i

TITLE

The Selection Process ‘Best Practice’- An Insight into the Selection

Procedure for Enterprise Ireland’s International Graduate Program.

AUTHOR: Laura O’ Brien

AWARD: B.Sc. (Mgmt.)

DATE: 12th April 2010

SUPERVISOR: Clare O’ Mahony

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DECLARATION

I hereby certify that this material, which I now submit for assessment as

the final year project on the programme of study leading to the award of

B.SC. (Mgmt.) in Management and Marketing, is entirely my own work and

has not been submitted in whole or in part for assessment for any academic

purpose other than in partial fulfilment for that stated above.

Signed……………………………… Date……………………………………

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TABLE OF CONTENTS

Page

Abstract 1

Chapter One

1.1 Introduction 3

1.2 Selection Definitions

1.3 Selection Techniques 6

1.4 Reliability and Validity 7

1.4.1 Application Forms 8

1.4.2 Bio-Data Analysis 10

1.4.3 Shortlisting 11

1.4.4 Reference Checking 12

1.4.5 Telephone Interviewing 14

1.4.6 Medical Assessment 15

Chapter Two

2.1 The Assessment Centre 17

2.2 The Format of the Assessment Centre 18

2.3 Assessment Centre Techniques 20

2.3.1 Job Simulation 20

2.3.2 Testing 25

2.3.3 The Interview 28

2.4 The Final Selection Decision 29

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Chapter Three

3.1 Introduction to Enterprise Ireland and the International Graduate Program 31

3.2 Selection Techniques 32

3.2.1 Application Forms 32

3.2.2 Shortlisting 34

3.2.3 Testing 35

3.3.4 Reference Checking 37

3.3 The Assessment Centre 38

3.3.1 The Format of the Assessment Centre 38

3.4 Assessment Centre Techniques 41

3.4.1 The Group Task 41

3.4.2 The Individual Task 42

3.4.3 The Interview 43

3.4.4 The Final Selection Decision 43

Recommendations and Conclusions 45

Bibliography 47

1

TITLE: The Selection Process ‘Best Practice’- An Insight into

the Selection Procedure for Enterprise Ireland’s

International Graduate Program

AUTHOR: Laura O’ Brien

ABSTRACT

This dissertation has been undertaken primarily to investigate the numerous different selection techniques that are available to organisations and to essentially establish what is deemed as best practice in their choice and implementation as advocated by Human Resource experts. The paper explores the different techniques involved in the process, investigates the various elements that are incorporated into them and gives an insight into the range of advantages and disadvantages associated with each. The main body of the literature review will focus on the use of a more sophisticated selection technique- the assessment centre. The concluding chapter endeavours to apply the knowledge gained in the literature review to the selection process that is in place for Enterprise Ireland’s International Graduate Program and to ascertain whether or not they are complying with what has been stated as best practice previously.

CHAPTER OUTLINE

Chapter One: This chapter gives a brief introduction to the selection process itself as well as citing a variety of definitions from the literature. Subsequently an insight into the more traditional techniques is given. We are also introduced to the idea of reliability and validity; i.e. how measurable each of the techniques are.

Chapter Two: Focuses on the use of the assessment centre as a selection technique and investigates the different elements that are integrated into it, primarily; testing, job simulation and the face-to-face interview. How the overall final selection decision is made is also examined here.

Chapter Three: Consists of the contextualisation. It explores the range of selection techniques employed by Enterprise Ireland in selecting graduates for their international internship, and compares them to what has been deemed as best practice in the previous two chapters. Recommendations are then made for the area’s that could possibly be improved upon

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CHAPTER ONE

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1.1 INTRODUCTION

The effective staffing of an organisation involves a complex process and is

crucial to a firms overall performance. It involves the initial recruitment of potential

candidates and the eventual selection of the individual deemed the best fit. WhiteHill

(1991) describes the recruitment process as ‘a positive one, building a roster of

potentially qualified applicants, as opposed to the negative process of selection’ (as

cited in Beardwell & Claydon 2007, p.190). Much of the HR managers focus in the

past has been on the recruitment element i.e. finding and attracting suitable candidates

for the advertised role. This however has dramatically changed since the 2008

economic downturn or ‘recession’ began. Organisations looking to hire are suddenly

finding themselves bombarded with job applications and curriculum vitaes, many of

which are coming from perfectly eligible or even over-qualified candidates for the

position. Keenan (1983) describes the problem of reducing the ‘mountain of

applications’ as perhaps the biggest headache facing recruiters during a recession (as

cited in Jones 1984). The contemporary challenge now facing firms seems to lie

within the filtering process. The emphasis has shifted from ‘finding’ candidates to

‘choosing’ between them.

Other reasons also exist for the increased reliance on effective selection

procedures today. Ireland’s cultural portfolio has become increasingly diverse,

especially in the last decade, and, for this reason, the use of fair and non-

discriminatory assessment methods have an ever increasing importance. Employers

must be cautious when engaging in the process of selecting candidates for

employment ensuring no discrimination either deliberately or otherwise, takes place.

