Risk Breakdown Structure

E = External
C = Commercial
M = Management
O = Operations

Selection methods
This guidance should be read in conjunction with the Recruitment and Selection Policy –
see section on ‘Selection methods’.

The Recruitment and Selection Policy states: ‘The selection methods chosen will follow a
structured and systematic format where all candidates have a fair and equal chance to
demonstrate their suitability objectively assessed against the requirements of the role.’

This guidance covers the following:

Introduction 1
Interviewing 2
Interview questions form.................................................................................................................2
Designing interview questions........................................................................................................3
Use of ‘key responses’....................................................................................................................3
Avoiding discrimination and unconscious bias...............................................................................4
Assessing candidate performance.................................................................................................5
Remote/online interviewing.............................................................................................................5
Selection tests 6
Ensuring reliability, validity and fairness.........................................................................................6
Scoring criteria / pass threshold.....................................................................................................6
Types of selection tests 7
Job simulation/work sample exercises...........................................................................................7
Presentations..................................................................................................................................7
Group discussions..........................................................................................................................8
Mini-teaching sessions...................................................................................................................8
Psychometric tests..........................................................................................................................9
Assessment centres........................................................................................................................9
Documentation and the Data Protection Act 10
APPENDIX 1 – SAMPLE PRESENTATION ASSESSMENT FORM 11
APPENDIX 2 – SAMPLE GROUP DISCUSSION ASSESSMENT FORM 13

1 Introduction

1.1 This guidance is to help managers design the selection process to effectively assess
shortlisted candidates against the person specification requirements to make a final
selection decision.

1.2 There is no ‘one-size-fits-all’ approach and the choice and design of selection methods will
depend on the requirements for the particular job vacancy taking into account the
associated costs.

1.3 In accordance with the Recruitment and Selection Policy, a minimum selection process will
normally involve a structured panel interview and at least one other method of assessment
eg a selection test.

1.4 Candidates must be informed in advance of the selection methods that will be used, the
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 length of time allocated and, where appropriate, the type of equipment they will be using.
See Selection Process Arrangements form.

1.5 The venue for the selection process must be arranged well in advance and should be
appropriate for the type of selection methods being used and able to meet the needs of
any disabled candidates.

2 Interviewing

2.1 A panel interview is the most widely used selection tool and it would be unusual for an
appointment decision to be made without some form of interview as part of the selection
process. However, an interview as the sole method of selection is less reliable than when
used alongside other selection methods.

2.2 Recruiting managers/Chairs of panels should ensure a structured interview format to help
avoid unintentional bias creeping into the process. The policy defines a structured
interview as one where the following applies as a minimum:

 questions are planned carefully in advance of the interview

 all candidates are asked the same core questions
 answers are scored using a rating system
 questions focus on the attributes and behaviours needed in the job.

Interview questions form

2.3 The interview questions should be planned in advance and designed to objectively assess
the requirements marked with an ‘I’ on the person specification. See Interview questions
form.

2.4 Recruiting managers/Chairs of panels should prepare a list of core questions that will be
asked of all candidates to ensure that all candidates are treated consistently. However, the
interview should retain sufficient flexibility to be able to ask supplementary questions
where appropriate for example:

 to clarify something vague or ambiguous on an application form or in response to a

question
 to ask about a gap in employment history
 to follow up on any relevant matter raised or hinted at by the candidate
 to further probe a candidate’s response to a question to clarify their meaning/check
understanding of the panel

 to enable the interview to be a genuine two-way process and responsive to

questions or points raised by the candidate.
Designing interview questions

2.5 Different types of interview techniques may be used, however, it is best to avoid vague,
open questions which are unlikely to yield responses that will help the panel make a valid
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 assessment of the candidate's suitability for the post. Examples of such vague, open
questions might be:

 "What are your strengths and weaknesses?"

 "Where do you see yourself in five years?"

