resourcing talent workbook 3rto

CIPD Certificate in HR Practice

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. RESOURCING TALENT Workbook 3RTO Designed and delivered by Oakwood International Ltd

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Workbook contents Section One – The factors that affect an organisation’s talent planning, recruitment and selection policy Section Two – Identify appropriate recruitment and selection methods Section Three – Contribute to the recruitment and selection interviewing process for a job role Section Four – Understand the importance of effective induction Section Five – Referencing conventions used in written assignments

Learning Outcome: On completion of this unit, learners will: 1 Be able to explain the factors that affect an organisation’s talent planning, recruitment and

selection policy. 2 Be able to identify appropriate recruitment and selection methods. 3 Be able to contribute to the recruitment and selection interviewing process for a job role. 4 Understand the importance of effective induction.

Assessment Criteria:

Learning outcomes

The learner will:

Assessment criteria

The learner can:

1 Be able to explain the factors that affect an organisation’s talent planning, recruitment and selection policy.

1.1 Explain the organisational benefits of a diverse workforce. 1.2 Explain the factors that affect an organisation’s approach to

talent planning. 1.3 Describe the factors that affect an organisation’s recruitment

and selection policy.

2 Be able to identify appropriate recruitment and selection methods.

2.1 Describe different recruitment methods and identify when it is appropriate to use them. 2.2 Describe different selection methods and identify when it is appropriate to use them.

3 Be able to contribute to the recruitment and selection interviewing process for a job role.

3.1 Develop a job description and person specification for an identified role. 3.2 Select appropriate recruitment channel(s) and draft material to attract talented individuals for an identified role. 3.3 Develop selection criteria and shortlist candidate applications for interview for an identified role. 3.4 Participate effectively in a selection interview and the decision-making process for an identified role. 3.5 Identify the records that need to be retained and write letters of appointment and non-appointment for an identified role.

4 Understand the importance of effective induction.

4.1 Explain the purpose, importance and benefits of induction to individuals and organisations. 4.2 Identify areas to be covered by induction and the roles of those involved in an induction process.


Resources & Bibliography: This section provides suggestions for suitable resources for this unit. The list is indicative only and should not be considered as prescriptive or exhaustive. Books 1. 1 BEEVERS, K. and REA, A. (2016) Learning and development practice in the workplace. 3rd ed. London: Chartered Institute of Personnel and Development. 2. LEATHERBARROW, C., FLETCHER, J. and CURRIE, D. (2014) Introduction to human resource management: a guide to HR in practice. 3rd ed. London: Chartered Institute of Personnel and Development. 3. MARTIN, M. and WHITING, F. (2016) Human resource practice. 7th ed. London: Chartered Institute of Personnel and Development. 4. BRAY, T. and SIMPSON, T. (2006) A manager’s first 100 days. Toolkit. London: Chartered Institute of Personnel and Development. 5. BRIERLEY, E. (2006). Talent on tap: getting the best from freelancers, interims and consultants. London: Chartered Institute of Personnel and Development. 6. CANNON, J. A. and MCGEE, R. (2011) Talent management and succession planning. Toolkit. 2nd ed. London: Chartered Institute of Personnel and Development. 7. PARRY, E. and URWIN, P. (2009). Tapping into talent: the age factor and generation issues. London: Chartered Institute of Personnel and Development. Available on the HR and L&D database at: http://www.cipd.co.uk/hrresources/database-search.aspx [Accessed 6 April 2016]. 8. TAYLOR. S. (2014) Resourcing and talent management. 6th ed. London: Chartered Institute of Personnel and Development. Key journals 1. People Management Available at: www.cipd.co.uk/pm 2. Personnel Today Available at: www.cipd.co.uk/journals 3. T+D Available at: www.cipd.co.uk/journals 4. Training Journal Available at: www.cipd.co.uk/journals

http://www.cipd.co.uk/pm

http://www.cipd.co.uk/journals




Online resources 1. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2005) Career discussions at work: practical tips for HR, managers and employees [online]. Tool. London: CIPD. Available on the HR and L&D database at: http://www.cipd.co.uk/hr-resources/database-search.aspx [Accessed 6 April 2016]. 2. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2015) Induction [online]. Factsheet. London: CIPD. Available at: http://www.cipd.co.uk/hrresources/factsheets/induction.aspx [Accessed 6 April 2016]. 3. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2015) Recruitment: an overview [online]. Factsheet. London: CIPD. Available at: http://www.cipd.co.uk/hr-resources/factsheets/recruitment-overview.aspx [Accessed 6 April 2016]. 4. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2015) Selection methods [online]. Factsheet. London: CIPD. Available at: http://www.cipd.co.uk/hr-resources/factsheets/selection-methods.aspx [Accessed 6 April 2016]. 5. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2015) Succession planning [online]. Factsheet. London: CIPD. Available at: http://www.cipd.co.uk/hr-resources/factsheets/succession-planning.aspx [Accessed 6 April 2016]. 6. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2015) Talent management: an overview [online]. Factsheet. London: CIPD. Available at: http://www.cipd.co.uk/hr-resources/factsheets/talentmanagement-overview.aspx [Accessed 6 April 2016]. 7. CHARTERED INSTITUTE OF PERSONNEL AND DEVELOPMENT. (2015) Workforce planning [online]. Factsheet. London: CIPD. Available at: http://www.cipd.co.uk/hr-resources/factsheets/workforce-planning.aspx [Accessed 6 April 2016]. Websites