The literature review will begin by citing a range of definitions relating to selection,

and will subsequently investigate all the techniques that may be involved in the

process. The primary focus thereafter will be on the use of the assessment centre as

one of these methods, investigating the potential benefits it may bring to the employer

as well as examining best practice regarding their implementation.

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1.2 SELECTION DEFINITIONS

‘The selection process is essentially concerned with assessing applicants and

engaging those that are deemed most suitable for employment’ (Roche et al. 1998,

p.109). This definition provides us with the most basic level of understanding of what

the selection process entails. It refers to the assessment of hopeful candidates for the

job without actually telling us the means by which this is carried out. It also makes a

brief reference to the fact that it is only the most suitable candidates that are

considered, again without providing us with any details as to what attributes or

combination of attributes a candidate must possess to deem them as “suitable”. The

simplicity of this definition is quite similar to that of Dowling et al., where they state

that ‘Selection is the process of gathering information for the purposes of evaluating

and deciding whom should be employed in particular jobs’(1999, p.69). The latter

definition however; alludes to the fact that there is a process of gathering information

involved rather than merely just assessing applicants as previously indicated.

‘Personnel selection is a process of measurement, decision making and

evaluation. The goal of personnel selection is to bring into an organisation individuals

who will perform well on the job’ (Fisher et al. 2003, p.283). In their definition, they

boldly state that the overall “goal” of the selection process is choosing the right

person for the job; the person who will best fit the position advertised. However,

Hackett (1991) argues that it is ‘predicting which candidates will make the most

appropriate contribution to the organisation- now and in the future’ (as cited in

Beardwell and Claydon 2007, p.190). This is an extremely important appendage to the

previous definitions provided. It asserts that an organisation should endeavour to not

only focus on what the candidate might offer to the current role, but also to observe

any experience, traits or skills that they possess that could potentially benefit the firm

in the long term.

In their book’s fifth edition; Fisher et al. (2006, p.320) maintain that ‘Ideally the

people who are hired will be better employees, on average, than those who are

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rejected. If the selection devices uses to assess applicants have been chosen and

validated properly, this goal should be realised’. We are now beginning to appreciate

the importance of the tools used within the selection process and their implications for

the firm. The emphasis has shifted from the actual candidate to the tools used in their

assessment. Fisher believes that the individual’s potential can only be ascertained by

the correct selection and combination of tools. This definition however is lacking in

the area of defining what these tools might be. Bernardin and Russell (1998, p.137)

assist us by describing selection as a ‘multiple-hurdle process involving an

application, reference and background checks, various forms of standardized testing,

and some form of interview’.

The more complex definitions noted in the literature seem to incorporate not

only the benefits provided; but also the costs involved with not possessing an

effective staffing procedure. Fisher et al. (2003, p.320) have accepted that

‘Companies are beginning to realise that the foundation of their competitive strategy

is the quality of their human capital’. They feel that without having the appropriate

staff in place the firm simply would not be able to compete with its rivals in the

industry. This potential disaster could essentially be avoided by hiring the correct

people in the first instance.

Beardwell & Claydon (2007, p.189) agree with this perspective. However, they

further conclude that ‘many of the traditional methods of recruitment and selection

are being challenged by the need for organisations to address the increased

complexity, greater ambiguity and rapid pace of change in the contemporary

environment’. They highlight that selection procedures deemed suitable in the past are

no longer sufficient in our ever evolving society. This links in to what was mentioned

in the introduction with regard to our current economic downturn; recession

conditions have led to the increased importance of matching the flow of human

resources to emerging business strategies.

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Although the numerous definitions provided in the literature vary in nature and

complexity; they all refer to the pooling of potential applicants and the processes

involved in determining who is most suited to the job. The next section will

investigate these processes in detail by examining which tools are incorporated into

them and how they are measured effectively.

1.3 SELECTION TECHNIQUES

Following the recruitment of a pool of applicants, employers need to make a

choice between candidates. The most common method used to make this choice

remains the interview even though there are frequent concerns mentioned in the

literature about their reliability and validity. This factor, combined with changing

contemporary environments, has led firms to increasingly recognise the importance of

selection decisions and they are now beginning to apply other methods to improve the

effectiveness of the overall process. Dale 1995 (as cited in Heraty & Morley 1998,

p.675) states that ‘Employers are surprised and disappointed when an appointment

fails, and often the person appointed is blamed rather than recognising the weaknesses

in the process and methodology’. This argument highlights the fact that, if a chosen

candidate for a job should fail in their new position, the blame is customarily put on

the person instead of the process that was used in choosing them for the position in

the first place. This suggests that an increased emphasis should be placed on the

particular techniques involved, and that there is valuable experience to be gained from

recognising which individual technique or combination of techniques will lead the

company to eventually securing the best possible candidate.

Dale further goes on to state that ‘even the soundest of techniques and best

practice (in selection) contain scope for error. Some of this is due to the methods

themselves, but the main source is the frailty of the human decision makers’ (as cited

in Heraty & Morley 1998, p.675). The involvement of human interaction in the

decision making process will inevitably influence the overall process even if the best

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tools have been chosen. This implies that the contemporary challenge to management

lies in determining whether or not this human influence is positively or negatively

affecting the final decision. These techniques or ‘Selection tools’ that are available to

organisations can be characterised along a scale that ranges from the more traditional

methods of interviews, application forms and references, through to the more

sophisticated techniques that encapsulate biographical data, aptitude tests, assessment

centres, work samples, psychological testing, as well as an abundance of others. Each

method involved has its own unique advantages and disadvantages and therefore

different combinations of techniques must be used in different situations in order to

choose the most suitable candidate for employment.