2.6 Using ‘behavioural’ or ‘situational’ questioning techniques can help the panel gather more
reliable information from the candidate. Behavioural interviewing uses questions that ask
the candidate how they have acted in the past in a specific situation rather than how the
candidate might behave in this type of situation in the future. The rationale is that how the
candidate behaved in the past is a good predictor of how they will behave in the future,
and for this reason, behavioural interviewing can have high validity as a selection tool. For
example, one question could ask:

 "Can you tell me about a time when you had to deal with a tight deadline?"

2.7 Another option is to use ‘situational’ or ‘hypothetical’ questions, where the candidate is
asked about how they would act in a certain work situation. In many cases, situational
interviews involve questions on how the candidate might solve a problem or handle
difficult situations in the workplace. An example of a situational interview question is:

 "If you disagreed with a decision that your line manager made, how would you
handle it?"

This type of question can be useful for candidates who do not have much work
experience, for example graduates, but the answer is unlikely to provide such reliable
information as behavioural questioning, in response to which candidates have to provide
concrete examples of certain behaviours that they have exhibited in the past.

2.8 The panel might choose to use different questioning techniques at different stages of the
interview. For example, at the beginning of the interview it could be appropriate for the
panel to ask a couple of unstructured, informal questions to put the candidate at ease. The
interview should then take a more structured format and rely primarily on behavioural
questioning as this is the most reliable way for the panel to predict how the candidate will
perform in the role. However, the panel may also wish to incorporate hypothetical
questions during the interview, for example if the candidate does not have past experience
on which to rely for some areas of questioning.

Use of ‘key responses’

2.9 The panel should agree in advance of the interview the ‘key responses’ they would expect
the ideal candidate to cover as part of their response to the questions. This helps ensure a
consistent and systematic approach to assessing candidates’ performance at interview
and will assist any panel member who is less familiar with the work area. However,
candidates may give alternative acceptable responses which should not be disregarded
simply because they are not listed as ‘key responses’.
Avoiding discrimination and unconscious bias

2.10 It is essential that the selection process relies solely on objective, job-related criteria to
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 assess candidates. Panel members must understand how conscious and unconscious
bias can affect the fairness of the selection process, and how stereotypes can influence
decision-making. Some examples are provided below:

 Rejecting a man for a caring role because of a stereotypical perception about male
attributes.
 Assuming a candidate would not wish to work alongside, or report to, a member of
the opposite sex, someone belonging to different racial group or a younger or older
colleague.
 Assuming an older candidate will not be capable of undertaking training in new
technology or assuming they are likely to retire in the near future.
 Assuming a disabled candidate is unable to perform the role.

2.11 Panel members may wish to take the ‘know yourself’ online assessment tool to
understand their own preferences/biases and how likely they are to be influenced by them
during the selection process. If panel members are self-aware in terms of their personal
attitudes, views and likes/dislikes with regard to people, they can learn to put these to one
side during selection process.

2.12 It is important to recognise cultural differences and that candidates from different racial
backgrounds may have different ways of communicating. For example, candidates from
certain backgrounds may be relatively reserved as regards to their experience and
achievements and in some cultures it is considered impolite to make direct eye contact
with a person in authority.

2.13 Panel members should guard against the "halo effect" that occurs when a candidate
makes a good impression immediately which then prevents the panel from considering
them objectively for the role. For instance, the interviewer may have personal things in
common with the candidate, such as attending the same school, or they may display
similar attitudes and characteristics (‘affinity bias’).

2.14 Panel members should distinguish between the information that the candidate is
presenting and the mode of presentation; unless good presentation skills are essential for
the role, a slick and/or confident presentation style may not be relevant to the person's
suitability for the job.

2.15 Panel members should avoid asking questions that are directly or indirectly discriminatory
against an individuals protected characteristics, or based on stereotypical assumptions.
For example:

Do not ask intrusive questions about a candidate's health, medical condition or disability.
Only once a conditional offer of appointment has been made may questions be asked
about health and, where the preferred candidate is disabled, reasonable adjustments can
be discussed.

Do not ask questions about marital status, dependants, spouse/partner’s circumstances

or other family circumstances. If the job requires particular working arrangements, eg
unsocial hours, shifts or weekend work, these must be clearly stated in the person
specification requirements and candidates should only be asked if they are able to meet
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 these requirements.