1. www.cipd.co.uk Website of the Chartered Institute of Personnel and Development (CIPD)

http://www.cipd.co.uk/hrresources/factsheets/induction.aspx

http://www.cipd.co.uk/hr-resources/factsheets/recruitment-overview.aspx

http://www.cipd.co.uk/hr-resources/factsheets/recruitment-overview.aspx

http://www.cipd.co.uk/hr-resources/factsheets/selection-methods.aspx

http://www.cipd.co.uk/hr-resources/factsheets/selection-methods.aspx

http://www.cipd.co.uk/hr-resources/factsheets/succession-planning.aspx

http://www.cipd.co.uk/hr-resources/factsheets/succession-planning.aspx

http://www.cipd.co.uk/hr-resources/factsheets/workforce-planning.aspx

http://www.cipd.co.uk/hr-resources/factsheets/workforce-planning.aspx

http://www.cipd.co.uk/


The purpose of this workbook and how to use it The primary purpose of this workbook is to guide you in your research, to stimulate your interest and equip you with the knowledge needed to tackle the written assignment for this unit. The workbook contains ‘guided learning’, which is based on the requirements described in the learning outcomes (what you are required to learn) and the assessment criteria (detailed statements against which your written assignment is assessed). Selected reading and hyperlinks to online resources Sections include selected reading, or hyperlinks to online resources, which have been chosen to provide you with a clear idea of the underpinning concepts and, where appropriate, alternative views for you to analyse, interpret and apply as you consider appropriate.

Introduction Purpose and aim of unit Organisational success depends on having the right skill mix. This unit provides an introduction to the resourcing and talent planning process. Studying this unit will enable learners to understand the factors that impact on an organisation’s resourcing and talent planning activities. They will learn about the relationship between recruitment and selection by identifying the key stages in each separate but related process. The benefits to the organisation of attracting and retaining a diverse workforce will be emphasised. They will be able to make a positive contribution to the recruitment and selection process by developing their knowledge and skills in defining and writing job descriptions, contributing to the job advertisement process, shortlisting, conducting face–to-face or telephone interviews and contributing to job offer and rejection letters. Key legislation pertaining to recruitment and selection will be covered. Finally, they will also learn more about good practice in employee induction and retention and the importance of collaborative working with other stakeholders. This unit is suitable for persons who: ▪ are aspiring to, or embarking on, a career in HR/L&D ▪ are working in the field of HR/L&D in a support role and wish to develop their knowledge and

skills ▪ have responsibility for HR/L&D activities and decisions within an organisation without a

specialist function ▪ are involved in resourcing talent and recruitment and selection activities in an organisation or

as a recruitment consultant.


Section One - The factors that affect an organisation’s talent planning, recruitment and selection policy 1.1 The organisational benefits of a diverse workforce The social justice argument for diversity at work is based on the belief that everyone should have a right to equal access to employment and when employed should have equal pay and equal access to training and development, as well as being free of any direct or indirect discrimination and harassment or bullying. This can be described as the right to be treated fairly, and the UK law sets minimum standards. Equal opportunity is often seen as meaning treating everyone in exactly the same way. But to provide real equality of opportunity, people need to be treated differently in ways that are fair and tailored to their needs but in ways that are aligned to business needs and objectives. The business case arguments build on the social justice arguments. They are not an alternative. There are three main strands to the business case for going beyond what is required by legislation: people issues, market competitiveness, and corporate reputation. People issues CIPD research on the psychological contract shows that people want to work for employers with good employment practices. They also want to feel valued at work. To be competitive, organisations need everyone who works for them to make their best contribution. Increasingly, employers are recognising the importance of diversity in recruiting and retaining the skills and talent they need and the importance of designing appropriate and fair people propositions to be successful. Creating open and inclusive workplace cultures in which everyone feels valued, and respects colleagues, is recognised as key. Considering diversity issues helps organisations to: ▪ Make sure their people policies and working practices are bias free and fit well with business

excellence models and initiatives such as Investors in People and total quality management. ▪ Create working environments in which people from all backgrounds can work together

harmoniously by combating prejudice, checking stereotyping and stopping bullying, harassment and undignified and disrespectful behaviour.

▪ Aim to develop an open and inclusive working culture. ▪ Have a workforce that is more creative and innovative. Market competitiveness A diverse workforce can help to make organisations more flexible and creative, inform the development of new or enhanced products or services, open up new market opportunities, improve market share and broaden an organisation’s customer base. Examples include: ▪ Local authorities seeking to improve the way they provide services to diverse groups within

their communities. ▪ Supermarkets offering products to satisfy a wider range of eating preferences. ▪ Health services seeking to provide more choice for patients recognising their backgrounds and

requirements.


Corporate reputation Healthy businesses flourish in healthy societies where the needs of people, communities and businesses are interrelated. Social exclusion and low economic activity rates limit business markets and their growth. Businesses need to consider corporate responsibility (CR) in the context of diversity. CR used to be linked with environmental issues, but an increasing number of employers now take a wider view, seeing the overall image of an organisation as important in attracting and retaining both customers and employees. Indeed, it can be argued that CR is part of the psychological contract between a firm and the community or communities in which it operates. 1.2 Factors that affect an organisation’s approach to talent planning Many internal and external factors can affect how an organisation goes about recruiting and selecting its senior managers, specialists, and high potential staff. These can include: ▪ Organisational context. What is the current and/or future demand within the organisation or

in the wider industry sector for high level or specialist competency? Are universities and other organisational training delivering people with the right skills sets? Are there skills shortages for the competencies your organisation needs? How quickly are the necessary competencies changing in response to other changes in the wider world (such as social and demographic change or technological development)? How much competition (national, regional and international) is there between organisations involved in the ‘war for talent’?

