Handbook of Human Resource Management Practice

interview may include about 10 or more, depending on the job, pre-prepared behavioural event or ‘situational’ questions. INTERVIEW TECHNIQUES – STARTING AND FINISHING You should start interviews by putting candidates at their ease. You want them to provide you with information and they are not going to talk freely and openly if they are given a cool reception. In the closing stages of the interview candidates should be asked if they have anything they wish to add in support of their application. They should also be given the opportunity to ask questions. At the end of the interview the candidate should be thanked and given information about the next stage. If some time is likely to elapse before a decision is made, the candidate should be informed accordingly so as not to be left on tenterhooks. It is normally better not to announce the final decision during the interview. It may be advisable to obtain references and, in any case, time is required to reflect on the information received. INTERVIEWING TECHNIQUES – ASKING QUESTIONS The interviewee should be encouraged to do most of the talking – one of the besetting sins of poor interviewers is that they talk too much. The interviewer’s job is to draw the candidate out, at the same time ensuring that the information required is obtained. To this end it is desirable to ask a number of open-ended questions – questions that cannot be answered by yes or no and that promote a full response. But a good interviewer will have an armoury of other types of questions to be asked as appropriate, as described below. Open questions Open questions are the best ones to use to get candidates to talk – to encourage a full response. Single-word answers are seldom illuminating. It is a good idea to begin the interview with one or two open questions, thus helping candidates to settle in. Open questions or phrases inviting a response can be phrased as follows: ● I’d like you to tell me about the sort of work you are doing in your present job. ● What do you know about…? ● Could you give me some examples of…? 450 ❚ People resourcing

● In what ways do you think your experience fits you to do the job for which you have applied? ● How have you tackled…? ● What have been the most challenging aspects of your job? ● Please tell me about some of the interesting things you have been doing at work recently. Open questions can give you a lot of useful information but you may not get exactly what you want, and answers can go into too much detail. For example, the question: ‘What has been the main feature of your work in recent months?’ may result in a oneword reply – ‘marketing’. Or it may produce a lengthy explanation that takes up too much time. Replies to open questions can get bogged down in too much detail, or miss out some key points. They can come to a sudden halt or lose their way. You need to ensure that you get all the facts, keep the flow going and maintain control. Remember that you are in charge. Hence the value of probing, closed and the other types of questions which are discussed below. Probing questions Probing questions are used to get further details or to ensure that you are getting all the facts. You ask them when answers have been too generalized or when you suspect that there may be some more relevant information that candidates have not disclosed. A candidate may claim to have done something and it may be useful to find out more about exactly what contribution was made. Poor interviewers tend to let general and uninformative answers pass by without probing for further details, simply because they are sticking rigidly to a predetermined list of open questions. Skilled interviewers are able to flex their approach to ensure they get the facts while still keeping control to ensure that the interview is completed on time. A candidate could say to you something like: ‘I was involved in a major business process re-engineering exercise that produced significant improvements in the flow of work through the factory.’ This statement conveys nothing about what the candidate actually did. You have to ask probing questions such as: ● What was your precise role in this project? ● What exactly was the contribution you made to its success? ● What knowledge and skills were you able to apply to the project? ● Were you responsible for monitoring progress? ● Did you prepare the final recommendations in full or in part? If in part, which part? Selection interviewing ❚ 451

The following are some other examples of probing questions: ● You’ve informed me that you have had experience in…. Could you tell me more about what you did? ● Could you describe in more detail the equipment you use? Closed questions Closed questions aim to clarify a point of fact. The expected reply will be an explicit single word or brief sentence. In a sense, a closed question acts as a probe but produces a succinct factual statement without going into detail. When you ask a closed question you intend to find out: ● what the candidate has or has not done – ‘What did you do then?’ ● why something took place – ‘Why did that happen?’ ● when something took place – ‘When did that happen?’ ● how something happened – ‘How did that situation arise?’ ● where something happened – ‘Where were you at the time?’ ● who took part – ‘Who else was involved?’ Hypothetical questions Hypothetical questions are used in structured situational-based interviews to put a situation to candidates and ask them how they would respond. They can be prepared in advance to test how candidates would approach a typical problem. Such questions may be phrased: ‘What do you think you would do if…?’ When such questions lie well within the candidate’s expertise and experience, the answers can be illuminating. But it could be unfair to ask candidates to say how they would deal with a problem without knowing more about the context in which the problem arose. It can also be argued that what candidates say they would do and what they actually do could be quite different. Hypothetical questions can produce hypothetical answers. The best data upon which judgements about candidates can be made are what they have actually done or achieved. You need to find out if they have successfully dealt with the sort of issues and problems they may be faced with if they join your organization. Behavioural event questions Behavioural event questions as used in behavioural-based structured interviews aim to get candidates to tell you how they would behave in situations that have been identified as critical to successful job performance. The assumption upon which such 452 ❚ People resourcing

questions are based is that past behaviour in dealing with or reacting to events is the best predictor of future behaviour. The following are some typical behavioural event questions: ● Could you give an instance when you persuaded others to take an unusual course of action? ● Could you describe an occasion when you completed a project or task in the face of great difficulties? ● Could you describe any contribution you have made as a member of a team in achieving an unusually successful result? ● Could you give an instance when you took the lead in a difficult situation in getting something worthwhile done? Capability questions Capability questions aim to establish what candidates know, the skills they possess and use and their competencies – what they are capable of doing. They can be open, probing or closed but they will always be focused as precisely as possible on the contents of the person specification referring to knowledge, skills and competencies. Capability questions are used in behavioural-based structured interviews. Capability questions should therefore be explicit – focused on what candidates must know and be able to do. Their purpose is to obtain from candidates evidence that shows the extent to which they meet the specification in each of its key areas. Because time is always limited, it is best to concentrate on the most important aspects of the work. And it is always best to prepare the questions in advance. The sort of capability questions you can ask are: ● What do you know about…? ● How did you gain this knowledge? ● What are the key skills you are expected to use in your work? ● How would your present employer rate the level of skill you have reached in…? ● Could you please tell me exactly what sort and how much experience you have had in…? ● Could you tell me more about what you have actually been doing in this aspect of your work? ● Can you give me any examples of the sort of work you have done that would qualify you to do this job? ● What are the most typical problems you have to deal with? ● Would you tell me about any instances when you have had to deal with an unexpected problem or a crisis? Selection interviewing ❚ 453

Questions about motivation The degree to which candidates are motivated is a personal quality to which it is usually necessary to give special attention if it is to be properly assessed. This is best achieved by inference rather than direct questions. ‘How well are you motivated?’ is a leading question that will usually produce the response: ‘Highly.’ You can make inferences about the level of motivation of candidates by asking questions about: ● Their career – replies to such questions as ‘Why did you decide to move on from there?’ can give an indication of the extent to which they have been well motivated in progressing their career. ● Achievements – not just ‘What did you achieve?’ but ‘How did you achieve it?’ and ‘What difficulties did you overcome?’ ● Triumphing over disadvantages – candidates who have done well in spite of an unpromising upbringing and relatively poor education may be more highly motivated than those with all the advantages that upbringing and education can bestow, but who have not made good use of these advantages. ● Spare time interests – don’t accept at its face value a reply to a question about spare time interests that, for example, reveals that a candidate collects stamps. Find out if the candidate is well motivated enough to pursue the interest with determination and to achieve something in the process. Simply sticking stamps in an album is not evidence of motivation. Becoming a recognized expert on 19thcentury stamps issued in Mexico is. Continuity questions Continuity questions aim to keep the flow going in an interview and encourage candidates to enlarge on what they have told you, within limits. Here are some examples of continuity questions: ● What happened next? ● What did you do then? ● Can we talk about your next job? ● Can we move on now to…? ● Could you tell me more about…? It has been said that to keep the conversation going during an interview the best thing an interviewer can do is to make encouraging grunts at appropriate moments. There 454 ❚ People resourcing

is more to interviewing than that, but single words or phrases like ‘good’, ‘fine’, ‘that’s interesting’, ‘carry on’ can help things along. Play-back questions Play-back questions test your understanding of what candidates have said by putting to them a statement of what it appears they have told you, and asking them if they agree or disagree with your version. For example, you could say: ‘As I understand it, you resigned from your last position because you disagreed with your boss on a number of fundamental issues – have I got that right?’ The answer might simply be yes to this closed question, in which case you might probe to find out more about what happened. Or the candidate may reply ‘not exactly’, in which case you ask for the full story. Career questions As mentioned earlier, questions about the career history of candidates can provide some insight into motivation as well as establishing how they have progressed in acquiring useful and relevant knowledge, skills and experience. You can ask such questions as: ● What did you learn from that new job? ● What different skills had you to use when you were promoted? ● Why did you leave that job? ● What happened after you left that job? ● In what ways do you think this job will advance your career? Focused work questions These are questions designed to tell you more about particular aspects of the candidate’s work history, such as: ● How many days’ absence from work did you have last year? ● How many times were you late last year? ● Have you been absent from work for any medical reason not shown on your application form? ● Have you a clean driving licence? (For those whose work will involve driving.) Selection interviewing ❚ 455