Do not ask if the candidate has been absent from work due to family reasons.

Do not take into account previous knowledge when internal candidates are being
interviewed. Exactly the same questions should be put to internal candidates as are put to
external candidates and they should be treated in the same way as all other candidates
during the selection process.

2.16 The university encourages applications from disabled people and recruiting
managers/panel Chairs should ensure an inclusive approach when considering disabled
candidates in the selection process. Focus on possible solutions rather than potential
problems, and seek advice from HR on reasonable adjustments that will enable a disabled
candidate to fully participate in the process. Examples of reasonable adjustments are:

 Sign language interpreter or lip reader for deaf or hard of hearing candidates
 Special equipment for visually impaired candidates
 Increased time for candidates with dyslexia.

Assessing candidate performance

2.17 In accordance with the policy, each panel member should record their assessment of each
candidate separately at the conclusion of each interview. The panel discussion should not
take place until all candidates have been interviewed and the results of the various
selection tests have been considered.
Remote/online interviewing

2.18 There may be situations when candidates are not in the country or are unable to visit the
university on the preferred interview date. In these circumstances, to save cost, time and
the carbon footprint, recruiting managers may wish to consider using Skype/ Facetime or
another online tool as an alternative to having the candidate attend the university for a
face-to-face interview. Whichever method is chosen it should allow for a two-way panel
interview to be conducted with the panel able to objectively assess the candidate in real
time.
2.19 Like any face-to-face interview, interviews conducted remotely over the internet must still
be structured with core questions and key responses prepared in advance to ensure the
interview is as effective as possible and to ensure consistent treatment of all candidates.
2.20 Where practicable, other selection methods may be undertaken remotely eg presentations
delivered over the Internet and/or psychometric tests conducted remotely/online. However
this will not be possible for all selection methods. For example, if an assessment centre is
being held where in addition to being interviewed candidates will be asked to take part in
group exercises and/or perform practical job simulation exercises, remote assessment
may not be possible.
3 Selection tests

3.1 The Recruitment and Selection Policy states:

 Any test used must have been validated in relation to the job, be free of unfair bias,
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 and be administered and validated by a suitably trained person. See Ensuring
reliability, validity and fairness
 For academic posts where there is any element of teaching, a lecture/presentation
assessment must also be included. See Presentations and Mini teaching sessions.

3.2 Candidates should be tested in accordance with the requirements marked with a ‘T’ on the
person specification and therefore the method of assessment needs to be considered at
the time the person specification is drawn up.

Ensuring reliability, validity and fairness

3.3 All selection tests should be both reliable and valid.

3.4 Reliable tests will produce similar (if not identical) results when carried out multiple times
on the same candidate. Reliable tests will produce consistent, stable results.
3.5 Valid tests measure what they are supposed to measure and give accurate predictions of
how the candidate will perform in the job.

3.6 Selection tests should also be checked to ensure the candidate cannot cheat for example,
where it is important to test a candidate’s knowledge on a particular subject, providing
them with access to the Internet where they can look up answers may not produce reliable
results. Similarly, if a candidate is asked to save their work on a PC where other
candidates have saved their work, the candidate may be able to view/copy the work
produced by other candidates.

3.7 Using more than one selection method will increase the reliability and validity of the
appointment decision.

3.8 It is important that the process for each selection method is the same for all candidates.
This applies to the tests themselves, the administration processes and the environment in
which the tests are conducted.

Scoring criteria / pass threshold

3.9 The methodology for scoring of tests must be determined in advance and carried out by a
trained assessor. The scoring criteria should reflect the person specification requirement/s
the test is designed to assess eg ability to work under pressure and to deadlines, accuracy
and attention to detail, excellent written communication skills, ability to type / use
spreadsheets, etc.
3.10 Where appropriate, the pass threshold can be determined by asking a good performer
currently in the role to take the test so that candidates can be assessed in relation to a
high performance benchmark.
3.11 Final scores should be recorded on the candidate assessment form by the Chair of the
selection panel.
4 Types of selection tests
4.1 Job simulation/work sample exercises

4.1.1 Job simulation/work sample exercises assess how candidates solve problems, prioritise
work and make decisions in a work situation. How the candidate performs in the test will
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 be an indication of their ability to meet the requirements. It will also show how candidates
perform under pressure and how rational their decision-making is. For instance an in-tray
exercise might be appropriate for a personal assistant role where the three most important
job-related criteria are "written communication skills", "accuracy" and "organisational
skills"; the job simulation test could involve drafting a letter, entering expenses into a
spreadsheet and a prioritisation exercise, all under timed conditions.

