Half day open training event held in Guelph, Canada.

1. Getting applicant selection right
by Toronto Training and HR
March 2012

2. 3-4 Introduction to Toronto Training and HR
5-6 Main processes
Contents 7-8
9-10
Key attributes of effective selection
Measures
11-12 Decode the jagged resume
13-18 Application forms
19-22 Decision-making
23-30 Assessment centres
31-33 Role of selection interviews
34-35 Structured interviews
36-37 Criticisms of interviews
38-43 Psychological testing
44-45 Ability testing
46-47 Personality testing
48-49 Biodata
50-52 References
53-54 Tools and techniques for screening and
selection
55-56 Case study
57-58 Conclusion and questions
Page 2

3. Introduction
Page 3

4. Introduction to Toronto Training
and HR
• Toronto Training and HR is a specialist training and human
resources consultancy headed by Timothy Holden
• 10 years in banking
• 10 years in training and human resources
• Freelance practitioner since 2006
• The core services provided by Toronto Training and HR are:
- Training event design
- Training event delivery
- Reducing costs
- Saving time
- Improving employee engagement & morale
- Services for job seekers
Page 4

5. Main processes
Page 5

6. Main processes
Shortlisting
Assessing applicants
Page 6

7. Key attributes of effective
selection
Page 7

8. Key attributes of effective
selection
A clear and precise specification
Effective use of multiple techniques
Elimination of redundant processes
Measurement
Evaluation and continuous improvement
Page 8

9. Measures
Page 9

10. Measures
Productivity
Performance against quality criteria such as error
rates, level of competency, length of service in the
organization, speed of promotion or levels of
absence
Quality measures such as error rates, downtime,
absence rates, motivation & morale levels and
labour turnover
Page 10

11. Decode the jagged resume
Page 11

12. Decode the jagged resume
Compromise on experience, not on character
Be alert to hidden virtues such as resilience
Know when to read a resume upside-down
Page 12

13. Application forms
Page 13

14. Application forms 1 of 5
FUNCTIONS OF AN APPLICATION FORM
To enable a shortlist of candidates for interview to
be drawn up
To provide information that can be drawn on
during the interview
As a means by which information about good but
unsuccessful candidates can be filed away for
future reference
Page 14

15. Application forms 2 of 5
FUNCTIONS OF AN APPLICATION FORM
As a means of analysing the effectiveness of the
various recruitment methods used
As a public relations tool enhancing the employer’s
image
Capture sensitive information in a non-intimidating
manner
Page 15

16. Application forms 3 of 5
TYPICAL HEADINGS
Personal details
Education
Work experience
Geographical location
Personal interests/achievements
Evidence A-planning, implementation and
achieving results
Page 16

17. Application forms 4 of 5
TYPICAL HEADINGS
Evidence B-influencing, communication and
teamwork
Evidence C-analysis, problem solving and creative
thinking
Additional information
Specific skills
Career choice
Health declaration
Page 17

18. Application forms 5 of 5
TYPICAL HEADINGS
Referees
Availability for interview
Diversity and equal opportunities monitoring form
Page 18

19. Decision-making
Page 19

20. Decision-making 1 of 3
Whole picture approach
Hurdle approach
Page 20

21. Decision-making 2 of 3
Actuarial approach
Interpretative approach
Page 21

22. Decision-making 3 of 3
MISTAKES
Ignoring the specification
Over-reliance on a single element
Halo effect
Stereotyping
Mirroring or similarity-identity bias
Non-involvement of clients
Page 22

23. Assessment centres
Page 23

24. Assessment centres 1 of 7
WHAT NEEDS TO BE INCLUDED
Analysis of the key competencies required to
perform the job in question
Development of appropriate exercises to measure
or permit observation of the competencies
Purchase of psychometric tests to use at the
assessment centre
Short-listing of applicants to be invited
Page 24

25. Assessment centres 2 of 7
WHAT NEEDS TO BE INCLUDED
Training of assessors and other employees
involved in conducting the exercises
Food and accommodation at the centre for
applicants and assessors
Presence of senior managers to act as observers
and interviewers
Giving of meaningful feedback to successful and
unsuccessful applicants
Page 25

26. Assessment centres 3 of 7
TYPES OF DRILL
In-tray exercises
Group exercises
Presentations
Role plays
Page 26

27. Assessment centres 4 of 7
RETURN ON INVESTMENT-SALESPEOPLE
Improved levels of new business, such as $400000
per year rather than $3000000 which occurred
before assessment centres
Improved levels of repeat sales
Enhanced customer satisfaction ratings
Lower attrition rates among new hires, down from
50% over two years to 25%
Higher levels of employee satisfaction
Page 27