Questions about outside interests You should not spend much time asking people with work experience about their outside interests or hobbies. It is seldom relevant, although, as mentioned earlier, it can give some insight into how well motivated candidates are if the depth and vigour with which the interest is pursued is explored. Active interests and offices held at school, colleges or universities can, however, provide some insight into the attributes of candidates in the absence of any work history except, possibly, vacation jobs. If, for example, a student has been on a long back-pack trip, some information can be obtained about the student’s initiative, motivation and determination if the journey has been particularly adventurous. Unhelpful questions There are two types of questions that are unhelpful: ● Multiple questions such as ‘What skills do you use most frequently in your job? Are they technical skills, leadership skills, team-working skills or communicating skills?’ will only confuse candidates. You will probably get a partial or misleading reply. Ask only one question at a time. ● Leading questions that indicate the reply you expect are also unhelpful. If you ask a question such as: ‘That’s what you think, isn’t it?’ you will get the reply: ‘Yes, I do.’ If you ask a question such as: ‘I take it that you don’t really believe that….?’, you will get the reply: ‘No, I don’t.’ Neither of these replies will get you anywhere. Questions to be avoided Avoid any questions that could be construed as being biased on the grounds of sex, race or disability. Don’t ask: ● Who is going to look after the children? This is no concern of yours, although it is reasonable to ask if the hours of work pose any problems. ● Are you planning to have any more children? ● Would it worry you being a member of an ethnic minority here? ● With your disability, do you think you can cope with the job? Ten useful questions The following are 10 useful questions from which you can select any that are particularly relevant in an interview you are conducting: 456 ❚ People resourcing

● What are the most important aspects of your present job? ● What do you think have been your most notable achievements in your career to date? ● What sort of problems have you successfully solved recently in your job? ● What have you learned from your present job? ● What has been your experience in…? ● What do you know about…? ● What is your approach to handling…? ● What particularly interests you in this job and why? ● Now you have heard more about the job, would you please tell me which aspects of your experience are most relevant? ● Is there anything else about your career that hasn’t come out yet in this interview but that you think I ought to hear? SELECTION INTERVIEWING SKILLS Establishing rapport Establishing rapport means establishing a good relationship with candidates – getting on their wavelength, putting them at ease, encouraging them to respond and generally being friendly. This is not just a question of being ‘nice’ to candidates. If you achieve rapport you are more likely to get them to talk freely about both their strengths and their weaknesses. Good rapport is created by the way in which you greet candidates, how you start the interview and how you put your questions and respond to replies. Questions should not be posed aggressively or imply that you are criticizing some aspect of the candidate’s career. Some people like the idea of ‘stress’ interviews, but they are always counter-productive. Candidates clam up and gain a negative impression of you and the organization. When responding to answers you should be appreciative, not critical: ‘Thank you, that was very helpful; now can we go on to…?’, not ‘Well, that didn’t show you in a good light, did it?’ Body language can also be important. If you maintain natural eye contact, avoid slumping in your seat, nod and make encouraging comments when appropriate, you will establish better rapport and get more out of the interview Listening If an interview is a conversation with a purpose, as it should be, listening skills are important. You need not only to hear but also to understand what candidates are Selection interviewing ❚ 457

saying. When interviewing, you must concentrate on what candidates are telling you. Summarizing at regular intervals forces you to listen because you have to pay attention to what they have been saying in order to get the gist of their replies. If you play back to candidates your understanding of what they have told you for them to confirm or amend, it will ensure that you have fully comprehended the messages they are delivering. Maintaining continuity So far as possible, link your questions to a candidate’s last reply so that the interview progresses logically and a cumulative set of data is built up. You can put bridging questions to candidates such as: ‘Thank you, that was an interesting summary of what you have been doing in that aspect of your work. Now, could you tell me something about your other key responsibilities?’ Keeping control You want candidates to talk, but not too much. When preparing for the interview, you should have drawn up an agenda and you must try to stick to it. Don’t cut candidates short too brutally but say something like: ‘Thank you, I’ve got a good picture of that, now what about…?’ Focus on specifics as much as you can. If candidates ramble on a bit, ask a pointed question (a ‘probe’ question) that asks for an example illustrating the particular aspect of their work that you are considering. Note taking You won’t remember everything that candidates tell you. It is useful to take notes of the key points they make, discreetly, but not surreptitiously. However, don’t put candidates off by frowning or tut-tutting when you are making a negative note. It may be helpful to ask candidates if they would mind if you take notes. They can’t really object but will appreciate the fact that they have been asked. COMING TO A CONCLUSION It is essential not to be beguiled by a pleasant, articulate and confident interviewee who is in fact surface without substance in the shape of a good track record. Beware of the ‘halo’ effect that occurs when one or two good points are seized upon, leading to the neglect of negative indicators. The opposite ‘horns’ effect should also be avoided. 458 ❚ People resourcing

Individual candidates should be assessed against the criteria. These could be set under the headings of competence/skills, qualifications, experience, and overall suitability. Ratings can be given against each heading, for example: very acceptable, acceptable, marginally acceptable, unacceptable. The person specification should indicate which of the requirements are essential and which are only desirable. Clearly, to be considered for the job, candidates have to be acceptable or, perhaps stretching a point, marginally acceptable, in all the essential requirements. Next, compare your assessment of each of the candidates against one another. You can then make a conclusion on those preferred by reference to their assessments under each heading. In the end, your decision between qualified candidates may well be judgemental. There may be one outstanding candidate, but quite often there are two or three. In these circumstances you have to come to a balanced view on which one is more likely to fit the job and the organization and have potential for a long-term career, if thi is possible. Don’t, however, settle for second best in desperation. It is better to try again. Remember to make and keep notes of the reasons for your choice and why candidates have been rejected. These together with the applications should be kept for at least six months just in case your decision is challenged as being discriminatory. DOS AND DON’TS OF SELECTION INTERVIEWING To conclude, here is a summary of the dos and don’ts of selection interviewing: Do ● give yourself sufficient time; ● plan the interview so you can structure it properly; ● create the right atmosphere; ● establish an easy and informal relationship – start with open questions; ● encourage the candidate to talk; ● cover the ground as planned, ensuring that you complete a prepared agenda and maintain continuity; ● analyse the candidate’s career to reveal strengths, weaknesses and patterns of interest; ● ask clear, unambiguous questions; ● get examples and instances of the successful application of knowledge, skills and the effective use of capabilities; Selection interviewing ❚ 459

● make judgements on the basis of the factual information you have obtained about candidates’ experience and attributes in relation to the person specification; ● keep control over the content and timing of the interview. Don’t ● attempt too many interviews in a row; ● fall into the halo or horns effect trap; ● start the interview unprepared; ● plunge too quickly into demanding (probe) questions; ● ask multiple or leading questions; ● pay too much attention to isolated strengths or weaknesses; ● allow candidates to gloss over important facts; ● talk too much or allow candidates to ramble on; ● allow your prejudices to get the better of your capacity to make objective judgements. 460 ❚ People resourcing