The effectiveness of the selection techniques chosen is measured in terms of their

validity and reliability. Test reliability and validity are two technical properties of a

test that indicate the quality and usefulness of the selection technique in question.

1.4 RELIABILITY AND VALIDITY

Reliability essentially refers to the consistency of a method used to select

individuals. While there are numerous types of reliability, the three that are

considered most important with regard to choosing methods of selection are testee,

tester and test reliability (Bach 2005). Testee reliability refers to the reliability and

consistency of a measure over time. The technique is said to be reliable if it gives the

same result now as it would in six months or a year’s time.

The second type of reliability which needs to be realised when choosing

selection techniques is tester reliability. The emphasis here is on the individuals

carrying out the tests; essentially two people carrying out a test should effectively

come up with the same answer in the end. Tester reliability is an extremely difficult

thing to achieve with regard to interviewing due to the presence of human bias, first

impressions, non-verbal communication and so forth.

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The third type of reliability is test reliability and emphasises the importance of

the actual test itself. A test is reliable if it measures accurately the attributes or

characteristics it sets out to measure in the first place. Scores allocated to the presence

of different characteristics in individuals for example should always remain the same

to maintain consistency across all tests. Reliability across all three areas is essential in

the process of selection.

Defined simply, validity is the degree to which the technique serves its purpose and

measures what it is intended to measure. The validity of the selection assessment is

closely linked to its ability to accurately measure the candidate's performance in the job

dimensions under consideration throughout the selection process (Appelbaum et al.

1989). When considering the use of selection techniques, although this will vary due to

different company’s organisational structure and needs, it is normally the techniques

that have higher levels of validity and reliability that are the most effective and will

reap the biggest rewards.

1.4.1 Application Forms

The initial step within the selection procedure for most organisations is the

evaluation of application forms. Robertson and Smith warn that they are usually the

first form of contact that an applicant has with the employer and ‘errors at this stage

will have a disproportionate effect’ (2001, p.461). Application forms are normally

provided by the company online and are completed and returned by those seeking

employment for the position advertised. Details requested by the application form

vary enormously between companies depending on the job analysis and the needs of

the company with regard to the employee. This said however, the majority of forms

will specifically ask for the applicant’s name, address, contact details, education

details, work experience, references and any particular skills the applicant may

possess that is relevant to the position in question. Application forms provide the

company with a framework against which to easily compare all applicants at a glance

and therefore enables them to establish relatively quickly whether or not they meet the

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basic requirements for the job. Beardwell and Claydon (2007) have also cited the

benefits of using online application forms; these being the increased speed and

efficiency of recruiting candidates as well as being able to handle high volume job

applications in a structured and consistent way.

There are however several problems relating to the use of application forms

within the selection process; several studies carried out on their use have found that ‘a

significant proportion of candidates falsify or slightly inflate some of their

credentials’ (Fisher et al. 2006, p.322). This is a problem as candidates can essentially

make up or over-emphasise certain characteristics that they possess in order to help

them secure the job. In order to combat this issue of reliability and validity, many

researchers in the area have advocated that other methods such as background and

reference checks should be carried out alongside application form evaluation to

ensure all information provided is accurate and honest.

It has also been stated in the literature that increasing numbers of applicants per

vacancy is becoming more widespread, and this holds particularly true with regard to

today’s current economic climate and the lessened availability of jobs. As a result,

Guest (1983) advises that pre-selection devices are becoming more of a necessity and

an increased emphasis should be placed on the importance of designing application

forms in a more effective and analytical manner (as cited in Roche et al., 1998). In

order to do this various scholars in the area have suggested the use of a weighted

application blank or ‘WAB’. This is essentially a scored application form, where the

responses from the applications are ‘statistically related to one or more important

criteria such that the critical predictive relationships can be identified’ (Benardin &

Russell 1998, p.140). Each application form is scored according to its relationship

with the required criteria and candidates scores are consequently compared with one

another. By undertaking this method of using and interpreting application forms,

companies can ensure increased validity of the process as well as enhancing the

information it provides. A variant of the traditional application form known as

‘biodata analysis’ may also be used at this initial stage in selection.

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1.4.2 Bio-Data Analysis

Biographical information has been used to make personnel decisions for many

years now and has noticeably increased in importance over the past decade. Much

research has been carried out in the area showing that bio-data is one of the most

effective predictors of work-related criteria and can be used as an alternative to

aptitude or ability testing (Kuhnert & Russell 1990). It has also been noted in the

literature that bio-data is one of the best selection devices for predicting employee

performance and turnover; even compared to the more frequently used and accepted

forms of selection techniques. Bio-data analysis falls into the category of the more

sophisticated techniques of selection and for this reason research in the area is

relatively new and open to various criticisms from different HR specialists.