▪ Business objectives and brand. How much is high-level talent, competence and performance

built into an organisation’s strategic objectives and plans? How much does the organisation define itself in terms of high level or specialist competency? How much of the organisation’s brand or reputation in its marketplace is related to its talent?

▪ Expansion, restructuring or contraction of the business. A rapidly growing or changing

business will need more new talent than a stable or declining business. Rapid growth almost always necessitates high levels of change too, which also require high level problems solving and people skills.

▪ Staff turnover. Compare the turnover among your talent – senior managers, specialists, and

high potential staff – with that of your other staff. Are you losing a higher proportion of talent than other staff? With your talent, are some subgroups moving on faster than others?

▪ Succession planning. Do you have a plan and an L&D programme to enable your junior talent

to step into their bosses’ jobs if the needs arise? What’s your ‘Key Man’ policy: what will the organisation do if it loses the most senior and most specialist staff?

▪ Capacity and capability assessment, and talent inventories. Do you know what skills and

competencies are currently available in the organisation? Are you using your all your people’s skills and competencies?


Factors that affect an organisation’s recruitment and selection policy Once again, there are many possible factors that can affect an organisation’s policy. These can include:

▪ Identifying genuine vacancies. Managers often clamour for more staff, especially to replace people they’ve lost. But HR needs to use vacancies as opportunities to reassess job content, job design and optimal staff levels. Does the work still need to be done in the same way by the same number of people? Or should it be done differently – using new technology for example. Does it need to be done at all?

▪ The systematic recruitment cycle. Do all vacancies go through a standard process? Such as: − Job analysis

− Creation/review of a job description or role profile

− Creation/review of a person specification

− Identification of the best recruitment channels (internal promotion, internet advertising, paper publication advertising, other advertising (public transport, billboards and posters etc.) job and career fairs, agencies and executive search etc.)

− Identification of the best recruitment vehicles (specific websites, magazines and journals, agencies etc.)

− Handling/shortlisting from applications

− Competency based interviewing (How many interviews? Who conducts them? One-to-one, two-to-one or panel?)

− Work samples, in-tray exercises, psychometrics, group work, presentations and other elements of assessment centres

− Standardised recording or recruitment processes and decisions

− Assessment of references

− Standardised offer and rejection letters

− Onboarding

− Induction, probation and evaluation ▪ Choosing the most appropriate style of recruitment and selection for the organisation’s

context, role, culture and sector. Creating a standard process for all recruitment will draw on CIPD and industry best practice, but also needs to respect the ethos of the organisation. For example, Google, Facebook, Apple, Amazon, Microsoft etc. may all be drawing on the same talent pool and competing for people with similar kinds of talent for certain jobs, but their very different cultures mean they go about recruitment in very different ways. And within a single organisation, the way it recruits its high potential graduates, its experienced managers, its specialists, its operators etc. will all follow good practice and have ‘family resemblances’, but be different.

▪ Ethics and good practice will be similar across industries and international borders, but differences in national and regional cultures, and business cultures, mean that there are few universal truths or natural laws in recruitment. For example the UK and US hot topic of LGBT rights and equality may not impact at all on the recruitment and selection practices of organisations in other nations and regions.

▪ Regulatory and legislative framework. Similarly to the above point, it is reasonable to work on the basis that most organisations operating in the UK and Europe, the Middle East, Africa, Asia, South East Asia and the Antipodes are working under broadly similar employment law. However, the devil is in the detail and local and national laws can involve important differences that impact ion recruitment and selection practice.


Guided Learning (AC 1.1, 1.2, 1.3) Consider your own organisation, or one with which you are familiar. What is a typical recruitment and selection process in your organisation? How much variation is there between jobs, functions, applicants etc? Do all candidates for all jobs go through similar and equivalent processes? Are all the stages of the systematic recruitment cycle (described above) followed? If there are inconsistencies, which stages and processes seem to get the best results? If you were able to create a new recruitment and selection policy, what would be involved and how would it different from your organisation’s current policy? Use this information to reflect on the ideal or improved recruitment, selection and talent policies and services your organisation needs.

Section Two - Identify appropriate recruitment and selection methods.

2.1 Describe different recruitment methods and identify when it is appropriate to use them There are many ways to generate interest from potential candidates. Internal methods It's important not to forget the internal talent pool when recruiting. Providing opportunities for development and career progression increases employee engagement and retention, and supports succession planning.

Employee referral schemes Some organisations operate an employee referral scheme. These schemes usually offer an incentive to existing employees to assist in the recruitment of friends or contacts. But employers should not rely on such schemes at the expense of attracting a diverse workforce and they should complement other methods.

External methods There are many options for generating interest from individuals outside the organisation, including using the employer’s corporate website, recruitment agencies, commercial job boards and professional networking sites such as LinkedIn. There is growing expectation from candidates to be able to search and apply for jobs online and via mobile devices. Many organisations also use social media to attract candidates, but employers need to exercise caution if they wish to make selection decisions based on the social media profiles of candidates: it is not safe to assume that material posted onto social media sites was done so with the informed consent of the candidates, or that it was posted with the intention of it being evaluated by potential employers.