Selection tests Selection tests are used to provide more valid and reliable evidence of levels of intelligence, personality characteristics, abilities, aptitudes and attainments than can be obtained from an interview. This chapter is mainly concerned with psychological tests of intelligence or personality as defined below, but it also refers to the principal tests of ability etc that can be used. PSYCHOLOGICAL TESTS: DEFINITION As defined by Smith and Robertson (1986), a psychological test is: A carefully chosen, systematic and standardised procedure for evolving a sample of responses from candidates which can be used to assess one or more of their psychological characteristics with those of a representative sample of an appropriate population. PURPOSE OF PSYCHOLOGICAL TESTS Psychological tests are measuring instruments, which is why they are often referred to as psychometric tests. Psychometric literally means ‘mental measurement’. The purpose of a psychological test is to provide an objective means of measuring 29

individual abilities or characteristics. They are used to enable selectors to gain a greater understanding of individuals so that they can predict the extent to which they will be successful in a job. CHARACTERISTICS OF A GOOD TEST A good test is one that provides valid data that enable reliable predictions of behaviour to be made, and therefore assist in the process of making objective and reasoned decisions when selecting people for jobs. It will be based on thorough research that has produced standardized criteria that have been derived by using the same measure to test a number of representative people to produce a set of ‘norms’. The test should be capable of being objectively scored by reference to the normal or average performance of the group. The characteristics of a good test are: ● It is a sensitive measuring instrument that discriminates well between subjects. ● It has been standardized on a representative and sizeable sample of the population for which it is intended so that any individual’s score can be interpreted in relation to that of others. ● It is reliable in the sense that it always measures the same thing. A test aimed at measuring a particular characteristic, such as intelligence, should measure the same characteristic when applied to different people at the same or a different time, or to the same person at different times. ● It is valid in the sense that it measures the characteristic that the test is intended to measure. Thus, an intelligence test should measure intelligence (however defined) and not simply verbal facility. A test meant to predict success in a job or in passing examinations should produce reasonably convincing (statistically significant) predictions. There are five types of validity: ● Predictive validity – the extent to which the test correctly predicts future behaviour. To establish predictive validity it is necessary to conduct extensive research over a period of time. It is also necessary to have accurate measures of performance so that the prediction can be compared with actual behaviour. ● Concurrent validity – the extent to which a test score differentiates individuals in relation to a criterion or standard of performance external to the test. This means comparing the test scores of high and low performances as indicated by the criteria and establishing the degree to which the test indicates who should fit into the high or low performance groups. 462 ❚ People resourcing

● Content validity – the extent to which the test is clearly related to the characteristics of the job or role for which it is being used as a measuring instrument. ● Face validity – the extent to which it is felt that the test ‘looks’ right, ie is measuring what it is supposed to measure. ● Construct validity – the extent to which the test measures a particular construct or characteristic. As Edenborough (1994) suggests, construct validity is in effect concerned with looking at the test itself. If it is meant to measure numerical reasoning, is that what it measures? Measuring validity A criterion-related approach is used to assess validity. This means selecting criteria against which the validity of the test can be measured. These criteria must reflect ‘true’ performance at work as accurately as possible. This may be difficult and Smith and Robertson (1986) emphasize that a single criterion is inadequate. Multiple criteria should be used. The extent to which criteria can be contaminated by other factors should also be considered and it should be remembered that criteria are dynamic – they will change over time. Validity can be expressed as a coefficient of correlation in which 1.0 would equal perfect correlation between test results and subsequent behaviour, while 0.0 would equal no relationship between the test and performance. The following rule of thumb guide on whether a validity coefficient is big enough was produced by Smith (1984): over 0.5 excellent 0.40-0.49 good 0.30-0.39 acceptable less than 0.30 poor On this basis, only ability tests, biodata and (according to Smith’s figures) personality questionnaires reach acceptable levels of validity. TYPES OF TEST The main types of selection test as described below are intelligence, personality, ability, aptitude and attainment tests. A distinction can be made between psychometric tests and psychometric questionnaires. As explained by Toplis et al (1991), a psychometric test such as one on mental ability has correct answers so that the higher the score, the better the performance. Psychometric questionnaires such as personality tests assess habitual performance Selection tests ❚ 463

and measure personality characteristics, interests, values or behaviour. With questionnaires, a high or low score signifies the extent to which a person has a certain quality and the appropriateness of the replies depends on the particular qualities required in the job to be filled. Intelligence tests Tests of intelligence such as Raven’s Progressive Matrices measure general intelligence (termed ‘g’ by Spearman (1927), one of the pioneers of intelligence testing). Intelligence is defined by Toplis et al (1991) as ‘the capacity for abstract thinking and reasoning’. The difficulty with intelligence tests is that they have to be based on a theory of what constitutes intelligence and then have to derive a series of verbal and non-verbal instruments for measuring the different factors or constituents of intelligence. But intelligence is a highly complex concept and the variety of theories about intelligence and the consequent variations in the test instruments or batteries available make the choice of an intelligence test a difficult one. For general selection purposes, an intelligence test that can be administered to a group of candidates is the best, especially if it has been properly validated, and it is possible to relate test scores to ‘norms’ in such a way as to indicate how the individual taking the test compares with the rest of the population, in general or in a specific area. Personality tests Personality tests attempt to assess the personality of candidates in order to make predictions about their likely behaviour in a role. Personality is an all-embracing and imprecise term that refers to the behaviour of individuals and the way it is organized and coordinated when they interact with the environment. There are many different theories of personality and, consequently, many different types of personality tests. These include self-report personality questionnaires and other questionnaires that measure interests, values or work behaviour. One of the most generally accepted ways of classifying personality is the five-factor model. As summarized by McCrae and Costa (1989), this model defines the key personality characteristics. These ‘big five’, as Roberts (1997) calls them, are: ● extraversion/introversion – gregarious, outgoing, assertive, talkative and active (extraversion); or reserved, inward-looking, diffident, quiet, restrained (introversion); ● emotional stability – resilient, independent, confident, relaxed; or apprehensive, dependent, under-confident, tense; 464 ❚ People resourcing

● agreeableness – courteous, cooperative, likeable, tolerant; or rude, uncooperative, hostile, intolerant; ● conscientiousness – hard-working, persevering, careful, reliable; or lazy, dilettante, careless, expedient; ● openness to experience – curious, imaginative, willingness to learn, broad-minded; or blinkered, unimaginative, complacent, narrow-minded. Research cited by Roberts (1997) has indicated that these factors are valid predictors of work performance and that one factor in particular, ‘conscientiousness’, was very effective. Self-report personality questionnaires are the ones most commonly used. They usually adopt a ‘trait’ approach, defining a trait as a fairly independent but enduring characteristic of behaviour that all people display but to differing degrees. Trait theorists identify examples of common behaviour, devise scales to measure these, and then obtain ratings on these behaviours by people who know each other well. These observations are analysed statistically, using the factor analysis technique to identify distinct traits and to indicate how associated groups of traits might be grouped loosely into ‘personality types’. ‘Interest’ questionnaires are sometimes used to supplement personality tests. They assess the preferences of respondents for particular types of occupation and are therefore most applicable to vocational guidance, but can be helpful when selecting apprentices and trainees. ‘Value’ questionnaires attempt to assess beliefs about what is ‘desirable or good’ or what is ‘undesirable or bad’. The questionnaires measure the relative prominence of such values as conformity, independence, achievement, decisiveness, orderliness and goal-orientation. Specific work behaviour questionnaires cover behaviours such as leadership or selling. Personality questionnaires were shown to have the low validity coefficient of 0.15 on the basis of research conducted by Schmitt et al (1984). But as Saville and Sik (1992) point out, this was based on a rag-bag of tests, many developed for clinical use and some using ‘projective’ techniques such as the Rorschach inkblots test, the interpretation of which relies on a clinician’s judgement and is therefore quite out of place in a modern selection procedure. Smith’s (1988) studies based on modern self-report questionnaires revealed an average validity coefficient of 0.39, which is reasonably high. A vigorous attack was launched on personality tests by Blinkorn and Johnson (1990). They commented: ‘We see precious little evidence of personality tests predicting job performance.’ But Fletcher (1991) responded: ‘Like any other selection Selection tests ❚ 465

procedure, they (psychometric tests) can be used well or badly. But it would be foolish to dismiss all the evidence of the value of personality assessment in selection on the basis of some misuse. Certainly the majority of applied psychologists feel the balance of the evidence supports the use of personality inventories.’ Personality tests can provide interesting supplementary information about candidates that is free from the biased reactions that frequently occur in face-to-face interviews. But they have to be used with great care. The tests should have been developed by a reputable psychologist or test agency on the basis of extensive research and field testing and they must meet the specific needs of the user. Advice should be sought from a member of the British Psychological Society on what tests are likely to be appropriate. Ability tests Ability tests measure job-related characteristics such as number, verbal, perceptual or mechanical ability. Aptitude tests Aptitude tests are job-specific tests that are designed to predict the potential an individual has to perform tasks within a job. They can cover such areas as clerical aptitude, numerical aptitude, mechanical aptitude and dexterity. Aptitude tests should be properly validated. The usual procedure is to determine the aptitudes required by means of job and skills analysis. A standard test or a test battery is then obtained from a test agency. Alternatively, a special test is devised by or for the organization. The test is then given to employees already working on the job and the results compared with a criterion, usually managers’ or team leaders’ ratings. If the correlation between test and criterion is sufficiently high, the test is then given to applicants. To validate the test further, a follow-up study of the job performance of the applicants selected by the test is usually carried out. This is a lengthy procedure, but without it no real confidence can be attached to the results of any aptitude test. Many do-it-yourself tests are worse than useless because they have not been properly validated. Attainment tests Attainment tests measure abilities or skills that have already been acquired by training or experience. A typing test is the most typical example. It is easy to find out how many words a minute a typist can type and compare that with the standard required for the job. 466 ❚ People resourcing