Bio-data methods of selection have been described by Owens (1976) as

‘permitting the respondent to describe himself in terms of demographic, experiential

or attitudinal variables presumed or demonstrated to be related to personality

structure, personal adjustment or success in social, educational or occupational

pursuits’(as cited in Feathers 2000 p.4). This is a complex definition however and not

all researchers in the area incorporate all of these aspects into their own descriptions

of what bio-data analysis is. Some researchers have provided us with a narrower

simplistic view, describing bio-data in its most basic form as ‘requiring people to

describe behaviours and events that occurred earlier in their lives’ (Breaugh 2009,

p.220).

Bio-data analysis usually comes in the form of a multiple-choice questionnaire

that consists of questions both factual and attitudinal i.e. those based on peoples

individual opinions, preferences or values. It is used within the selection process

mainly due to the belief that by discovering information about potential individuals’

previous experiences, behaviour and characteristics and comparing them to existing

employee’s traits, the organisation can significantly increase or predict future job

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success. However, predictive value aside, this method also has a considerable amount

of drawbacks that need to be taken into account including its cost. Another major

issue with this method is that different questionnaires have to be created for each job

due to different informational needs for each role (Beardwell & Claydon 2007). After

the evaluation of the application forms and/or bio-data questionnaires, the process of

shortlisting candidates normally takes place.

1.4.3 Shortlisting

The shortlisting process is undertaken in order to reduce the number of job

applicants to a manageable number that can be taken forward for further assessment

or interview. Shortlisting begins with ‘human resource managers comparing

individual applications with the person specification for the job to look for applicants

who closely match the skills, qualifications and qualities required’ (Moynihan &

Titley 2000, p.120). It has been agreed by experts in the field that in order to do this

effectively, the evaluation team must previously establish the exact criteria against

which the forms are to be compared. Beardwell and Claydon (2007) are also of this

opinion, advising against using any implicit criteria at this stage i.e. letting the

evaluator match criteria against what they themselves deem as essential or unsuitable.

In order to avoid the intervention of human bias the use of a shortlisting form may be

used. This should state or list the exact criteria and competencies against which the

forms are to be evaluated. Many human resource experts have described shortlisting

as an essential element within the selection process and, if undertaken correctly, can

prove extremely effective in screening out large numbers of unsuitable candidates

early on.

The number of people involved in the shortlisting process plays a large role in its

effectiveness also. ‘At least two people should undertake to shortlist from the

applications received, and they should do this independently of one another’ (Foot &

Hook 2008, p.176). The idea here is to again ensure that no bias of any kind takes

place. By using several evaluators, each working on the list separately, the company

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can be certain that the final set of selected applications are representative of the truly

suitable candidates and not merely a reflection of what one single evaluator deems as

appropriate. The abundance of literature agreeing with this perspective shows us that

the use of a team of evaluators is a fitting step to eventual selection success.

Another area which is incorporated into what is deemed as best practice within

the shortlisting stage is the element of feedback provided. ‘Applicants eliminated at

this stage should be notified, preferably with some explanation as to their

unsuitability’ (Compton et al. 2009, p.83). After the selection is made, it is advisable

to make unsuccessful candidates aware of this fact as soon as possible via telephone,

post, or e-mail, and to also, ideally, justify the reasons behind the decision. This is

done in order to allow the candidates to learn from their mistakes. Rosemary

Thomson (2002, p.54) agrees with this view but places an increased emphasis on the

responsibility of the company posing that ‘It is both morally and practically right to

let them know why they have been rejected’. It is accepted in the literature however,

that in some cases, due to high volumes of applicants, it may not be possible to give

individual feedback but that some small justification should still always be given.

After the final set of applicants has been chosen, the company may endeavour to carry

out a combination of different techniques for further assessment. The next section will

describe checking candidate references as one of these methods.

1.4.4 Reference Checking

Reference checking is an extremely popular technique availed of by

organisations when engaging in hiring decisions. In 1992, the Cranet E study which

was carried out on organisations in Ireland, found that ‘88% of respondents used

references as a selection device’ (as cited in Heraty & Morley 1998, p.677). It

involves contacting people the candidate has been in contact with in the past and

collecting information from them regarding the candidates previous work experience,

work ethic, timekeeping abilities and so forth. The type and amount of information

requested by companies may differ however, leading many HR experts to question

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their reliability and validity as a selection device despite its popularity. Armstrong

(2006) suggests that ‘factual information is essential, but opinions about character and

suitability are less reliable’ (as cited in Beardwell and Claydon 2007, p.211). Another

way of avoiding this issue of reliability is the use of a reference checking form, as

additionally proposed in the literature by HR specialists. This form should include

‘accompanying instructions for the referee, a brief definition of the qualifications

assessed, the questions developed for each qualification and any assessment scales

used’ (Public Service Commission 2009). This allows the person carrying out the

check to have set guidelines against which the questions are to be asked, as well as

ensuring the referee is fully briefed on the process that will be taking place.