Advertisements should be clear and indicate the: ▪ requirements of the job ▪ necessary and desirable criteria for job applicants (to limit the number of inappropriate

applications received) ▪ the organisation’s activities ▪ job location ▪ reward package ▪ job tenure (for example, contract length) ▪ details of how to apply and the deadline.


Other common ways to attract applications include building links with local colleges/universities, working with the local jobcentre, using networks, holding open days. Using uncommon outreach methods can increase the talent pool. External recruitment services Some organisations use external providers to help with their recruitment. Recruitment agencies or recruitment consultants need to have a good understanding of the organisations and its requirements. They offer a range of services such as attracting candidates, managing candidate responses, screening and shortlisting, or running assessment centres on the employer’s behalf. 2.2 Describe different selection methods and identify when it is appropriate to use them Selecting candidates involves two main processes: shortlisting, and assessing applicants to decide who should be made a job offer. It is a crucial stage in the overall recruitment process. Candidates’ applications may arrive as a curriculum vitae (CV) or an application form. Whatever form they are in, it’s important to make sure that everyone involved in the selection process, from the shortlisting stage onwards, understands not just the need to avoid unfair discrimination and the potential risk to the organisation’s reputation should a candidate make a tribunal claim, but the benefits a diverse workforce can bring to an organisation. Technology plays an increasingly important role in recruitment ranging from attracting candidates through to the selection process. Online recruitment can mean employers receive large numbers of applications from unsuitable candidates, but there are tools and techniques that can help slim down the number of potential candidates. A range of different methods can be used to assess candidates. Some are more reliable than others in terms of predicting performance in the job, and some are easier and cheaper to administer than others. Whatever method is used, recruiters should tell candidates in advance what to expect from the selection process, including how long it will take and the type of assessment they will undergo. Employers should also check whether the applicant has any need for adjustments due to a disability. The role of selection interviewing For the employer, the interview is an opportunity to: ▪ gauge candidates’ experience, ability to perform in the role and suitability for the team ▪ discuss details such as start dates and terms and conditions ▪ explain the employee value proposition, including training provision and employee benefits ▪ give the candidate a positive impression of the organisation as a good employer. For the candidate, the interview is an opportunity to: ▪ understand the job and its responsibilities in more detail ▪ ask questions about the organisation ▪ decide whether they would like to take the job if offered it.


Despite their popularity as a selection method, evidence highlights the limitations of the traditional interview. In general, it's a poor predictor of a candidate’s performance in the job, as information is gathered in a relatively unsystematic manner. Judgements can be made for a variety of reasons that differ between candidates and even shift during the course of the interview. Drawing on a range of research, Anderson and Shackleton summarise the common weaknesses of interviews: ▪ The self-fulfilling prophecy effect. Interviewers may ask questions designed to confirm initial

impressions of candidates gained either before the interview or in its early stages. ▪ The stereotyping effect. Interviewers sometimes assume that particular characteristics are

typical of members of a particular group. In the case of sex, race, disability, marital status or ex-offenders, decisions made on this basis are often illegal. However, the effect occurs in the case of all kinds of social groups.

▪ The halo and horns effect. Once interviewers rate candidates as ‘good’ or ‘bad’ in some aspects, they often replicate this judgement across the board, reaching unbalanced decisions.

▪ The contrast effect. Interviewers can allow the experience of interviewing one candidate to affect the way they interview others who are seen later in the selection process.

▪ The similar-to-me effect. Interviewers sometimes give preference to candidates they perceive as having a similar background, career history, personality or attitudes to themselves.

▪ The personal liking effect. Interviewers may make decisions on the basis of whether they personally like or dislike the candidate.

Structuring the interview can help improve its ability to predict performance in the job and a growing number of employers take this approach. A structured interview means that: ▪ questions are planned carefully before the interview ▪ all candidates are asked the same questions ▪ answers are scored using a rating system ▪ questions focus on the attributes and behaviours needed in the job. There is a risk, however, of having an overly rigid approach in which there is little opportunity to ask the candidate supplementary questions and the candidate does not feel at their ease. So a balance needs to be made. Behavioural science research suggests that to avoid instinctive or hasty judgements interviewers should pre-commit to a set of interview questions that are directly related to performance on the job and focus the interview on collecting information rather than on decision-making. Insights from the interview should be fed into the decision along with data from other selection methods. It’s important that selection interviews are conducted professionally. A poor interview experience can undermine the employer’s brand as candidates might share their unfavourable impression of the organisation with other potential applicants and customers. Giving feedback to candidates following an interview demonstrates appreciation of their time and interest.


