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What is the process of selecting candidates?
Selecting candidates involves two main processes: shortlisting, and assessing applicants to decide who should be made a job offer. It is a crucial stage in the overall recruitment process. This factsheet focuses on interviewing, psychometric testing and assessment centres. * For more on recruitment generally, see our factsheet
Candidates’ applications may arrive as a curriculum vitae (CV) or an application form. Whatever form they are in, it’s important to make sure that everyone involved in the selection process, from the shortlisting stage onwards, understands not just the need to avoid unfair discrimination and the potential risk to the organisation’s reputation should a candidate make a tribunal claim, but the benefits a diverse workforce can bring to an organisation.
Technology plays an increasingly important role in recruitment ranging from attracting candidates through to the selection process. Online recruitment can mean employers receive large numbers of applications from unsuitable candidates, but there are tools and techniques that can help slim down the number of potential candidates.
A range of different methods can be used to assess candidates. Some are more reliable than others in terms of predicting performance in the job, and some are easier and cheaper to administer than others. Whatever method is used, recruiters should tell candidates in advance what to expect from the selection process, including how long it will take and the type of assessment they will undergo. Employers should also check whether the applicant has any need for adjustments due to a disability.
Behavioural science has a lot to say about the way we make decisions in recruitment settings as it tells us that people have hardwired systematic biases in how they evaluate candidates. Our behaviour does not always fit a rational actor model but it is still systemic and predictable. Harnessing knowledge about how we actually behave can help recruiters to improve outcomes for the organisations they represent. * Find out more in our report A head for hiring: the behavioural science of recruitment and selection
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The role of selection interviewing
Interviews are very widely used in the selection process, as demonstrated by successive CIPD surveys of recruitment practices. * See our annual Resourcing and talent planning surveys
As well as being simple to set up, interviews give the interviewer and interviewee an opportunity to meet face to face (or virtually via video link) to exchange a range of information and get a sense of whether they would like working together.
For the employer, the interview is an opportunity to: * gauge candidates’ experience, ability to perform in the role and suitability for the team * discuss details such as start dates and terms and conditions * explain the employee value proposition, including training provision and employee benefits * give the candidate a positive impression of the organisation as a good employer.
For the candidate, the interview is an opportunity to: * understand the job and its responsibilities in more detail * ask questions about the organisation * decide whether they would like to take the job if offered it.
A poor interview experience will leave candidates with an unfavourable impression of the organisation, which they are likely to share with other potential applicants and customers. Employers therefore ensure selection interviews are conducted well. For the same reason, it’s worth giving feedback to candidates following an interview, as this can be valuable information as they navigate the jobs market and demonstrates appreciation of their time.
Despite their popularity as a selection method, evidence highlights the limitations of the traditional interview. In general, it is a poor predictor of a candidate’s performance in the job, as information is gathered in a relatively unsystematic manner. Judgements can be made for a variety of reasons that differ between candidates and even shift during the course of the interview.
Drawing on a range of research, Anderson and Shackleton1 summarise the common weaknesses of interviews: * The self-fulfilling prophecy effect. Interviewers may ask questions designed to confirm initial impressions of candidates gained either before the interview or in its early stages. * The stereotyping effect. Interviewers sometimes assume that particular characteristics are typical of members of a particular group. In the case of sex, race, disability, marital status or ex-offenders, decisions made on this basis are often illegal. However, the effect occurs in the case of all kinds of social groups. * The halo and horns effect. Once interviewers rate candidates as ‘good’ or ‘bad’ in some aspects, they often replicate this judgement across the board, reaching unbalanced decisions. * The contrast effect. Interviewers can allow the experience of interviewing one candidate to affect the way they interview others who are seen later in the selection process. * The similar-to-me effect. Interviewers sometimes give preference to candidates they perceive as having a similar background, career history, personality or attitudes to themselves. * The personal liking effect. Interviewers may make decisions on the basis of whether they personally like or dislike the candidate.
Structuring the interview can help improve its ability to predict performance in the job and a growing number of employers take this approach. A structured interview means that: * questions are planned carefully before the interview * all candidates are asked the same questions * answers are scored using a rating system * questions focus on the attributes and behaviours needed in the job.
There is a risk, however, of having an overly rigid approach in which there is little opportunity to ask the candidate supplementary questions and the candidate does not feel at their ease. So a balance needs to be made.
Our behavioural science research suggests that to avoid instinctive or hasty judgements interviewers should pre-commit to a set of interview questions that are directly related to performance on the job and focus the interview on collecting information rather than on decision-making.