4.1.2 For other roles, the job simulation tests may also be practical, depending on the role, eg
technicians operating technical equipment, customer services staff performing a role-play
or IT tests such as web design, programming, financial or statistical analysis.

4.1.3 Job simulation tests can be less helpful where the role involves completing work over a
number of days or weeks.

4.2 Presentations

4.2.1 Candidates could be asked to present on a given topic (or, where appropriate, a relevant
topic of their choice) in order to assess certain requirements on the person specification
eg their knowledge of the subject, communication skills, analytical skills,
teaching/presentation skills, ability to work under pressure etc.

4.2.2 When setting the presentation exercise, the recruiting manager/panel Chair should
consider:

 Which requirement/s is the presentation designed to test (they should be marked with
a ‘T’ on the person specification and therefore the method of assessment needs to be
considered at the time the person specification is drawn up)
 Who is the appropriate audience eg the selection panel, other members of the
team/department, student audience, etc.
 How long should the presentation last (10-20 minutes is the norm and can be used to
test the candidate’s time management skills).
 Should the candidate be given the topic in advance or on the day. The choice will be
determined by what the presentation is intended to test eg if in a normal work situation
they would have time to research, plan and prepare their material then providing the
presentation in advance is acceptable; however, if the aim is to test their ‘on the spot’
knowledge, their ability to deliver a presentation on a subject at short notice and under
pressure, the question might be given to them on the day. The nature and the level of
the post will be relevant considerations also.
 What format should the presentation be in eg are the candidate’s thoughts / ideas of
more importance than the method of delivery or is it important that ability to use
PowerPoint (or other presentation software) is of some or of equal importance?

4.2.3 The selection panel should allow time at the end of the presentation to ask questions and
probe the issues put forward by the candidate.

4.2.4 Selection panel members should complete a presentation assessment form for each
candidate. This form will detail the requirements to be measured by the presentation, and
the key responses and abilities that the selection panel should expect to see from a
candidate who meets the requirements.
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 See sample presentation assessment form – appendix 1.

4.3 Group discussions

4.3.1 Group discussions involve inviting all the candidates to discuss a job related topic or idea
with a group of managers/academics from across the university. Alternatively, the
discussion may be between the candidates only (eg as part of an Assessment Centre) and
the session can be observed by members of the selection panel or other assessors
trained in recruitment and selection.

4.3.2 As with presentations, the topic can either be given to the candidates in advance or on the
day.

4.3.3 Candidates should be given about ten minutes to collect their thoughts and make brief
notes before the discussion commences. The discussion should last around 20 to 30
minutes.

4.3.4 Panel members should assess all the candidates against the person specification
requirements the exercise is designed to assess eg leadership, teamwork, interpersonal
ability, listening skills, strategic thinking, knowledge and understanding of the subject,
negotiating skills etc.

4.3.5 Where there are several candidates, each panel member might be asked to observe
particular candidates rather than each trying to assess all.

4.3.6 A group discussion assessment form will be used to score the candidates against the
agreed criteria.

See sample group discussion assessment form – appendix 2.

4.4 Mini-teaching sessions

4.4.1 Candidates may be asked to prepare and deliver a lesson plan for a group of
approximately 8 to 15 students, on a specific subject. Mini-teaching is a useful method to
elicit how candidates perform in a classroom environment and present material to an
audience.
4.4.2 The session should last for 15 to 20 minutes and should be observed as part of the
assessment process by the panel and, if appropriate, by other members of the
department.

4.4.3 Candidates should be notified in advance that they are required to undertake a mini-
teaching session as part of the selection process. This method has the advantage of
enabling the candidates to prepare and research their material beforehand. Candidates
should be asked to submit their lesson plan prior to the interview.