Psychometric testing The use of tests has become an important part of the selection process and can benefit the overall talent management process. Evidence suggests that standardised tests or tests of cognitive ability are good predictors of job performance, especially for occupations that require complex thinking. Evidence on how well personality questionnaires or work sample tests predict job performance is mixed. Used correctly, psychometric tests allow employers to systematically assess individual differences (for example in ability, aptitude, attainment, intelligence or personality). They are often administered online, particularly when assessing high volumes of applicants. Good tests are supported by a body of statistical evidence which demonstrates their validity and reliability. Most tests are designed and developed by occupational psychologists and are accompanied by detailed manuals providing the data to establish the reliability of the test and how test scores might be judged so that employers can compare their test candidates against the scores of similar people. Administering tests and analysing the results is a skilled task. Psychometric publishers and consultants operating in the GCC in 2017 include: ▪ AADC www.arabianassessment.com ▪ Cubiks www.cubiks.ae ▪ cut-e www.ar.cut-e.com ▪ Hogan, represented by Mentis www.mentisglobal.com ▪ IHS Innovative Human Resource Solutions www.innovative-hr.com ▪ Lumina Learning www.luminalearning.com ▪ Saville Assessment, owned by Willis Towers Watson www.savilleassessment.com ▪ SHL, owned by GARTNER CEB www.cebglobal.com/global-locations/ceb-middle-east.html ▪ Talent Q, owned by Korn Ferry Hay www.haygroup.com/uae These organisations design, provide and use: ▪ Competency frameworks ▪ Personality, motivation and emotional intelligence questionnaires ▪ Ability, aptitude and critical thinking tests ▪ Situational judgement measures ▪ Assessment and development centre exercises ▪ Other more specialist measures ▪ Training in all the above In order to choose which measure and organisations to use, read the reviews on the British Psychological Society (BPS) Psychological Testing Centre web pages https://ptc.bps.org.uk/test-registration-test-reviews

http://www.arabianassessment.com/

http://www.cubiks.ae/

http://www.ar.cut-e.com/

http://www.mentisglobal.com/

http://www.innovative-hr.com/

http://www.luminalearning.com/

http://www.savilleassessment.com/

http://www.cebglobal.com/global-locations/ceb-middle-east.html

http://www.haygroup.com/uae

https://ptc.bps.org.uk/test-registration-test-reviews

https://ptc.bps.org.uk/test-registration-test-reviews


Before using a test, recruiters should: ▪ consider whether it is appropriate to use a test at all (will it provide additional relevant

information?) ▪ ensure the tests are relevant to the job/person specification ▪ identify who will choose, recommend and assess the value of tests ▪ check the copyright of tests and conditions of use ▪ ensure there are sufficient skills and resources to carry out testing effectively ▪ decide at what stage tests should be incorporated into the decision-making process ▪ decide how the results will be used and what weight will be given to them ▪ identify potential equal opportunities issues (that is, whether the tests will disadvantage

certain groups) ▪ establish a process for giving feedback ▪ decide how test results will be stored and who will have access to the results Test administrators should ensure that individuals: ▪ receive advance notice to make any practical arrangements to enable them to take the tests ▪ are told about test requirements and duration of tests beforehand and have the opportunity

to raise queries ▪ have access to an appropriate environment free from interference in which to take the tests ▪ are aware of feedback arrangements. Assessment centres Assessment centres are used for selection as well as promotion and professional development purposes. They require candidates to complete a number of different tasks and they often combine behavioural ratings, cognitive and personality assessments obtained from multiple sources. The tasks set should relate closely to the person specification and reflect the reality of the job. They must be administered in a systematic way, with candidates being given the same types and numbers of tasks to complete in the same time, so that they have equal opportunity to demonstrate their abilities. Depending on the nature of the job, the tasks might include individual or group work, written and/or oral input, and tasks prepared in advance as well as those performed solely on the day. Tasks can include delivering a report or presentation, time management or task prioritisation exercises, analytical work, individual problem solving, group discussions, group problem solving, simulations of business activities, personal role-play and functional role-play. Group exercises should be as realistic as possible, have clear goals and a limited time. They typically require candidates to share information and reach decisions or perform an activity. They might encourage co-operation or competition to test for creativity or the ability to build on the ideas of others in a productive manner. However, it should be noted that competitive activities can disadvantage women, minority groups and certain personalities, undermining diversity.


Assessment centres should be overseen by experienced selectors to ensure objectivity and consistency. Selectors must be trained to observe, actively listen, record, classify and rate behaviour, and seek evidence accurately and objectively against the job description and person specification. They will preferably have had training in interview skills and diversity. Assessors might also be used to observe and comment on behaviour although they don't necessarily take part in final selection decisions. A feedback session with either an occupational psychologist or someone trained to deliver feedback is of benefit to candidates and indicates the organisation is serious about fair selection. The British Psychological Society’s Division of Occupational Psychology has created a comprehensive standard focused on the design and delivery of assessment centres. Its purpose is to raise the standard of assessment centre practice and enable poor practice to be identified and improved. The CIPD contributed to this standard which covers: specifying the purpose, scope and designing the centre, the standards of competence and professional behaviour required of the different roles involved, delivery and data integration and decision making, appropriate reporting and feedback of results, managing the data derived including access, use and storage and finally evaluation of centres. Using references Any offer of employment should be conditional on satisfactory clearance of pre-employment checks such as references from the candidate’s previous employer(s). References should contain factual information such as length of past employment, job title, brief details of responsibilities, overall performance, time-keeping and reason for leaving. However, recruitment decisions should never be based solely on references as they provide a limited perspective of an individual’s suitability for a role. Additional pre-employment checks are needed if, for example, the job involves working with children or vulnerable adults.

Guided Learning (AC 2.1, 2.2) Consider your own organisation, or one with which you are familiar. What methods of recruitment and selection are used in your organisation? Are the same methods used consistently across all vacancies? How are the methods assessed and evaluated? It may be possible in a large organisation to calculate a correlation between the rating/prediction of performance that came out of the selection process with the rating of actual performance in the job after the candidate was taken on. A high correlation suggests that the selection methods were predictive of job performance. A low correlation suggests that the selection methods used do not help in finding the right candidates. It is a general finding that well-designed and run assessment centres are the best predictors of future job performance, but that their high prices do not always make them the best value-for money choices. Structured competency-based interviews are fair cheaper and often have decent predictive abilities. So what can your organisation do to promote the use of structured competency-based interviews in its recruitment processes? Use this information to reflect on the ideal or improved recruitment, selection and talent policies and services your organisation needs.


