: Acknowledge customer Clarify Customers’ needs Meet or exceed need Confirm Satisfaction Listen and emphasise Take responsibility for action

Dimension Rating


Analysis, problem solving

At one time or another, we have all thought we had successfully handled a problem only to find we had really only affected a symptom of a larger problem. Can you tell me about a time this happened to you? Key Factors to assess: Detect problems or opportunities Gather all relevant information Identify underlying issues/problems Organise information Recognise trends

Dimension Rating


Initiative We all know there is never enough time to do everything possible to exceed or even meet customer expectations every time. Tell me about a customer situation in which you did not go the extra mile and did not have enough time. Key Factors to assess: Be pro-active Generate ideas for improvement Do more than required

Dimension Rating



Analysis, problem solving

It’s impossible for a manager/ supervisor to be aware of all the reasons an employee might be dissatisfied with on his or her job. Tell me about a time you found out about this type of a problem only after an employee quits or transferred out of your department. Key Factors to assess: Detect problems or opportunities Gather all relevant information Identity underlying issues/problems Organise information Recognise trends

Dimension Rating


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Attention to Details We all have had occasions in which we were working on a function, and overlooked small detail. Describe a time when this happened to you. (What caused this to happen? What was the result?) Key Factors to assess: Clarify details of task Complete all details Maintain checklist to cover details

Dimension Rating


Innovation Tell me about a unique approach you took to solve a problem. (How did you come up with the approach? What other options did you consider?) Key Factors to assess: Generate novel solution Gather ideas from a variety of perspective Use idea generating techniques

Dimension Rating


Energy Tell me about a time you had to work at a fast pace for a long period of time. (What kind of work did you do? What did you do to maintain that pace?) Key Factors to assess: Working long hours without losing effectiveness Maintain a strong pace over time

Dimension Rating


Planning and organising Tell me about a time when you were faced with conflicting priorities. In scheduling your time, how did you determine what was top priority? Key Factors to assess: Set priorities Establish objectives and milestones Estimate time and schedule activities Identify and allocate resources

Dimension Rating


Teamwork Interacting with others can be challenging at times. Have you ever had any difficulty getting along with peers’/team members/others at work? (Tell me about a specific time this has happened. How did you handle the situation?) Key Factors to assess: Build relationships Listen and respond with empathy Exchange information freely

Dimension Rating


Coaching Give me an example of a situation in which you successfully reinforced the performance of someone who worked for you. Key Factors to assess: Detect problems or opportunities Gather all relevant information Identify underlying issues/problems Organise information Recognise trends

Dimension Rating

Expected Remuneration


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Ask and Take Note of Remuneration Requirements

Information regarding position and organisation

Give overview of the unit (nature, size, product)

Describe organisational/departmental structure

Discuss position (main activities/tasks)

Outline promotional and developmental possibilities

Realistic picture of working conditions, demands and standards

Opportunity for applicant to ask questions

NOTES

Reference check Obtained permission to check references YES NO Confirm details of references

NAME COMPANY DESIGNATION TEL.

1

2

3

Closing

Check to ensure whether applicant is satisfied with the questions asked, and the way the interview was handled

Tell the applicant how the best applicant will be selected

Tell the applicant when the applicants will be informed of the decision

Tell the applicant what the next step in the procedure will be

Thank the applicant for attending the interview

Presentation

Dress Formal Semi-formal Casual

Body Posture Relaxed Tense Fidgety

Communication Concise Vague Long-winded

Voice Tone Clear High Low

Voice Tempo Even Fast Slow

NOTES

Signature of Interviewer(s) ____________________________________ DATE ________________ ____________________________________ DATE ________________ ____________________________________ DATE ________________ ____________________________________ DATE ________________


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REFERENCES AND FURTHER READING Books

Introduction to Communication: The Basics, S. Steinberg (1995).

Principles of Business Communication (Guide 1 of 2), Allenby In-Home Study.

Elaine Saunders, 2002, Assessing Human Competence, Knowres Publishing, ISBN 1-86922-009-9.

Nadler L, Nadler Z. Developing human resources. London: Jossey-Bass.

Lawson P. The performance management handbook. Institute oOf Personnel Development.

Zairi M. Building human resources capability in health care: A global analysis of best practise – part II. Health manpower management. MCB University Press.

Martinez J, Martineau T. Rethinking human resources: An agenda for the millennium. Health policy and planning. Oxford University

Internet

www.umsystem.edu

www.brent.gov.uk

www.connectedinternet.co.uk

www.hr.cqu.edu.au

www.aceprocedures.com

https://www.osha.gov/SLTC/etools/evacuation/evac.html

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