There are many purposes to reference checking including; to verify information

previously given by the candidate for example through the application form, to help

further establish the candidate’s abilities or potential, and essentially to find out if a

company they worked for would consider re-hiring them. These contactable

references are ordinarily provided to the company by the candidates themselves and

the timing at which they are contacted varies in different cases but ‘Ultimately, the

available resources and the purpose of the reference check will determine its

placement in the overall appointment process’. (Public Service Commission 2009)

However, it is generally considered in the literature to be most efficient when used as

the final step in the selection process prior to the actual hiring of the candidate.

Reference checking is carried out in a number of ways, for example; via mail or

fax, but telephone referencing is deemed the most effective in the literature.

‘Telephone checks are relatively fast, result in a relatively high reference return rate,

allow the reference checker to ask follow up questions… and are inexpensive to

conduct’ (Gatewood et al. 2008, p. 400) . Another means of assessment that takes

place over the phone, but differs in that it involves contacting the actual candidate

themselves, is telephone interviewing.

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1.4.5 Telephone Interviewing

Telephone interviewing is, in essence, the collection of information from a

potential candidate over the phone. Interviews of this kind are customarily used ‘to

screen out unsuitable applicants or as an integral part of the selection process’

(Beardwell and Claydon 2007, p.208). This said however, the telephone interview is

most frequently used as an initial screening interview, either following shortlisting

from CV’s or application forms, or in some cases is carried out subsequent to initial

screening through bio data, tests and questionnaires. The telephone interview is

particularly valuable when it precedes a more sophisticated selection process, as it

allows the company to remove unsuitable applicants from the process early on before

a significant amount of time or money is spent on them in later stages (SHL Group

2001). Many firms also incorporate this form of interviewing into their hiring process

when the candidates telephone communication skills are under scrutiny due to the

nature of the job. Companies like call centres for example would find it extremely

beneficial to undertake telephone screening on their applicants.

The telephone interview can also be of particular benefit in terms of convenience

for both the employer and the employee which may explain why its use has increased

over the years. It reduces costs, saves time, and most importantly, enables candidates

living geographically far away the opportunity to be interviewed without having to

travel long distances. When considering what is deemed best practice however, it

must be noted that telephone interviewing has one major drawback, that being the

lack of visual communication between the interviewer and the respondent.

Researchers have stated that this may negatively influence the overall interview and

because of this they are ‘best used as part of a structured selection procedure, rather

than alone’ (Torrington et al. 2005, p.147). Another technique that may be integrated

into this structured procedure is a medical assessment, as discussed in the next

section.

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1.4.6 Medical Assessment

It is broadly accepted in the literature that many organisations carry out a

physical assessment of candidates at some stage in the selection process, generally

towards the end. Some organisations will carry it out just prior to selection but many

will make a candidate an offer ‘subject to the medical examination’. A medical

assessment aims to establish different things for different companies and can include

elements such as; strength and fitness testing, drug testing, or a general health check.

There are numerous elements which need to be taken into account when carrying

out a medical assessment but in effect the procedure should be ‘based on a very

thorough job analysis, then developing realistic simulations of the type of activities

required in the job’ (Fisher et al. 2006, p.347). The idea here is that no unnecessary

tests be carried out on the candidates; the specific focus should be placed only on

finding out information which is relevant to the job in question. Most researchers in

the area are in agreement on this perspective for example; ‘It is vital that a pre-

employment medical test relates exclusively and directly to the particular duties of the

job’ (Anti-Discrimination Board 2009).

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CHAPTER TWO

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2.1 THE ASSESSMENT CENTRE

The use of assessment centres as a selection technique has significantly

increased in popularity in recent years, most noticeably in the area of graduate and

managerial selection within larger organisations (Payne & Anderson 1992).There still

appears to be, however, discrepancies in the literature regarding the actual number of

companies engaging in this technique especially with regard to Irish companies.

Garavan and Morley (1998) claim that in a survey carried out just prior to the

publication of their article, by the Price Water House Cranfield project, it was found

that 31 per cent of organisations in Ireland were incorporating assessment centres into

their selection process. In another article written in the same year however, it is stated

that in 1995 only 13 per cent engaged in this form of assessment (Heraty & Morley

1998). This, therefore, shows a significant increase in its use over previous years.

Multiple assessment approaches, such as assessment centres, have made a major

contribution to the selection and development of people at work, which may explain

their increase in popularity. Such approaches are sophisticated evaluation processes

that are designed to minimise as many forms of potential assessor bias as possible and

to ensure that each participant is given equal opportunity to demonstrate ability across

a range of standardised situations. It is difficult to provide an exact definition of an

assessment centre, since the content may differ widely depending on the objectives of

the programme. ‘The assessment centre is not, as its name might imply, a place, nor is

it a single unified method of predicting job performance’ (Garavan & Morley 1998,

p.207). This simple definition highlights the fact that the idea of an assessment centre

involves a number of different techniques rather than an actual place and that,

primarily, their aim is to predict employee performance in the future for the job in

question. Appelbaum et al (1989, p.51) concur with this explanation, affirming that

‘Assessment centres are not places where test batteries are administered but rather a

composite of techniques used in selection decisions’.