INTERPRETING TEST RESULTS The two main methods of interpreting test results are the use of norms and the normal curve. Norms Tests can be interpreted in terms of how an individual’s results compare with the scores achieved by a group on whom the task was standardized – the norm or reference group. A normative score is read from a norms table. The most common scale indicates the proportion of the reference who scored less than the individual. Thus if someone scored at the 70th percentile in a test, that person’s score would be better than 65 per cent of the reference group. The normal curve The normal curve describes the relationship between a set of observations and measures and the frequency of their occurrence. It indicates, as illustrated in Figure 29.1, that on many things that can be measured on a scale, a few people will produce extremely high or low scores and there will be a large proportion of people in the middle. The most important characteristic of the normal curve is that it is symmetrical – there are an equal number of cases on either side of the mean, the central axis. The normal curve is a way of expressing how scores will typically be distributed; for example, that 60 per cent of the population are likely to get scores between x and y, 15 per cent are likely to get scores below x and 15 per cent are likely to get more than y. Selection tests ❚ 467 60 100 140 Figure 29.1 A normal curve

CHOOSING TESTS It is essential to choose tests that meet the four criteria of sensitivity, standardization, reliability and validity. It is very difficult to achieve the standards required if an organization tries to develop its own test batteries unless it employs a qualified psychologist or obtains professional advice from a member of the British Psychological Society. This organization, with the support of the reputable test suppliers, exercises rigorous control over who can use what tests and the standard of training required and given. Particular care should be taken when selecting personality tests – there are a lot of charlatans about. Do-it-yourself tests are always suspect unless they have been properly validated and realistic norms have been established. Generally speaking, it is best to avoid using them. THE USE OF TESTS IN A SELECTION PROCEDURE Tests are often used as part of a selection procedure for occupations where a large number of recruits are required, and where it is not possible to rely entirely on examination results or information about previous experience as the basis for predicting future performance. In these circumstances it is economical to develop and administer the tests, and a sufficient number of cases can be built up for the essential validation exercise. Tests usually form part of an assessment centre procedure. Intelligence tests are particularly helpful in situations where intelligence is a key factor, but there is no other reliable method of measuring it. It may, incidentally, be as important to use an intelligence test to keep out applicants who are too intelligent for the job as to use one to guarantee a minimal level of intelligence. Aptitude and attainment tests are most useful for jobs where specific and measurable skills are required, such as typing or computer programming. Personality tests are potentially of greatest value in jobs such as selling where ‘personality’ is important, and where it is not too difficult to obtain quantifiable criteria for validation purposes. It is essential to evaluate all tests by comparing the results at the interview stage with later achievements. To be statistically significant, these evaluations should be carried out over a reasonable period of time and cover as large a number of candidates as possible. In some situations a battery of tests may be used, including various types of intelligence, aptitude and personality tests. These may be a standard battery supplied by a test agency, or a custom-built battery may be developed. The biggest pitfall to avoid 468 ❚ People resourcing

is adding extra tests just for the sake of it, without ensuring that they make a proper contribution to the success of the predictions for which the battery is being used. The six criteria for the use of psychological tests produced by the IPD (1997a) are: 1. Everyone responsible for the application of tests including evaluation, interpretation and feedback should be trained at least to the level of competence recommended by the British Psychological Society. 2. Potential test users should satisfy themselves that it is appropriate to use tests at all before incorporating tests into their decision-making processes. 3. Users must satisfy themselves that any tests they decide to use actively measure factors which are directly relevant to the employment situation. 4. Users must satisfy themselves that all tests they use should have been rigorously developed and that claims about their reliability, validity and effectiveness are supported by statistical evidence (The Data Protection Act 1998 is relevant here. If candidates are selected on the basis of a test they have the right to know the rationale for the selection decision.) 5. Care must be taken to provide equality of opportunity among all individuals required to take tests. 6. The results of single tests should not be used as the sole basis for decisionmaking. This is particularly relevant with regard to personality tests. Selection tests ❚ 469

Introduction to the organization It is important to ensure that care is taken over introducing people to the organization through effective induction arrangements as described in this chapter. INDUCTION DEFINED Induction is the process of receiving and welcoming employees when they first join a company and giving them the basic information they need to settle down quickly and happily and start work. Induction has four aims: ● to smooth the preliminary stages when everything is likely to be strange and unfamiliar to the starter; ● to establish quickly a favourable attitude to the company in the mind of the new employee so that he or she is more likely to stay; ● to obtain effective output from the new employee in the shortest possible time; ● to reduce the likelihood of the employee leaving quickly. 30

WHY TAKING CARE ABOUT INDUCTION IS IMPORTANT Induction is important for the reasons given below. Reducing the cost and inconvenience of early leavers As pointed out by Fowler (1996), employees are far more likely to resign during their first months after joining the organization. The costs can include: ● recruitment costs of replacement; ● induction costs (training etc); ● costs of temporary agency replacement; ● cost of extra supervision and error correction; ● gap between the employee’s value to the company and the cost of the employee’s pay and benefits. These costs can be considerable. The cost for a professional employee could be 75 per cent of annual salary. For a support worker the cost could easily reach 50 per cent of pay. If 15 out of 100 staff paid an average of £12,500 a year leave during the year, the total cost could amount to £90,000 – 7.5 per cent of the payroll. It is worth making an effort to reduce that cost. First impressions are important, as are the impact of the first four weeks of employment. Giving more attention to induction pays off. Increasing commitment A committed employee is one who identifies with the organization, wants to stay with it and is prepared to work hard on behalf of the organization. The first step in achieving commitment is to present the organization as one that is worth working for and to ensure that this first impression is reinforced during the first weeks of employment. Clarifying the psychological contract The psychological contract, as described in Chapter 16, consists of implicit, unwritten beliefs and assumptions about how employees are expected to behave and what responses they can expect from their employer. It is concerned with norms, values and attitudes. The psychological contract provides the basis for the employment 472 ❚ People resourcing

relationship, and the more this can be clarified from the outset, the better. Induction arrangements can indicate what the organization expects in terms of behavioural norms and the values that employees should uphold. Induction provides an opportunity to inform people of ‘the way things are done around here’ so that misapprehensions are reduced even if they cannot be eliminated. Accelerating progress up the learning curve New employees will be on a learning curve – they will take time to reach the required level of performance. Clearly, the length of the learning curve and rates of learning vary, but it is important to provide for it to take place in a planned and systematic manner from the first day to maximize individual contributions as quickly as possible. Socialization New employees are likely to settle in more quickly and enjoy working for the organization if the process of socialization takes place smoothly. The social aspects of work – relationships with colleagues – are very important for many people. The extent to which employees can directly influence the quality of socialization may often be limited, but it is a feature of introduction to the organization to which they should pay attention, as far as this is possible, during the induction arrangements described below, which are concerned with reception, documentation, initial briefing, introduction to the workplace, formal induction courses and formal and informal training activities. RECEPTION Most people suffer from some feelings of trepidation when they start a new job. However outwardly confident they may appear, they may well be asking themselves such questions as: What will the company be like? How will my boss behave to me? Will I get on with the other workers? Will I be able to do the job? These questions may not be answered immediately, but at least general fears may be alleviated by ensuring that the first contacts are friendly and helpful. The following checklist for reception is recommended by Fowler (1996): ● Ensure that the person whom the starter first meets (ie the receptionist, personnel assistant or supervisor) knows of their pending arrival and what to do next. Introduction to the organization ❚ 473

● Set a reporting time, which will avoid the risk of the starter turning up before the reception or office staff arrive. ● Train reception staff in the need for friendly and efficient helpfulness towards new starters. ● If the new starter has to go to another location immediately after reporting, provide a guide, unless the route to the other location is very straightforward. ● Avoid keeping the new starter waiting; steady, unhurried, guided activity is an excellent antidote to first-day nerves. DOCUMENTATION The new employee will be asked to hand over the P45 income tax form from the previous employer. A variety of documents may then be issued to employees, including safety rules and safety literature, a company rule book containing details of disciplinary and grievance procedures and an employee handbook as described below. The employee handbook An employee handbook is useful for this purpose. It need not be too glossy, but it should convey clearly and simply what new staff need to know under the following headings: ● a brief description of the company – its history, products, organization and management; ● basic conditions of employment – hours of work, holidays, pension scheme, insurance; ● pay – scales, when paid and how, deductions, queries; ● sickness – notification of absence, certificates, pay; ● leave of absence; ● company rules; ● disciplinary procedure; ● capability procedure; ● grievance procedure; ● promotion procedure; ● union and joint consultation arrangements; ● education and training facilities; ● health and safety arrangements; ● medical and first-aid facilities; 474 ❚ People resourcing