4.4.4 The presentation assessment form can be used to score the candidate’s performance.

4.5 Psychometric tests

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 4.5.1 The term psychometrics is used to refer to the broad range of different types of tests and
measurements of aptitude, intelligence and also of personality characteristics.

4.5.2 In accordance with the policy, psychometric testing will be used as part of the selection
process only with the prior approval of HR. Where approval to use psychometric testing is
given, the test will be considered as part of the assessment process alongside the
structured interview and at least one other method of selection or as part of an
Assessment Centre.

4.5.3 Psychometric tests are objective, standardised tools that must be administered and scored
by a trained member of staff within People and Organisational Development (POD), in a
controlled and consistent manner.

4.5.4 Tests of general intelligence assess verbal, numerical, perceptual and reasoning skills.
Personality inventory assessments aim to identify personality traits and match these with
job requirements and required job behaviours. These tests suit a range of posts and take
between 60 to 90 minutes.

4.5.5 It is recommended that the Occupational Personality Questionnaire Profiling tool (OPQ),
sourced from Saville and Holdsworth is used for jobs at grade G and above where the
post has managerial responsibility. This will be organised and administered by POD.

4.5.6 All candidates will be offered the opportunity to practice any psychometric tests used in
advance of the selection process, to help minimise any cultural bias.

4.5.7 Where headhunters or agencies are used for senior roles they will usually be agreed as
part of the negotiated package for the project and the WAVE personality profiling tool is
recommended.

4.5.8 Feedback will be given to all candidates on the results of their psychometric testing when
requested in line with the Recruitment and Selection Policy.

4.6 Assessment centres

4.6.1 An assessment centre enables candidates to take part in a range of exercises in a

controlled environment, in order to measure the candidates’ performance against the
person specification requirements across a range of tests. Generally assessment centres
are held over one or two days with candidates attending for a full or part day. A structured
panel interview will normally form part of the assessment centre.

4.6.2 Running an assessment centre can be costly and resource-intensive, therefore they
should be used for senior roles, or when recruiting to a specialist group or large number of
new staff, for example during a targeted graduate recruitment campaign.

4.6.3 There should be a number of assessors to ensure greater objectivity through a range of
tests (ideally one assessor for every two candidates). Assessors must be trained in
accordance with the Recruitment and Selection Policy and given guidance by the Chair of
the panel in what they are required to observe and record, and how to score candidates
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 using the standard forms available (interview questions form, presentation assessment
form and group discussion assessment form).

4.6.4 All assessors should meet at the end of an assessment centre to compare scores (and
evidence for the scores) for the candidates across the various exercises and agree on a
final rating for each candidate and decide which candidate/s are to be given a conditional
offer of appointment or, where the assessment centre is being used to pre-screen
candidates to achieve a manageable shortlist, which candidates should progress to the
next stage of the selection process.

5 Documentation and the Data Protection Act

5.1 Chairs of panels are ultimately responsible for the quality of the recruitment documentation
and it is therefore important to ensure that all panel members’ assessment forms and
notes are completed in accordance with the policy. The assessment forms should be
capable of clearly tracking the performance of each candidate throughout the selection
process and may be used:

 To provide feedback to unsuccessful candidates

 To provide evidence of a fair process if the selection decision is challenged
 As evidence in an employment tribunal if an unsuccessful candidate claims they have
been subjected to unlawful discrimination in the recruitment and selection process.

5.2 Panel members should ensure that they record only information that is relevant to the
person specification requirements. Under the provisions of the Data Protection Act 1998,
candidates can request to see copies of interview notes and other information recorded as
part of the recruitment and selection process, so it is important that the information
recorded is accurate, objective and related to the post.

APPENDIX 1 – SAMPLE PRESENTATION ASSESSMENT FORM

Selection panel members should complete this form for each candidate’s presentation and
return all forms to the Senior Human Resources Assistant along with all the selection
process paperwork.

PRESENTATION ASSESSMENT FORM

Candidate
Name:
Post Title: Post ref.