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This idea of using several techniques is in agreement with the thinking of

Bernardin and Russell who contend that an assessment centre should offer a

‘standardized evaluation of behaviour on multiple inputs’ (1998, p.152).These inputs

should be multiple in that they should include numerous participants, numerous

assessors, numerous exercises, numerous sources of information, specifically defined

competencies and a thorough review and integration of evidence by all assessors

(Thornton et al., 2009; Garavan et al., 2008; Fisher et al., 2006; Griffiths et al., 1987).

The next section will discuss these concepts further.

2.2 THE FORMAT OF THE ASSESSMENT CENTRE

In terms of using multiple participants; the literature advocates that several

participants should be observed together. Ideally, the number of participants that

should be evaluated together at any single time is between six and twelve (Fisher et

al. 2006). This helps to facilitate collaboration between participants as well as

ensuring the programme is more interactive and economical. The importance of using

several participants is also stressed by Garavan and Morley who maintain that ‘it is

generally difficult, if not impossible, to use this technique to its fullest potential in

assessing a single individual’ (2008, p.207).

The number, and type, of individuals involved in observing and evaluating the

participants’ behaviour also plays a large role in the success of assessment centres.

This is also especially important to note when examining what is considered best

practice in carrying out assessment centres effectively. Beardwell and Claydon

(2007) state that the ratio of assessors to assessees should be one assessor per two

candidates and this is reinforced by Fisher et al. (2006) who claim that six to twelve

candidates should be observed by three to six assessors. This involvement of a

number of assessors is an important element as it serves to increase the objectivity

and impartiality of the overall programme. The general consensus in the literature is

also that assessment centres should ideally last from between one day to one week.

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There has also been much controversy in the literature as regards the type of

people should be chosen to undertake the difficult task of assessment. Thornton and

Gibbons are of the opinion that assessors should be made up of operational managers

above the target position, human resource managers, psychologists, and external

consultants, and that in fact assessment centres showed ‘stronger predictive validity

when psychologists served as assessors along with managers’ (2009, p.172). The

integration of this range of individuals offers an array of experience and knowledge

from different areas to the overall evaluation but assessor training is still imperative

for the process to be most effective; ‘If highly sophisticated techniques are to be used,

obviously the assessors need to have some degree of competence in their use’

(Blanksby & IIes 1990, p.39).

The next area that has been affirmed as an integral part of a well-designed

assessment centre is the use of specifically defined competencies. These competencies

can also be described as job dimensions and are depicted by Bernardin and Russell as

‘clusters of behaviours that are specific, observable, verifiable, and that can be

reliably and logically classified together’ (1998, p.152). The literature puts a large

emphasis on pre-determining which competencies the organisation feels are relevant

to the job in question as well as clearly defining all the behaviours that are deemed to

fall into this competency category. For example, teamwork can be defined as a

competency yet several different behaviours could all show good team working skills.

The task for assessors is deciding in advance exactly which competencies they are

looking for, and exactly which behaviours directly relate to each one. With this

viewpoint in mind, essentially ‘any dimension that can be defined in terms of

observable behaviours has potential for assessment’ (Thornton & Gibbons 2009,

p.170). Other popular dimensions for assessment include leadership, interpersonal,

organizing and planning, perception and analysis, decision-making, oral and non-

verbal communication, adaptability, decisiveness, written communication skills and

so forth (Fisher et al., 2006; Bernardin et al., 1998; Gatewood et al., 2008;

Appelbaum et al.,1989 ).

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In order to decide which would be the most appropriate assessment

competencies to compare behaviours against, assessors should use the results of a job

analysis. Torrington et al (1991) found that that less than half of personnel

departments use job analysis and its outcomes for assessment and selection purpose

(as cited in Feathers 2000). They urge companies to begin their selection process with

a detailed job analysis, and that by doing so, this will allow assessors to appropriately

observe, record, classify and evaluate all of the various relevant job behaviours for the

different exercises taking place. This will in turn lead to greater selection success.

This point is confirmed by Appelbaum et al who stress that assessment centre success

is based on the quality of the job analysis; ‘this initial requirement must be developed

as accurately and concisely as possible since subsequent exercises and measurement

criteria will be developed on the basis of these initial findings’(1989, p.54). Upon

arrival at the assessment centre, it has also been advised that candidates should be

fully briefed on the process that is about to take place and that they should also be

given a timetable detailing the scheduling of their assessments.

2.3 ASSESSMENT CENTRE TECHNIQUES

The next area which was defined earlier as being a vital element of an

assessment centre was the inclusion of multiple assessment techniques; ‘the central

assumption is that each technique has its strengths and weaknesses and that a

combination of diverse techniques is necessary to capitalize on the strengths of each

individual technique’ (Garavan & Morley 1998, p.207). The most popular of these

techniques as stated by HR advocates are; job simulations, ability and personality

testing and the actual interview itself. These will each be discussed in turn in the

following sections;

2.3.1 JOB SIMULATION

A key component of most assessment centres is the job simulation. Job

simulations aim to measure actual performance rather than intended performance or

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aspects of personality. Essentially they are designed to be ‘an accurate representation

of performance in the job itself’ (Beardwell & Claydon 2007, p.211). This viewpoint

is reiterated by Redman and Wilkinson who state that the main aspect of a job

simulation should be to ‘focus primarily on assessing current skills and performance

of actual tasks- what a person can actually do rather than what they know’ (2009,

p.95). In order to do this, candidates are placed in work related situations and asked to

complete or carry out exercises that would be required of them in the actual job itself.