28. Assessment centres 5 of 7
RETURN ON INVESTMENT-SALESPEOPLE
Total program costs of $250000
Estimated total benefits of $750000
ROI=200%
Page 28

29. Assessment centres 6 of 7
ADVANTAGES
Focus on key elements of the role and are
therefore very specific in measuring suitability
They are thorough, avoiding over reliance on a
single technique
Interesting for candidates since they provide a
variety of activities and opportunity to meet others
Exercises provide a useful glimpse into and the
flavour of the work
Research shows centres are very effective at
selecting candidates
Page 29

30. Assessment centres 7 of 7
DISADVANTAGES
Process can feel uncomfortable with some
candidates, particularly where abstract drills occur
Centres are sometimes transparent and it is too
easy for candidates to ‘act’ in group exercises and
other aspects which may not be sustained
Centres can be extremely time-consuming
Drills should be appropriate to the general level of
intellect and the experience of the candidates
Page 30

31. Role of selection
interviewing
Page 31

32. Role of selection interviewing
1 of 2
CANDIDATE
Ask questions about the job and the organization
Decide if they’d like to take the job
Page 32

33. Role of selection interviewing
2 of 2
ORGANIZATION
Describe the job and the responsibilities the job
holder would need to take on in more detail
Assess candidates’ ability to perform in the role
Discuss with the candidate details such as start
dates, training provisions and terms and conditions
Give a positive impression to the candidate of the
company as a ‘good employer’ (who they'd like to
work for should they be offered the position)
Page 33

34. Structured interviews
Page 34

35. Structured interviews
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
Page 35

36. Criticisms of interviews
Page 36

37. Criticisms of interviews
The self-fulfilling prophecy effect
The stereotyping effect
The halo and horns effect
The contrast effect
The similar-to-me effect
The personal liking effect
Page 37

38. Psychological testing
Page 38

39. Psychological testing 1 of 5
BEFORE USING A TEST USERS MUST CONSIDER
Whether it is appropriate to use a test at all and
Whether it will provide any additional relevant
information
Whether there are sufficient resources in place to
carry out testing effectively
When used for selection purposes, that tests are
relevant to the job/person specification
Page 39

40. Psychological testing 2 of 5
BEFORE USING A TEST USERS MUST CONSIDER
Who will choose, recommend and demonstrate the
value of tests
At what stage tests should be incorporated into
the decision-making process
Equal opportunities issues
How the results will be used and what weight will
be given to them for decision-making purposes
What their policy will be on confidentiality
Page 40

41. Psychological testing 3 of 5
BEFORE USING A TEST USERS MUST CONSIDER
Who will have access to the results
How test results will be stored
The law regarding the copyright of tests
The policy and provisions for giving feedback
Page 41

42. Psychological testing 4 of 5
TEST ADMINISTRATORS SHOULD ENSURE
INDIVIDUALS RECEIVE
Advance notice that they will be required to take
tests
Notice of the duration of tests and whether this is
significant in interpreting results
Adequate time to allow them to make any practical
arrangements to enable them to take the tests
Page 42

43. Psychological testing 5 of 5
TEST ADMINISTRATORS SHOULD ENSURE
INDIVIDUALS RECEIVE
Access to an appropriate environment free from
interference in which to take the tests
Adequate information about the requirements of
each test they will be asked to complete, and the
opportunity to raise any queries they have before
taking the tests
Information on the arrangements for feedback
Page 43

44. Ability testing
Page 44

45. Ability testing
Verbal reasoning
Numerical reasoning
Analytical ability
Crystallized intelligence
Fluid intelligence
Page 45

46. Personality testing
Page 46

47. Personality testing
Basic assumptions around validity
Basic psychological constructs or traits
Inferences made by selectors
Types of question
Page 47

48. Biodata
Page 48

49. Biodata
Definition
Hard and soft questions
Criticisms of biodata
Circumstances where biodata is particularly suited
Page 49

50. References
Page 50

51. References 1 of 2
SPECIFIC QUESTIONS
Period of employment
Work performance based on a scale
Time lost due to sickness or other absence
Reason for leaving
Question of whether the employer would re-
employ
A catch-all question seeking any other relevant
information and reasons to be employed
Page 51

52. References 2 of 2
A tendency to give individuals a similar rating
when asked about different aspects of their work
and personality
A tendency to give good ratings
A tendency, when given a five-point scale, to rank
individuals in the centre
Page 52

53. Tools and techniques for
screening and selection
Page 53

54. Tools and techniques for
screening and selection
Suitability
Resource and cost constraints
Effectiveness
Acceptability
Page 54

55. Case study
Page 55

56. Case study
Page 56

57. Conclusion and questions
Page 57

58. Conclusion and questions
Summary
Videos
Questions
Page 58