● restaurant and canteen facilities; ● social and welfare arrangements; ● telephone calls and correspondence; ● rules for using e-mail; ● travelling and subsistence expenses. If the organization is not large enough to justify a printed handbook, the least that can be done is to prepare a typed summary of this information. COMPANY INDUCTION – INITIAL BRIEFING Company induction procedures, however, should not rely on the printed word. The member of the HR department or other individual who is looking after new employees should run through the main points with each individual or, when larger numbers are being taken on, with groups of people. In this way, a more personal touch is provided and queries can be answered. When the initial briefing has been completed, new employees should be taken to their place of work and introduced to their manager or team leader for the departmental induction programme. Alternatively, they may go straight to a training school and join the department later. INTRODUCTION TO THE WORKPLACE New starters will be concerned about who they are going to work for (their immediate manager or team leader), who they are going to work with, what work they are going to do on their first day, and the geographical layout of their place of work (location of entrances, exits, lavatories, restrooms and the canteen). Some of this information may be provided by a member of the HR department, or an assistant in the new employee’s place of work. But the most important source of information is the immediate manager, supervisor or team leader. The departmental induction programme should, wherever possible, start with the departmental manager, not the immediate team leader. The manager may give only a general welcome and a brief description of the work of the department before handing new employees over to their team leaders for the more detailed induction. But it is important for the manager to be involved at this stage so that he or she is not seen as a remote figure by the new employee. And at least this means that the starter will not be simply a name or a number to the manager. Introduction to the organization ❚ 475

The detailed induction is probably best carried out by the immediate team leader, who should have five main aims: ● to put the new employee at ease; ● to interest the employee in the job and the organization; ● to provide basic information about working arrangements; ● to indicate the standards of performance and behaviour expected from the employee; ● to tell the employee about training arrangements and how he or she can progress in the company. The team leader should introduce new starters to their fellow team members. It is best to get one member of the team to act as a guide or ‘starter’s friend’. As Fowler suggests, there is much to be said for these initial guides to be people who have not been long with the organization. As relative newcomers they are likely to remember all the small points that were a source of worry to them when they started work, and so help new employees to settle in quickly. FORMAL INDUCTION COURSES Reason for Formal induction courses can provide for recruits to be assembled in groups so that a number of people can be given consistent and comprehensive information at the same time, which may not be forthcoming if reliance is placed solely on supervisors. A formal course is an opportunity to deliver messages about the organization, its products and services, its mission and values, using a range of media such as videos and other visual aids that would not be available within departments. But formal induction courses cannot replace informal induction arrangements at the workplace, where the most important need – settling people well – can best be satisfied. Arrangements Decisions will have to be made about who attends and when. It is normal to mix people from different departments but less common to have people from widely different levels on the same course. In practice, managers and senior professional staff are often dealt with individually. Ideally, induction courses should take place as soon as possible after starting. If there are sufficient new employees available, this could be half the first day or a half 476 ❚ People resourcing

or whole day during the first week. If a lot of information is to be conveyed, supplementary half or one-day courses may be held later. However, the course may have to be delayed until sufficient numbers of new starters are available. If such delays are unavoidable, it is essential to ensure that key information is provided on the first day by personnel and the departmental supervisor. Organizations with branches or a number of different locations often hold formal induction courses at headquarters, which helps employees to feel that they are part of the total business and gives an opportunity to convey information about the role of head office. Content The content of formal induction courses may be selected according to the needs of the organization from the following list of subject areas: ● information about the organization – its products/services, structure, mission and core values; ● learning arrangements and opportunities – formal training, self-managed learning, personal development plans; ● performance management processes – how they work and the parts people play; ● health and safety – occupational health, prevention of injuries and accidents, protective clothing, basic safety rules; ● conditions of service – hours, holidays, leave, sick pay arrangements, maternity/ paternity leave; ● pay and benefits – arrangements for paying salaries or wages, the pay structure, allowances, details of performance, competence- or skill-based pay schemes, details of profit sharing, gainsharing or share ownership arrangements, pension and life or medical insurance schemes; ● policies, procedures and working arrangements – equal opportunities policies, rules regarding sexual and racial harassment and bullying, disciplinary and grievance procedures, no-smoking arrangements; ● trade unions and employee involvement – trade union membership and recognition, consultative systems, agreements, suggestion schemes. ON-THE-JOB INDUCTION TRAINING Most new starters other than those on formal training schemes will learn on the job, although this may be supplemented with special off-the-job courses to develop particular skills or knowledge. On-the-job training can be haphazard, inefficient and wasteful. A planned, systematic approach is very desirable. This can incorporate: Introduction to the organization ❚ 477

● job or skills analysis to prepare a learning specification; ● an initial assessment of what the new starter needs to learn; ● the use of designated colleagues to act as guides and mentors – these individuals should be trained in how to carry out this role; ● coaching by team leaders or specially appointed and trained departmental trainers; ● special assignments. These on-the-job arrangements can be supplemented by self-managed learning arrangements, e-learning and by providing advice on learning opportunities. 478 ❚ People resourcing

Release from the organization GENERAL CONSIDERATIONS The employment relationship may be ended voluntarily by someone moving elsewhere. Or it may finish at the end of a career on retirement. Increasingly, however, people are having to go involuntarily. Organizations are becoming mean as well as lean. They are terminating the relationship through redundancy and they are tightening up disciplinary procedures to handle not only cases of misconduct but also those of incapability – as judged by the employer. Resourcing policies and practices concerning release from the organization have also to cover voluntary turnover and retirement. Causes of redundancy Redundancy, like the poor which it helps to create, has always been with us. At one time, however, it was mainly a result of adverse trading conditions, especially during times of recession. This is, of course, still a major cause of redundancy, exacerbated by the pressures of global competition and international recession. But the drive for competitive advantage has forced organizations to ‘take cost out of the business’ – a euphemism for getting rid of people, employment costs being the ones on which companies focus, as they are usually the largest element in their cost structures. The result has been delayering (eliminating what are deemed to be unnecessary layers of 31

management and supervision) and ‘downsizing’ (another euphemism) or even ‘right-sizing’ (a yet more egregious euphemism). The introduction of new technology has contributed hugely to the reduction in the number of semi-skilled or unskilled people in offices and on the shop floor. But the thrust for productivity (more from less) and added value (increasing the income derived from the expenditure on people) has led to more use of such indices as added value per £ of employment costs to measure business performance with regard to the utilization of its ‘human resources’ (the use of human resources in this connection implies a measure of exploitation). Business process re-engineering techniques are deployed as instruments for downsizing. Benchmarking to establish which organizations are in fact doing more with less (and if so how they do it) is another popular way of preparing the case for ‘downsizing’. Setting higher performance standards The pressure for improved performance to meet more intense global competition explains why many organizations are setting higher standards for employees and are not retaining those who do not meet those standards. This may be done through disciplinary procedures, but performance management processes are being used to identify under-performers. Properly administered, such processes will emphasize positive improvement and development plans but they will inevitably highlight weaknesses and, if these are not overcome, disciplinary proceedings may be invoked. Voluntary release Of course, people also leave organizations voluntarily to further their careers, get more money, move away from the district or because they are fed up with the way they feel they have been treated. They may also take early retirement (although this is sometimes involuntary) or volunteer for redundancy (under pressure or because they are being rewarded financially for doing so). Managing organizational release – the role of the HR function The HR function is usually given the task of managing organizational release and, in its involuntary form, this is perhaps the most distasteful, onerous and stressful of all the activities with which HR people get involved. In effect, the function is being asked to go into reverse. Having spent a lot of positive effort on employees’ resourcing and development, it is now being placed in what appears to be an entirely negative position. HR people are indeed acting, however unwillingly, as the agents of the management who made the ‘downsizing’ decisions or want to ‘let someone go’ 480 ❚ People resourcing