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 no.
Presentation
Title:
Selection panel
member:

Requirements Evidence Score

List the job List below the key responses or abilities that are Score the
requirements the required for each requirement. Examples are provided candidate
presentation below: against
exercise will test. each
Presentation style requirement
(They should be Displays a professional image using a
marked with a ‘T’ on Communicates effectively scoring
the person Engages the audience system of 1
specification). Conveys complex information in an accessible format (low) to 5
(high)
Knowledge/expertise
Conveys a clear ‘vision’
Shows understanding of the subject matter
Highlights key points
Responds to questions appropriately and confidently
Displays creative thinking / innovative solutions to
problems

Content and materials

Presentation fully answers the brief
Presentation is logically structured
Visual aids are appropriate and effective
Handouts are useful and well presented
Keeps to time

Sample Sample evidence

requirements
Ability to work under Presentation fully answers the brief
pressure and to tight Presentation is logically structured
deadlines Visual aids are appropriate and effective
(usually only Keeps to time
applicable where
presentation question
is given on the day)

Strategic thinking / Conveys a clear ‘vision’

innovative solutions Highlights key points
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 Displays creative thinking / innovative solutions to
problems

Excellent written and Displays a professional image

face to face Communicates effectively
communication Engages the audience
skills Conveys complex information in an accessible format
Visual aids are appropriate and effective
Handouts are useful and well presented

Analytical skills / Conveys complex information in an accessible format

ability to identify key Shows understanding of the subject matter
issues from complex Highlights key points
data Responds to questions appropriately and confidently

Ability to Displays a professional image

communicate Communicates effectively
effectively with Engages the audience
target audience Conveys complex information in an accessible format

COMMENTS: Please include any special attention to training/development requirements in

the area of teaching.

Signed: _________________________________________________ Date: ____________

(Selection Panel Member)

APPENDIX 2 – SAMPLE GROUP DISCUSSION ASSESSMENT FORM

Selection panel members should complete this form for each candidate and return them all
to your Senior Human Resources Assistant, together with the interview questions forms,
candidate assessment forms and recommendation to appoint form.

GROUP DISCUSSION ASSESSMENT FORM

Candidate Name
Post ref.
Post Title
no.

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Topic for
discussion
Faculty/Departm
ent

Requirements Evidence Score

List the job List below the key responses or abilities that Score the
requirements the are required for each requirement. Examples candidate against
group discussion are provided below: each requirement
exercise will test. using a scoring
Contribution to discussion: system of 1 (low)
(They should be Engages the attention of group members to 5 (high)
marked with a ‘T’ on Leads discussions, encouraging others to
the person participate
specification). Leads discussion at times
Gives clear direction
Collaborative with others
Steers discussion to reach a conclusion
Summarises the discussion
Actively listens to others
Enables agreement to be reached
Aware of time restraints

Communication
Takes time to prepare
Clearly communicates complex information
Identifies barriers in the discussion
Asks appropriate questions for clarity
Actively listens to others
Handles conflict and challenges well

Knowledge /expertise
Displays relevant/current knowledge of subject
matter
Contributes original ideas
Make relevant contributions
Sample Sample evidence
requirements
Ability to lead / Engages the attention of group members
effective leadership Leads the discussion, encouraging others to
skills participate
Gives clear direction
Steers discussion to reach a conclusion
Summarises the discussion
Handles criticism and challenges well
Aware of time restraints

Good teamworker / Makes relevant contributions to group discussion

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ability to work co- Actively listens to others
operatively as part of Leads the discussion at times
a team Collaborative with others
Handles criticism and challenges well
Skilled negotiator Takes time to prepare
Asks appropriate questions for clarity
Clearly communicates complex information
Seeks to identify common ground
Engages the attention of group members
Handles conflict and challenges well
Enables an agreement to be reached

Excellent Identifies barriers in the discussion

communication Asks appropriate questions for clarity
skills Clearly communicates complex information
Actively listens to others
Engages the attention of group members

Thorough Contributes original ideas

understanding of Make relevant contributions
subject matter Displays relevant/current knowledge of subject
matter

Signed: ____________________________________________________ Date: ____________

(Selection Panel Member)

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