Section Three – Contribute to the recruitment and selection interviewing process for a job role For your practical assessment in this unit you undertake a group task involving the following stages:

3.1 Develop a job description and person specification for an identified role Use examples from the course textbook and your own work experience to structure and populate the job description and person specification. You can ask questions and get the support of the tutor.

3.2 Select appropriate recruitment channel(s) and draft material to attract talented individuals for an identified role Create a brief for a recruitment agency and/or a draft advertisement for a newspaper, magazine, journal or internet site, designed to attract and inform the right candidates for the job. 3.3 Develop selection criteria and shortlist candidate applications for interview for an identified role Describe how your organisation currently uses selection criteria to create a shortlist of candidates for interview from the ‘longlist’ of all applicants.

3.4 Participate effectively in a selection interview and the decision-making process for an identified role Organise and plan an interview to be run with all the shortlist candidates: understand the competencies to be assessed, the section criteria and the questions to be asked. Agree in advance how the selection criteria will be applied to make the selection decision. Rodger’s 7-point plan may be useful here: 1. Physical make-up: health, appearance, bearing, speech and manner. 2. Attainments: education, qualifications, experience. 3. General intelligence: ability to define and solve problems. 4. Special aptitudes: skills, attributes or competencies relevant to the job. 5. Interests: work related or leisure pursuits that may have a bearing on the job. 6. Disposition: influence over others, steadiness, dependability, self-reliance. 7. Circumstances: any special demands of the job, such as ability to work unsocial hours, travel

abroad, etc. 3.5 Identify the records that need to be retained and write letters of appointment and non-appointment for an identified role Create a selection record form that enables interviewers and others to record the evidence of performance against competence criteria, and some more general comments about the candidates. Write employment offer letters and rejection letters. These may link or include employment contracts or terms and conditions.

Guided Learning (AC 3.1, 3.2, 3.3, 3.4, 3.5) Consider your practical assessment for this unit. What went well? What went less well? What learning have you taken away from the experience of working through the recruitment and selection process in a safe environment? What will you the same or differently when you work through this process on a real vacancy?


Section Four – Understand the importance of effective induction 4.1 Explain the purpose, importance and benefits of induction to individuals and organisations The primary purpose of induction is to make new employees effective in their jobs as soon as possible after joining. ‘Onboarding’ is a recent and fashionable term for the same thing, with a little more emphasis on the provision of information to new employees after selection but before they join the organization. An individual's best performance will not emerge until he or she has attained a sense of direction and identity in the place, usually after completion of a probationary period. This will come with familiarization and socialization; the process in which people become familiar with their environment and learn about the kind of behaviour that is expected of them. We all go through this process in our developmental years, and then, when we enter an organization, we go through it all again. It involves learning a culture, which is different from that of the outside world and different from that in any other organization. Some people find the process traumatic, and, if it is incorrectly handled, they may leave.

What is it? Initial information and training to orientate new entrants in an organization

Why bother? Induction training can add value as follows: ▪ Makes new entrants feel welcome and more comfortable ▪ Can give an excellent impression of the organization ▪ Opportunity to mould new entrants to organizational culture ▪ Makes new entrants effective more quickly

Effective Induction Indications that an induction system is effective include: (1) a reduction in staff turnover, (2) an increase in the staff retention rate, (3) good interpersonal relations between new and longer-serving employees.

An effective induction system helps people to survive the socialization trauma and, as a result, they do not leave the organization, thus reducing turnover and increasing retention rates. Good Interpersonal relations are the result of the speed with which new employees gain an understanding of the work environment and are integrated into it. Once this is done, they no longer feel like 'Intruders', they are accepted by the group and they gain a perception of the role they are expected to adopt. Systematic Induction Individual’s initial thoughts about the organization occur when they first see the recruitment advertisement, and, in a sense, this is when induction really begins. A properly designed recruitment advertisement will give people clues about the organization’s style and make them consider employment there. With such thoughts in mind, they will begin to notice other items of the organization’s publicity. Eventually, they get the job and find themselves inside the place, relating to its people and learning more about the nature of the organization’s industry, its size and, above all, its culture.