(there are more euphemisms in this area of management than the rest of the areas put together). Being placed in this often invidious position means that there are ethical and professional considerations to be taken into account, as discussed below. A more positive aspect of the function’s involvement in organizational release is the part HR people can play in easing retirement and analysing the reasons given by employees for leaving the organization so that action can be taken to correct organizational shortcomings. Ethical and professional considerations HR professionals may have no choice about taking part in a ‘downsizing’ exercise – that is, if they wish to remain with the organization. But they can and should make an important contribution to managing the process in order to minimize the distress and trauma that badly handled redundancies can create, or the distress and bad feeling that unfair or uncouth disciplinary practices can engender. They can press for policies and actions that will minimize, even if they cannot eliminate, involuntary redundancy. They can emphasize the need to handle redundancies sensitively, advising line managers on the approach they adopt, helping them to communicate the decision to employees, advising generally on communication within and outside the organization and laying on counselling and outplacement services. Professionally, they should ensure that there are proper redundancy procedures (including those relating to consultation) which are in line with codes of practice and legal requirements, and they must see that these practices are followed. Similarly, a professional approach to discipline means that HR specialists should ensure that there are disciplinary procedures which conform to codes of practice and take into account legal implications. They have to communicate these procedures to line managers, provide training in how they are applied and advise on their use. Ethically, personnel professionals should do their best to see that people are treated fairly in accordance with the principles of natural justice. Career dynamics Career dynamics is the term used to describe how careers progress within organizations or over a working life. As long ago as 1984 Charles Handy forecast that many more people would not be working in organizations. Instead there would be an increase in the number of outworkers and subcontractors facilitated by information technology. He also predicted that there would be more requirements for specialists and professionals (knowledge workers) within organizations. In later books (eg The Empty Raincoat, 1994) he developed his concept of a portfolio career – people changing their careers several times during their working lives, either because Release from the organization ❚ 481

they have been forced to leave their jobs or because they have seized new opportunities. The national culture has changed too. High levels of unemployment seem set to continue, more people are working for themselves (often because they have to) and short-term contracts are becoming more common, especially in the public sector. Some commentators believe that organizations are no longer in the business of providing ‘life-long careers’ as they slim down, delayer and rely on a small core of workers. Clearly, this is taking place in some companies, but employees do not all necessarily see it this way. The IPD 1995 survey established that 46 per cent of their respondents viewed their current job as a long-term one in which they intended to stay. However, 16 per cent saw their present job as part of a career or profession that would probably take them to different companies and 15 per cent saw their job as one they would leave as it was not part of their career. Organizational release activities Against this background, organizational release activities as described in this chapter deal with redundancy, outplacement, dismissal, voluntary turnover and retirement. REDUNDANCY ‘Downsizing’ is one of the most demanding areas of people management with which HR professionals can become involved. Their responsibilities, as discussed below, are to: ● plan ahead to achieve downsizing without involuntary redundancy; ● advise on and implement other methods of reducing numbers or avoiding redundancy; ● encourage voluntary redundancy if other methods fail; ● develop and apply a proper redundancy procedure; ● deal with payment arrangements for releasing employees; ● advise on methods of handling redundancies and take part as necessary to ensure that they are well managed. HR specialists should also be involved in organizing outplacement services as described in the next section of this chapter. 482 ❚ People resourcing

Plan ahead Planning ahead means anticipating future reductions in people needs and allowing natural wastage to take effect. A forecast is needed of the amount by which the workforce has to be reduced and the likely losses through employee turnover. Recruitment can then be frozen at the right moment to allow the surplus to be absorbed by wastage. The problem is that forecasts are often difficult to make, and in periods of high unemployment, natural wastage rates are likely to be reduced. It is possible therefore to overestimate the extent to which they will achieve the required reduction in numbers. It is best to be pessimistic about the time it will take to absorb future losses and apply the freeze earlier rather than later. Ideally, steps should be taken to transfer people to other, more secure jobs and retrain them where possible. Use other methods to avoid redundancy The other methods that can be used to avoid or at least minimize redundancy include, in order or severity: ● calling in outside work; ● withdrawing all subcontracted labour; ● reducing or preferably eliminating overtime; ● developing worksharing: two people doing one job on alternate days or splitting the day between them; ● reducing the number of part-timers, remembering that they also have employment rights; ● temporary lay-offs. Voluntary redundancy Asking for volunteers – with a suitable pay-off – is one way of relieving the number of compulsory redundancies. The amount needed to persuade people to go is a matter of judgement. It clearly has to be more than the statutory minimum, although one inducement for employees to leave early may be the belief that they will get another job more easily than if they hang on until the last moment. Help can be provided to place them elsewhere. One of the disadvantages of voluntary redundancy is that the wrong people might go, ie good workers who are best able to find other work. It is sometimes necessary to go into reverse and offer them a special loyalty bonus if they agree to stay on. Release from the organization ❚ 483

Outplacement Outplacement is the process of helping redundant employees to find other work or start new careers. It may involve counselling, which can be provided by firms who specialize in this area. Redundancy procedure If you are forced to resort to redundancy, the problems will be reduced if there is an established procedure to follow. This procedure should have three aims: ● to treat employees as fairly as possible; ● to reduce hardship as much as possible; ● to protect management’s ability to run the business effectively. These aims are not always compatible. Management will want to retain its key and more effective workers. Trade unions, on the other hand, may want to adopt the principle of last in, first out, irrespective of the value of each employee to the company. An example of a procedure is given in Chapter 58. Handling redundancy The first step is to ensure that the redundancy selection policy has been applied fairly. It is also necessary to make certain that the legal requirements for consultation have been met. The information to be presented at any consultative meetings will need to cover the reasons for the redundancy, what steps the company has taken or will take to minimize the problem and the redundancy pay arrangements. An indication should also be given of the time scale. The basis for selecting people for redundancy as set out in the redundancy policy should be confirmed. It will then be necessary to make a general announcement if it is a large-scale redundancy or inform a unit or department if it is on a smaller scale. It is best if the announcement is made in person by an executive or manager who is known to the individuals concerned. It should let everyone know about the difficulties the organization has been facing and the steps that have been taken to overcome them. The announcement should also indicate in general how the redundancy will take place, including arrangements for individuals to be informed (as soon as possible after the general announcement), payment arrangements and, importantly, help to those affected in finding work through outplacement counselling or a ‘job shop’. 484 ❚ People resourcing

If it is a fairly large redundancy, the media will have to be informed, but only after the internal announcement. A press release will need to be prepared, again indicating why the redundancy is taking place and how the company intends to tackle it. The next step is to inform those affected. It is very important to ensure that everything possible is done to ensure that the interviews with those who are to be made redundant are handled sensitively. Managers should be given guidance and, possibly, training on how to deal with what is sometimes called (another euphemism) a ‘release interview’. It may well be advisable for a member of the personnel function to be present at all interviews, although it is best for the line manager to conduct them. Advance information should be obtained on the reasons why individuals were selected and how they may react. Their personal circumstances should also be checked in case there are any special circumstances with which the interviewer should be familiar. The interview itself should explain as gently as possible why the individual has been selected for redundancy and how it will affect him or her (payment, timing etc). Time should be allowed to describe the help that the organization will provide to find another job and to get initial reactions from the individual which may provide guidance on the next steps. OUTPLACEMENT Outplacement is about helping redundant employees to find alternative work. It involves assisting individuals to cope with the trauma of redundancy through counselling, helping them to redefine their career and employment objectives and then providing them with knowledgeable but sensitive guidance on how to attain those objectives. Job shops Help may be provided by the organization on an individual basis, but in larger-scale redundancies ‘job shops’ can be set up. The people who staff these scour the travel-towork area seeking job opportunities for those who are being made redundant. This is often done by telephone. Further help may be given by matching people to suitable jobs, arranging interviews, training in CV preparation and interview techniques. Job shops are sometimes staffed by members of the personnel function (the writer successfully organized one in an aerospace firm some years ago). Alternatively, the organization may ask a firm of outplacement consultants to set up and run the job shop and provide any other counselling or training services that may be required. Release from the organization ❚ 485

Outplacement consultancy services As described by Eggert (1991), the outplacement process usually takes place along the following lines: ● initial counselling – gaining biographical data and discussing immediate issues of concern; ● achievement list – clients write up all the achievements they can think of to do with their career; ● skills inventory – clients develop from the achievement list a personal portfolio of saleable skills; ● personal statement – clients develop a personal statement in 20 to 30 words about what is being presented to the job market; ● personal success inventory – those recent or appropriate successes that can be quantified and which support the personal profile; ● three jobs – identification of three possible types of job that can be searched for; ● psychological assessment – development of a personality profile with a psychologist; ● development and agreement of a CV (see below); ● identify job market opportunities; ● practice interview; ● plan job search campaign. CVs CVs provide the basic information for job searching and an outplacement consultant will guide individuals on how to write their CVs. The traditional CV uses what Eggert (1991) calls the ‘tombstone’ approach because it reads like an obituary. It sets out personal details and education and employment history in chronological order. Outplacement consultants prefer what they call the ‘achievement CV’ which is structured on the principle of a sales brochure, providing information in simple, positive statements sequenced for the reader’s convenience. The CV lists the most important areas of experience in reverse chronological order and sets out for each position a list of achievements beginning with such words as ‘set up’, ‘developed’, ‘introduced’, ‘increased’, ‘reduced’ and ‘established’. This is designed to generate the thought in the reader’s mind that ‘if the individual can do it for them, he or she will be able to do it for us’. The career achievement history is followed by details of professional qualifications and education, and personal information. 486 ❚ People resourcing