If candidates are able to demonstrate that they are capable of dealing with the

assignment, it will be noted positively by the assessors; ‘By successfully

demonstrating the ability to perform a particular task, the skilled applicant can often

improve their standing in hiring’ (McTague 2001, p.173).

Simulations also offer advantages over simpler traditional employment tests.

These include a high degree of candidate engagement; simulations are more fun and

engaging and can offer assessors an insight into how well the candidate can work with

others, their ability to delegate and so forth. Simulations are also known for their high

degree of accuracy since they are basically an imitation of the job for which the

person is applying; scores on simulations are likely to be strongly correlated with

actual job performance, and also ‘selectors tend to pay more attention to observed

behavioural information about a candidate than to self-report data’ (Redman &

Wilkinson 2009, p.95). They can also offer candidates a realistic job preview by

providing candidates with the opportunity to try out the job in question and decide for

themselves whether or not they would be suited to it. Finally, and most notably,

simulations are popular due to their reduced level of bias; they offer a way to help

reduce bias and subjectivity in the hiring process because of their realistic approach in

recreating the job in question.

Some of the common and most effective job simulation exercises are in-basket

tests, leaderless group discussions and role plays (Bernardin et al.,1998; Beardwell et

al., 2007; Garavan et al., 1998; Torrington et al., 2005). These exercises are

considered by HR advocates to be extremely valuable to companies wishing to

capitalize on their assessment centres and, in effect, should help them substantially in

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identifying the most suitable candidate for the position in question. The ensuing

sections will discuss these methods in more detail and establish the reasons for their

contribution to increased selection effectiveness.

2.3.1.1 The In-Basket Test

Recently, the in-basket test has become a focus of interest because of its

usefulness in selection across a wide variety of jobs (Schippmann, Prien, & Katz

1990, as cited in www.hr-guide.com). It has, subsequently, become common practice

across many assessment centres to incorporate some form of an in-basket test, or in-

tray exercise as they are also known, into their assessment procedure. ‘The in-basket

consists of a variety of materials of varying importance and priority that would

typically be handled by an incumbent’ (Bernardin & Russell 1998, p.153). This

technique has been adopted as an form of assessment as it is a method of acquainting

potential employees with the complexities of the job by presenting them with a range

of problems they might encounter at work when, and if, they do acquire the job in

question. It aims to show the assessors which candidates would be most proficient in

the job if they were to be hired.

Candidates might be asked, for example, to imagine they are at work and have a

number of important memos, e-mails or phone calls to deal with within a specific time

limit. They must prioritize and subsequently deal with each item as they see fit. After

the tasks have been completed, the assessors review their work and question them on

why they chose to take particular actions. These types of tests, whilst primarily used

to investigate how the candidate would perform on the job, may also prove extremely

beneficial in measuring levels of decisiveness, initiative and oral and written

communication skills. The reliability of these measures has also been deemed in the

literature as being high due to the fact that candidates cannot pre-prepare for the test

but we are also warned that ‘the degree of reliability will be influenced by factors

such as the quality of assessor training, clarity of marking instructions, time allowed

for marking and the nature of the in-tray exercise’ (Smith & Tarpey 1987, p.26).

These are areas, therefore, that need careful planning and consideration by any

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company wishing to reap the potential rewards that can be gained from engaging in

in-basket assessment tests.

2.3.1.2 Leaderless Group Discussions

‘In a leaderless group discussion, participants work in groups of 4-6 to solve a

problem or make a decision within a specified period of time’ (Thornton & Mueller-

Hanson 2004, p.84). However, there has been much debate in the literature about

what the ideal number of participants should be. Many researchers claim that the

number of individuals participating in the leaderless group discussion is critical to the

overall effectiveness of the method and has an enormous impact on its reliability as an

assessment technique. Bass and Norton (1951) examined groups varying in size from

two to twelve and found that eighty-three per cent of the variance in reliability could

be accounted for by the size of the group in which the candidates participated (as cited

in Petty 1974). In this same study, reliability was highest with groups of six

participants and tended to become lower as group size was altered in either direction.

Through his research he also found that the way in which the candidates were seated

throughout the discussion affected the overall results of the assessment, stating that

ideally candidates should be seated equally spaced apart and, if facing one another,

should have even numbers on either side of the table rather than uneven.

In a typical leaderless group discussion, participants are given background

information about the organisation and told about the nature of the problem they are

facing; they are then instructed to discuss the issue with the members of their group

and come to appropriate recommendations and conclusions regarding the topic. The

leaderless group discussion allows assessors to ‘evaluate group interaction skills

which are known to be critical to success in supervisory/managerial positions’

(www.mps-corp.com). This technique is very beneficial for assessment when, for

example, the job for which the candidates are applying requires a significant amount

of leadership, communication, interpersonal and team-working skills. It allows

assessors to compare the skills revealed by the candidates with the competencies that

have been deemed as essential to possess in order to be able to carry out the job in

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question successfully. The leaderless group discussion also proves very helpful in

differentiating between candidates that may have similar credentials, aptitude scores

and qualifications. For example with graduates, as even though no leader is

specifically nominated beforehand; ‘one usually emerges during the group

interaction’ (Bernardin & Russell 1998, p.153).