Induction may be visualised as two parallel processes: formal and informal. Formally, the new employee has to acquire a perception of his or her role in the place, and this begins with the job description. From this, new employees can see what they should be doing in order to perform effectively in the job. This means that the individual has to attain a perception of the job in terms of its status in the department, the normal performance standards, how the job affects others in the department and their expectations of his or her behaviour. Informally, however, the role is bigger than the job. ‘Role’ here is a term that relates to the individual's total behaviour, in and out of their formal job. For example, there is jargon to learn. All organizations have their own expressions and abbreviations and there is a technical vocabulary related to the industry and the skills within it. Longer-serving people have deep-rooted, underlying assumptions about 'the way things are' and 'the way things should be done around here'. The place has its own distinctive climate and managerial style. All of these aspects of the employees' life are unique in each organization, and they combine to make the culture of the organization. People may be inducted at two levels. Firstly, there is corporate induction. What people need is an understanding of the history of the place, its current situation and its plans for the future. A complete corporate picture will include photographs and 'thumbnail' biographies of the members of the Board and other senior managers, along with hierarchical charts, showing the organizational, management and workforce structures. Secondly, there is departmental induction for which is more directly concerned with the new employee's role in his or her immediate work area. Of the two, departmental induction is the more informal, and it is usually the longer process, since it is concerned with the technicalities and other details of the job itself. Designing and Delivering an Induction Programme All organizations have rules of behaviour, which are written down, in the form of procedures and regulations, rights and responsibilities. In most organizations, these are presented in the Employee Handbook along with the Terms and Conditions of Employment. A copy of the Employee Handbook and any other documents that are relevant to the organization’s regulations should be given to all new employees as part of their induction and/or be available on the organization intranet. Health and Safety at Work should be seen as an important item on the Induction agenda, and all induction programmes should contain relevant information on the subject. Where there are gaps in people's knowledge, skills and attitudes towards health and safety, full training should be given. Induction is best handled through a structured programme of learning. It is possible to overload people with information, and if you send them home at the end of their first day carrying an armful of documents, they may keep them but never read them. On the other hand, if the information is put across in a learning environment, logically structured and presented in ‘bite-sized chunks’, the person will absorb and internalise it more easily. And it is more likely to 'stick'.


Induction programmes vary in their complexity and duration. Programmes can last no more than two or three days. Others last up to two years and have formal examinations at the end of each year. There is no set pattern or 'blueprint' of an induction programme; the content and process of it is determined by the varying needs and complexity of different organizations. But a good rule of thumb is to run the induction programme over the employees’ first three months, in parallel with their probationary period. They need to be monitored and have learning milestones at the end of the first four weeks and at the end of each month thereafter. The end of their probation and their transition to a permanent contract can then be based on evidence of their performance. Although there is no formal blueprint all employees regardless of their status are likely to need: ▪ to learn new tasks and procedures ▪ initial direction ▪ to make contacts and begin to develop relationships ▪ to understand the organizational culture to feel accepted.

There are, however, certain groups of employees who may need special consideration e.g.: ▪ school and college leavers ▪ women returning to work ▪ disabled employees ▪ management trainees ▪ members of minority ethnic groups ▪ employees who have undergone internal transfer or promotion.

As an example, the first group listed will know very little about the working environment. With more experienced recruits, you can provide basic information and then ask them what else they want to know. You cannot rely on school or college leavers in the same way, because 'They don't know what they don't know'!

The commencement of the induction process is difficult to pinpoint because, for employees new to the organization, the imparting of information begins with the job advertisement. We could therefore argue that the process starts at this early stage and plan accordingly. Usually, however, when designing an induction programme, we start with the first day of employment and then timetable activities to be included over the first twelve weeks.

Consider the information that should be provided. As a minimum, employees should be informed about: ▪ the organization's background and structure ▪ the organization's products, services, and markets ▪ the conditions of employment e.g. pay, hours of work, holidays, sick pay, pension scheme ▪ the organization's rules and procedures ▪ the physical layout of the organization ▪ health and safety issues (NB it is crucial that these are covered in the very early stages of

employment) ▪ first aid arrangements ▪ data protection policies and practices ▪ equal opportunities and diversity policies and practices ▪ employee involvement and communication arrangements ▪ welfare and employee benefits and facilities ▪ access to IT hardware and software, including smart phones, the internet, applications and

social networks


As new people join the organization at intervals throughout the year, you may run a rolling induction programme, which people join at different stages, or insist that all new employees go through the same process in the same order. Evaluation of the recruitment, selection and induction process As with the majority of activities that HR practitioners become involved with, there is a strong argument for evaluating the success of your recruitment, selection and induction procedures. This is, however, not just a simple matter of concluding that, for instance, an advertisement for a clerical officer's post was successful because 250 applications were received. In fact, it is likely that the reverse is true, because sifting through 250 application forms will have been a time-consuming and costly exercise. Every stage of the recruitment, selection and induction process should be reviewed in relation to overall organizational needs for productivity. What went well, where lessons learned can be repeated. And what went less well, where the lessons may be to change or drop tasks in the future. It would be good practice to consider the following questions, but note that some may be more appropriately addressed or re-addressed in three, six or twelve months' time: Before advertising: Did you get the job analysis stage right? That is: ▪ Did you carry out a thorough field study? ▪ Is the job description an accurate reflection of the range and type of activities and the level of

responsibility involved? ▪ Are the person specification requirements defined in specific and measurable terms? ▪ Are there any important omissions or unnecessary inclusions in the person specification? ▪ Was a new recruit justified or should the work have been organized differently? During advertising process: Did you get the advertising stage right? That is: ▪ Did the advert give sufficient information about the job and the person required to encourage

suitable applicants only? ▪ Was the advertisement eye-catching? ▪ Did you choose the most appropriate media? ▪ Did you get the timing right? ▪ Have you carried out an analysis to see which media produced the most cost-effective results? At the selection stage: Did you get the selection stage right? That is: ▪ Did you choose the most appropriate methods for selection? ▪ Did you ensure that the information generated by each method was cross-checked for validity? ▪ Did you ensure that only relevant information was considered in decision-making? ▪ Have you carried out an analysis to see which of the methods used were the most fruitful and

cost-effective?