Selecting an outplacement consultant There are some highly reputable outplacement consultants around; there are also some cowboys. It is advisable only to use firms that follow a code of practice such as that produced by the CIPD or the Career Development and Outplacement Association. DISMISSAL The legal framework The legal framework is provided by employment statutory and case law relating to unfair dismissal. Under current UK employment legislation, an employee who has been employed for one year or more has the right not to be unfairly dismissed. Complaints by an employee that he or she has been unfairly dismissed are heard by employment tribunals. Definition of dismissal Legally, dismissal takes place when: ● the employer terminates the employee’s contract with or without notice – a contract can be terminated as a result of a demotion or transfer as well as dismissal; ● the employee terminates the contract (resigns) with or without notice by reason of the employer’s behaviour in the sense that the employer’s conduct was such that the employee could not be expected to carry on – this is termed ‘constructive dismissal’; ● the employee is employed under a fixed-term contract of one year or more which is not renewed by the employer when it expires; ● an employee resigns while under notice following dismissal; ● an employee is unreasonably refused work after pregnancy. Fundamental questions The legislation lays down that employment tribunals should obtain answers to two fundamental questions when dealing with unfair dismissal cases: 1. Was there sufficient reason for the dismissal, ie was it fair or unfair? 2. Did the employer act reasonably in the circumstances? Release from the organization ❚ 487

Fair dismissal Dismissals may be held by an employment tribunal to be fair if the principal reason was one of the following: ● incapability, which covers the employee’s skill, aptitude, health and physical or mental qualities; ● misconduct; ● failure to have qualifications relevant to the job; ● a legal factor that prevents the employee from continuing work; ● redundancy – where this has taken place in accordance with a customary or agreed redundancy procedure; ● the employee broke or repudiated his or her contract by going on strike – as long as he or she was not singled out for this treatment, ie all striking employees were treated alike and no selective re-engagement took place; ● the employee was taking part in an unofficial strike or some other form of industrial action; ● some other substantial reason of a kind that would justify the dismissal of an employee holding the position that the employee held. Unfair dismissal Dismissals may be unfair if: ● the employer has failed to show that the principal reason was one of the admissible reasons as stated above, or if the dismissal was not reasonable in the circumstances (see below); ● a constructive dismissal has taken place; ● they are in breach of a customary or agreed redundancy procedure, and there are no valid reasons for departing from that procedure. The onus of proof is on employers to show that they had acted reasonably in treating the reason for dismissal as sufficient. The employment tribunal is required, in considering the circumstances, to take into account the size and administrative resources of the employer’s undertaking. Reasonable in the circumstances Even if the employer can show to a tribunal that there was good reason to dismiss the employee (ie if it clearly fell into one of the categories listed above, and the degree of 488 ❚ People resourcing

incapability or misconduct was sufficient to justify dismissal), the tribunal still has to decide whether or not the employer acted in a reasonable way at the time of dismissal. The principles defining ‘reasonable’ behaviour on the part of an employer are as follows: ● Employees should be informed of the nature of the complaint against them. ● The employee should be given the chance to explain. ● The employee should be given the opportunity to improve, except in particularly gross cases of incapability or misconduct. ● Employees should be allowed to appeal. ● The employee should be warned of the consequences in the shape of dismissal if specified improvements do not take place. ● The employer’s decision to dismiss should be based on sufficient evidence. ● The employer should take any mitigating circumstances into account. ● The employer should act in good faith. ● The offence or misbehaviour should merit the penalty of dismissal rather than some lesser penalty. A good disciplinary procedure (see the example in Chapter 58) will include arrangements for informal and formal warnings and provisions to ensure that the other aspects of discipline are handled reasonably. Remedies Employment tribunals that find that a dismissal was unfair can make an order for reinstatement or re-engagement and state the terms on which this should take place. The tribunal can consider the possibility of compensation for unfair dismissal, but only after the possibility of reinstatement or re-engagement has been examined. Approach to handling disciplinary cases The approach should be governed by the following three principles of natural justice: 1. Individuals should know the standards of performance they are expected to achieve and the rules to which they are expected to conform. 2. They should be given a clear indication of where they are failing or what rules have been broken. 3. Except in cases of gross misconduct, they should be given an opportunity to improve before disciplinary action is taken. Release from the organization ❚ 489

There should be a disciplinary procedure which is understood and applied by all managers and team leaders. The procedure should provide for the following threestage approach before disciplinary action is taken: 1. informal oral warnings; 2. formal oral warnings, which, in serious cases, may also be made in writing – these warnings should set out the nature of the offence and the likely consequences of further offences; 3. final written warnings, which should contain a statement that any recurrence would lead to suspension, dismissal or some other penalty. The procedure should provide for employees to be accompanied by a colleague or employee representative at any hearing. There should also be an appeal system and a list of offences that constitute gross misconduct and may therefore lead to instant dismissal. Managers and supervisors should be told what authority they have to take disciplinary action. It is advisable to have all final warnings and actions approved by a higher authority. In cases of gross misconduct, team leaders and junior managers should be given the right to suspend, if higher authority is not immediately available, but not to dismiss. The importance of obtaining and recording the facts should be emphasized. Managers should always have a colleague with them when issuing a formal warning and should make a note to file of what was said on the spot. VOLUNTARY LEAVERS When people leave of their own volition, two actions may be taken: conducting exit interviews and analysing reasons for turnover as described in Chapter 25. RETIREMENT Retirement is a major change and should be prepared for. Retirement policies need to specify: ● when people are due to retire; ● the circumstances, if any, in which they can work on beyond their normal retirement date; ● the provision of pre-retirement training; ● the provision of advice to people about to retire. 490 ❚ People resourcing

Pre-retirement training can cover such matters as finance, insurance, State pension rights, health, working either for money or in a voluntary organization during retirement and sources of advice and help. The latter can be supplied by such charities as Help the Aged and Age Concern. Release from the organization ❚ 491

Performance management Performance management processes have become prominent in recent years as means of providing a more integrated and continuous approach to the management of performance than was provided by previous isolated and often inadequate merit rating or performance appraisal schemes. Performance management is based on the principle of management by agreement or contract rather than management by command. It emphasizes development and the initiation of self-managed learning plans as well as the integration of individual and corporate objectives. It can, in fact, play a major role in providing for an integrated and coherent range of human resource management processes which are mutually supportive and contribute as a whole to improving organizational effectiveness. In this part, Chapter 32 covers the fundamental concepts of performance management. The practice of performance management is described in Chapter 33 and the part is completed in Chapter 34 by a review of the process of 360-degree feedback as a multi-source method of assessing performance. Part VII

The basis of performance management In this chapter the nature, aims, characteristics, concerns and guiding principles of performance management are described. In addition, the differences between performance appraisal and performance management are examined and reference is made to the views of a selection of practitioners on performance management. PERFORMANCE MANAGEMENT DEFINED Performance management can be defined as a systematic process for improving organizational performance by developing the performance of individuals and teams. It is a means of getting better results by understanding and managing performance within an agreed framework of planned goals, standards and competency requirements. Processes exist for establishing shared understanding about what is to be achieved, and for managing and developing people in a way that increases the probability that it will be achieved in the short and longer term. It focuses people on doing the right things by clarifying their goals. It is owned and driven by line management. 32