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Psychometric testing
Used correctly, psychometric tests allow employers to systematically assess individual differences (for example in ability, aptitude, attainment, intelligence or personality). Good tests are supported by a body of statistical evidence which demonstrates their validity and reliability. Online testing is increasingly growing in popularity, in particular for assessing high volumes of applicants.
Most tests are designed and developed by occupational psychologists and are accompanied by detailed manuals providing the data to establish the reliability of the test and how test scores might be judged so that employers can compare their test candidates against the scores of similar people. Administering tests and analysing the results is a skilled task. Scoring of tests is often complex and how it’s done will depend on what a test is trying to measure. With personality tests there are no right or wrong answers, as they are designed to present a profile of an individual, and some are not recommended for use in recruitment.
Before using a test, users should: * consider whether it is appropriate to use a test at all (will it provide additional relevant information?) * ensure the tests are relevant to the job/person specification * identify who will choose, recommend and assess the value of tests * ensure there are sufficient skills and resources to carry out testing effectively * decide at what stage tests should be incorporated into the decision-making process * decide how the results will be used and what weight will be given to them * identify potential equal opportunities issues (that is, whether the tests will disadvantage certain groups) * decide how test results will be stored and who will have access to the results * check the copyright of tests and conditions of use * establish a process for giving feedback.
Test administrators should ensure that individuals: * receive advance notice that they will be required to take tests * are told the duration of tests * have adequate time to allow them to make any practical arrangements to enable them to take the tests * have access to an appropriate environment free from interference in which to take the tests * are told about the requirements of each test they will be asked to complete, and the opportunity to raise any queries they have before taking the tests * are told about arrangements for feedback.
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Assessment centres
Assessment centres are designed for candidates to complete a number of different tasks as part of the selection process. Tasks set should relate closely to the person specification and reflect the reality of the job. They must be administered in a systematic way, with candidates being given the same types and numbers of tasks to complete in the same time, so that they have equal opportunity to demonstrate their abilities.
Depending on the nature of the job, the tasks might include individual or group work, written and/or oral input, and tasks prepared in advance as well as those performed solely on the day. Tasks can include delivering a report or presentation, time management or task prioritisation exercises, analytical work, individual problem solving, group discussions, group problem solving, simulations of business activities, personal role-play and functional role-play.
Group exercises should be as realistic as possible, give a detailed brief with clear goals and have a limited time. They typically require candidates to share information and reach decisions or perform an activity. They might encourage co-operation or competition to test for creativity or the ability to build on the ideas of others in a productive manner. However, it should be noted that competitive activities can disadvantage women, minority groups and certain personalities, undermining diversity.
Assessment centres should be overseen by experienced selectors to ensure objectivity and consistency. Selectors must be trained to observe, actively listen, record, classify and rate behaviour, and seek evidence accurately and objectively against the job description and person specification. They will preferably have had training in interview skills and diversity. Assessors might also be used to observe and comment on behaviour although they don't necessarily take part in final selection decisions.
A feedback session with either an occupational psychologist or someone trained to deliver feedback is of benefit to candidates and indicates the organisation is serious about fair selection.
The British Psychological Society’s Division of Occupational Psychology has created a comprehensive standard focused on the design and delivery of assessment centres2. Its purpose is to raise the standard of assessment centre practice and enable poor practice to be identified and improved. The CIPD contributed to this standard which covers: specifying the purpose, scope and designing the centre, the standards of competence and professional behaviour required of the different roles involved, delivery and data integration and decision making, appropriate reporting and feedback of results, managing the data derived including access, use and storage and finally evaluation of centres.
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Using references
The purpose of references is to obtain information about a candidate’s employment history, qualifications, experience and/or an assessment of the candidate’s suitability for the post in question. Prospective employers may seek information on matters including length of employment, job title, brief details of responsibilities, abilities, overall performance, time-keeping and reason for leaving.
As well as taking references, employers must carry out other pre-employment checks – particularly, for example, if the job involves working with children or vulnerable adults * See our factsheet on pre-employment checks * Go to our pre-employment checks guide * CIPD members can find our more in our References law FAQs
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CIPD viewpoint
Selection processes should be based only on a candidate’s ability to do the job, ability to make a contribution to the organisation's effectiveness, and potential for development.
It's easy to unconsciously introduce bias to selection procedures, so the use of a structured and rigorous approach is imperative if it is to be fair. A degree of flexibility in this is helpful, however, so that candidates can be put at their ease and assessors can follow up on relevant information.
Everyone involved in assessing candidates at any stage should have adequate skills (for example in interviewing) and have been adequately briefed about the job in question and its requirements. They also need to understand the benefits a diverse workforce can bring to an organisation and the danger of unfair discrimination in the process, which has both legal implications and consequences for the diversity of the organisation.