During the induction period: Did you get the induction stage right? That is: ▪ Did the induction programme run smoothly? ▪ Did the induction programme contain the right elements and content? ▪ Was the induction programme structured in the right order? ▪ Was the employee properly assisted to settle in and quickly learn the job? ▪ How much did the induction process cost? After the person commences: Did you select the right person? That is: ▪ Did the employee become effective as quickly as expected? ▪ Did the employee require more assistance, training, or support than expected? ▪ Is the employee still in the post and performing at a satisfactory level? ▪ Has the employee made satisfactory progress regarding salary reviews or promotion? Legal implications ▪ Did you ensure compliance at all stages with local law? Action Planning ▪ What would you do differently next time? 4.2 Identify areas to be covered by induction and the roles of those involved in an induction

process In considering the activities above we have touched on a number of the roles performed by HR practitioners at various stages of the recruitment and selection process: An advisory role to line managers. It is rare for all of the above activities to be performed solely by HR practitioners. It is best practice to include line managers at all stages, because of their specialist knowledge, and so they have played a part in selecting and inducting their own member of staff and will therefore be more likely to be committed to the new employee's success. This may involve you in an influencing and advisory role when, say, the line manager is tempted to offer the post to a candidate for subjective reasons (e.g. the manager and candidate attended the same school) rather than objective reasons (i.e. ones linked to the person specification). An administrative role This is to ensure that information is sought, chased, and checked, that appropriate records are kept, and that all interested parties are kept in touch with the timetable of events. A training or educational role As far as possible, your role is to train, educate and empower line managers to take responsibility for the whole process. There may also be a policing role to ensure that equal opportunities, data protection and other organizational principles and policies are adhered to at all stages of the process.


A public relations role This arises owing to the need to attract suitable candidates and involves conveying information about the job, the person required, and the organization itself. Also, the way in which candidates are dealt with in making enquiries, pursuing applications, and attending interviews may confirm or contradict their first impressions of the organization. An assessment role Finally, HR practitioners play a role in assessing candidates by interviewing, observing, testing, and evaluating them using a range of selection methods. Summary The purpose of induction is to make the new employee effective in the job as soon as possible. New employees are in a learning situation as soon as they join, and need to attain a perception of their role in the place, and understand its culture and the expectations that others have of them. Some employees find joining a new organization traumatic, and this may make some decide to leave. An effective induction system is handled through structured learning, and contains 'corporate' and 'departmental' induction processes. HR has an important role to play, firstly in helping the new member of staff settle into the company, and just as importantly in liaising with Line Management to ensure an effective handover – and thereafter to maintain contact with key new starters to ensure their ongoing development.

Guided Learning (AC 4.1, 4.2) Consider your own organisation, or one with which you are familiar. How does induction work in your organisation? Are there similar or equivalent processes for all new recruits? Where are the differences? How long does induction take in your organisation? Does it include some onboarding activities to orientate new joiners before they even start working for your organisation? If you were to treat induction as needing to last the entire probationary period for new joiners, typically three months, what activities would be included? How would you assess new joiners to ensure they are learning and fitting in? How would you mark and celebrate their transition for probationary workers to full employees?


Section Five – Referencing conventions used in written assignments

In order to avoid any suggestion of plagiarism (using someone else’s words as your own) it is important that you acknowledge all sources of research material that you have used in your assignments. When quoting directly from a source, or adapting to suit the requirements of your assignment, you must provide a clear indication of where the words used came from. You should provide a clear reference at the point in your narrative where you have used or adapted the words from the source. The source then needs to be identified again at the end of your assignment narrative in a ‘Reference List’. If you are familiar with the Harvard Reference method, or other accepted forms of referencing used in academic papers, you can use these. Similarly, if you are familiar with the conventions for using footnotes, you can use this method of referencing. However, if you are not familiar with some of the more complex models of referencing you should use the method devised by Oakwood, which is explained below. Whichever method you use, please ensure that you reference at the point where you use the source in your narrative, and also in the Reference List at the end. Oakwood referencing method Oakwood’s referencing method is essentially a cut-down version of the Harvard Referencing method. It takes account of the fact that, for the purposes of your Level 3 written assignments you are likely to draw upon the following sources for research: 1. Textbooks 2. Factsheets – e.g. CIPD and ACAS 3. Web-based sources Examples for each of these sources are as follows: Textbook: ▪ In the text: The line managers’ role is thus vital to facilitate learning (Hutchinson 2007) ▪ Reference list: Hutchinson, S (2007), Learning and the line. The role of line managers in training, learning and development, CIPD. Factsheet: ▪ In the text: Such a process should flow from business strategy, and its aim is to produce a plan for the organisation to make sure there is sufficient capability to sustain business performance. (CIPD factsheet: Identifying learning and development needs, April 2015) ▪ Reference list: CIPD factsheet: Identifying learning and development needs (April 2015)


Web-based: ▪ In the text: The uses of neuroscience depend on the question being asked. www.theguardian.com/.../neuroscience-david-eagleman-ray) ▪ Reference list: www.theguardian.com/.../neuroscience-david-eagleman-ray) General guidance: ▪ Never pass off someone else’s words as your own: if in doubt, use a reference! ▪ Aim for between 3 – 5 reference in an assignment between 500 and 1500 words; a few more

for longer assignments ▪ Any references used in the narrative text must be listed as shown above in the reference list at

the end of your assignment ▪ Do not include details of sources in your reference list if these have not been included as

references in the narrative ▪ Avoid overlong quotations: keep to one or two sentences.

http://www.theguardian.com/.../neuroscience-david-eagleman-ray

http://www.theguardian.com/.../neuroscience-david-eagleman-ray

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