AIMS OF PERFORMANCE MANAGEMENT The overall aim of performance management is to establish a high performance culture in which individuals and teams take responsibility for the continuous improvement of business processes and for their own skills and contributions within a framework provided by effective leadership. Specifically, performance management is about aligning individual objectives to organizational objectives and ensuring that individuals uphold corporate core values. It provides for expectations to be defined and agreed in terms of role responsibilities and accountabilities (expected to do), skills (expected to have) and behaviours (expected to be). The aim is to develop the capacity of people to meet and exceed expectations and to achieve their full potential to the benefit of themselves and the organization. Importantly, performance management is concerned with ensuring that the support and guidance people need to develop and improve are readily available. The following are the aims of performance management as expressed by a variety of organizations (source IRS, 2003): ● Empowering, motivating and rewarding employees to do their best. Armstrong World Industries ● Focusing employee’s tasks on the right things and doing them right. Aligning everyone’s individual goals to the goals of the organization. Eli Lilly & Co ● Proactively managing and resourcing performance against agreed accountabilities and objectives. ICI Paints ● The process and behaviours by which managers manage the performance of their people to deliver a high-achieving organization. Standard Chartered Bank ● Maximizing the potential of individuals and teams to benefit themselves and the organization, focusing on achievement of their objectives. West Bromwich Building Society CHARACTERISTICS OF PERFORMANCE MANAGEMENT Performance management is a planned process of which the primary elements are agreement, measurement, feedback, positive reinforcement and dialogue. It is concerned with measuring outputs in the shape of delivered performance compared with expectations expressed as objectives. In this respect, it focuses on targets, standards and performance measures or indicators. It is based on the agreement of role requirements, objectives and performance improvement and personal development plans. It provides the setting for ongoing dialogues about performance that involves 496 ❚ Performance management

the joint and continuing review of achievements against objectives, requirements and plans. But it is also concerned with inputs and values. The inputs are the knowledge, skills and behaviours required to produce the expected results. Developmental needs are identified by defining these requirements and assessing the extent to which the expected levels of performance have been achieved through the effective use of knowledge and skills and through appropriate behaviour that upholds core values. Performance management is a continuous and flexible process, which involves managers and those whom they manage acting as partners within a framework that sets out how they can best work together to achieve the required results. It is based on the principle of management by contract and agreement rather than management by command. It relies on consensus and co-operation rather than control or coercion. Performance management focuses on future performance planning and improvement rather than on retrospective performance appraisal. It functions as a continuous and evolutionary process, in which performance improves over time. It provides the basis for regular and frequent dialogues between managers and individuals about performance and development needs. It is mainly concerned with individual performance but it can also be applied to teams. The emphasis is on development, although performance management is an important part of the reward system through the provision of feedback and recognition and the identification of opportunities for growth. It may be associated with performance or contribution-related pay, but its developmental aspects are much more important. UNDERSTANDING PERFORMANCE MANAGEMENT There are five issues that need to be considered to obtain a full understanding of performance management: 1. the meaning of performance; 2. the significance of values; 3. the meaning of alignment; 4. managing expectations; 5. the significance of discretionary behaviour. The meaning of performance Performance is often defined simply in output terms – the achievement of quantified The basis of performance management ❚ 497

objectives. But performance is a matter not only of what people achieve but how they achieve it. The Oxford English Dictionary confirms this by including the phrase ‘carrying out’ in its definition of performance: ‘The accomplishment, execution, carrying out, working out of anything ordered or undertaken.’ High performance results from appropriate behaviour, especially discretionary behaviour, and the effective use of the required knowledge, skills and competencies. Performance management must examine how results are attained because this provides the information necessary to consider what needs to be done to improve those results. The concept of performance has been expressed by Brumbrach (1988) as follows: Performance means both behaviours and results. Behaviours emanate from the performer and transform performance from abstraction to action. Not just the instruments for results, behaviours are also outcomes in their own right – the product of mental and physical effort applied to tasks – and can be judged apart from results. This definition of performance leads to the conclusion that when managing performance both inputs (behaviour) and outputs (results) need to be considered. It is not a question of simply considering the achievement of targets, as used to happen in ‘management by objectives’ schemes. Competency factors need to be included in the process. This is the so-called ‘mixed model’ of performance management, which covers the achievement of expected levels of competence as well as objective setting and review. Performance management and values Performance is about upholding the values of the organization – ‘living the values’ (an approach to which much importance is attached at Standard Chartered Bank). This is an aspect of behaviour but it focuses on what people do to realize core values such as concern for quality, concern for people, concern for equal opportunity and operating ethically. It means converting espoused values into values in use: ensuring that the rhetoric becomes reality. The meaning of alignment One of the most fundamental purposes of performance management is to align individual and organizational objectives. This means that everything people do at work leads to outcomes that further the achievement of organizational goals. This purpose was well expressed by Fletcher (1993), who wrote: 498 ❚ Performance management

The real concept of performance management is associated with an approach to creating a shared vision of the purpose and aims of the organization, helping each employee understand and recognize their part in contributing to them, and in so doing, manage and enhance the performance of both individuals and the organization. Alignment can be attained by a cascading process so that objectives flow down from the top and at each level team or individual objectives are defined in the light of higher-level goals. But it should also be a bottom-up process, individuals and teams being given the opportunity to formulate their own goals within the framework provided by the defined overall purpose, strategy and values of the organization. Objectives should be agreed not set, and this agreement should be reached through the open dialogues that take place between managers and individuals throughout the year. In other words, this needs to be seen as a partnership in which responsibility is shared and mutual expectations are defined. Managing expectations Performance management is essentially about the management of expectations. It creates a shared understanding of what is required to improve performance and how this will be achieved by clarifying and agreeing what people are expected to do and how they are expected to behave. It uses these agreements as the basis for measurement and review, and the preparation of plans for performance improvement and development. Performance management and discretionary behaviour Performance management is concerned with the encouragement of productive discretionary behaviour. As defined by Purcell and his team at Bath University, School of Management (2003): ‘Discretionary behaviour refers to the choices that people make about how they carry out their work and the amount of effort, care, innovation and productive behaviour they display.’ Purcell and his team, while researching the relationship between HR practice and business performance, noted that ‘the experience of success seen in performance outcomes helps reinforce positive attitudes’. GUIDING PRINCIPLES OF PERFORMANCE MANAGEMENT Egan (1995) proposes the following guiding principles for performance management: The basis of performance management ❚ 499

Most employees want direction, freedom to get their work done, and encouragement not control. The performance management system should be a control system only by exception. The solution is to make it a collaborative development system, in two ways. First, the entire performance management process – coaching, counselling, feedback, tracking, recognition, and so forth – should encourage development. Ideally, team members grow and develop through these interactions. Second, when managers and team members ask what they need to be able to do to do bigger and better things, they move to strategic development. PERFORMANCE APPRAISAL AND PERFORMANCE MANAGEMENT It is sometimes assumed that performance appraisal is the same thing as performance management. But there are significant differences. Performance appraisal can be defined as the formal assessment and rating of individuals by their managers at, usually, an annual review meeting. In contrast, performance management is a continuous and much wider, more comprehensive and more natural process of management that clarifies mutual expectations, emphasizes the support role of managers who are expected to act as coaches rather than judges, and focuses on the future. Performance appraisal has been discredited because too often it has been operated as a top-down and largely bureaucratic system owned by the HR department rather than by line managers. It has been perceived by many commentators such as Townley (1989) as solely a means of exercising managerial control. Performance appraisal tended to be backward looking, concentrating on what had gone wrong, rather than looking forward to future development needs. Performance appraisal schemes existed in isolation. There was little or no link between them and the needs of the business. Line managers have frequently rejected performance appraisal schemes as being time-consuming and irrelevant. Employees have resented the superficial nature with which appraisals have been conducted by managers who lack the skills required, tend to be biased and are simply going through the motions. As Armstrong and Murlis (1998) assert, performance appraisal too often degenerated into ‘a dishonest annual ritual’. The differences between them as summed up by Armstrong and Baron (2004) are set out in Table 32.1. VIEWS ON PERFORMANCE MANAGEMENT The research conducted by the CIPD in 2003 (Armstrong and Baron, 2004) elicited the following views from practitioners about performance management: 500 ❚ Performance management

● We expect line managers to recognize it (performance management) as a useful contribution to the management of their teams rather than a chore. (Centrica) ● Managing performance is about coaching, guiding, motivating and rewarding colleagues to help unleash potential and improve organizational performance. Where it works well it is built on excellent leadership and high quality coaching relationships between managers and teams. (Halifax BOS) ● Performance management is designed to ensure that what we do is guided by our values and is relevant to the purposes of the organization. (Scottish Parliament) The research conducted by the CIPD in 1997 (Armstrong and Baron, 1998) obtained the following additional views from practitioners about performance management: ● A management tool which helps managers to manage. ● Driven by corporate purpose and values. ● To obtain solutions that work. ● Only interested in things you can do something about and get a visible improvement. ● Focus on changing behaviour rather than paperwork. ● It’s about how we manage people – it’s not a system. The basis of performance management ❚ 501 Performance appraisal Performance management Top-down assessment Joint process through dialogue Annual appraisal meeting Continuous review with one or more formal reviews Use of ratings Ratings less common Monolithic system Flexible process Focus on quantified objectives Focus on values and behaviours as well as objectives Often linked to pay Less likely to be a direct link to pay Bureaucratic – complex paperwork Documentation kept to a minimum Owned by the HR department Owned by line managers Table 32.1 Performance appraisal compared with performance management

● Performance management is what managers do: a natural process of management. ● Based on accepted principles but operates flexibly. ● Focus on development not pay. ● Success depends on what the organization is and needs to be in its performance culture. The processes of performance management are described in the next chapter. 502 ❚ Performance management