2.3.1.3 Oral Presentations

Like all assessment centre exercises, oral exercises can take many forms

depending on the work behaviours or factors of the job being simulated. ‘Common

forms of oral exercises include press conference exercises, formal presentations, and

informal presentations’ (www.hr-guide.com) In oral presentation exercises,

candidates are given a set period of time in which to prepare a presentation on a

designated topic, normally relating to the company doing the hiring. The candidate

then presents to the panel of assessors who may then ask follow up questions. The

reason oral presentations may be viewed as a job simulation is because of the nature

of business today. If the job that the candidate is applying for requires the ability to

speak proficiently and at ease on front of others, on a regular basis, then it is

imperative that they possess the skills that will enable them to do so. ‘It is not

uncommon to include such a presentation…where participants are being assessed in

relation to jobs in sales, marketing or training’ (Ballantyne & Povah 2004, p.49). This

method, as has been identified in the literature by many authors such as Bernardin and

Russell (1998), is also carried out to identify competencies such as selling-ability,

self-confidence, ability to handle difficult questions and, essentially, may be used to

test their overall knowledge of the nature of the company. The next area that may be

incorporated into an assessment centre as a selection method is ‘testing’. This is

detailed further in the following section.

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2.3.2 TESTING

‘A test is a means of obtaining a standardized sample of behavior’ (Fisher et al.

2006, p.328). The principal purpose behind carrying out tests on individuals, for the

purpose of selection, is that the results should be easily comparable and should

identify each candidate’s relative strengths and weaknesses in different areas. The

most important element involved when carrying out a test is this idea of

standardisation; meaning that each set of tests should be identical in their content,

scoring scheme and administration in order to be reliable and provide unbiased

results. When being undertaken as part of an assessment centre, the settings should be

exactly the same for each candidate. This point is reinforced by Beardwell and

Claydon who state that ‘testing is essentially an attempt to achieve objectivity, or, to

put it more accurately, to reduce subjectivity in selection decision-making’ (2007,

p.209). When examining what is deemed as ‘best practice’ in testing, there is much

debate to be found in the literature, especially with regard to test administration.

Tests can be administered in the actual assessment centre itself, or online via

web based access. Some companies even carry out online tests prior to the

commencement of their assessment centre rather than incorporating them into it.

CIPD (2007) declared that ‘thirty per cent of UK organisations, and more among

multinationals, report that they use online selection in some form’ (as cited in

Redman & Wilkinson 2009, p.99). Although researchers have cited the benefits of

online testing as being time efficient and helping to reduce costs, there are still many

considerations a company should bear in mind when engaging in this medium. One of

the major drawbacks of this form of testing is the issue surrounding cheating.

Assessors can not be sure if it is indeed the candidate that is taking the test and not a

friend or family member. For this reason, HR experts have advised that this technique

is only to be used in conjunction with other assessment measures to maintain

reliability and validity. It is also advised in the literature that tests are only to be

administered and evaluated by psychologists, specifically trained in these areas.

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Tests are chosen on the basis that their resulting scores relate to future job

performance; high scores should reflect high future job performance and low scores

should reflect the opposite (Torrington et al., 2005). There are a multitude of tests

available to organisations, all with the aim of helping the employer build an overall

profile of the candidate and most importantly how they would fit within their

company, but most fall into the category of either ability or personality tests. These

two styles of testing are further described below;

2.3.2.1 Ability Tests

Also known as aptitude, or cognitive ability tests, these are used to ‘measure

your mental reasoning ability, most commonly your numerical, verbal,

comprehension, and abstract or spatial reasoning skills’ (www.graduatecareers.com).

An organisation that has correctly chosen the most appropriate ability tests, which

relate to the particular job in question, should find that individuals that score highly

are those that have a better chance of future job success; Plumbley (1985) reaffirms

this by stating that ‘a persons ability to score highly on such tests correlates with the

capacity to retain new knowledge, to pass exams and to succeed at work’ (as cited in

Feathers 2000). This high predictive value is the main reason behind its popularity as

an assessment technique, and they have proved to be especially beneficial for

organisations looking to hire the most competent candidate for a difficult or

demanding job. Fisher et al agree with this viewpoint by emphasising that there is

substantial evidence showing general cognitive ability to be a good predictor of

success in most jobs, and that ‘It is a particularly effective predictor in more complex

jobs’ (2007, p.329). Ability tests are also considered to be of even greater value when

used in conjunction with other tests or techniques to get a more rounded view of the

candidate.

2.3.2.2 Personality Tests

‘Personality tests are designed to reveal your interests and motivations’

(www.graduatecareers.com). The typical format is preferential questions, where you

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select from a series of choices. The idea behind personality testing is that there are no

right or wrong responses, just individual answers which psychologists use to develop

a profile of the candidate. This is then compared to a profile of the person the

employer is seeking. Numerous studies carried out on this form of assessment have

shown that appropriately chosen personality measures can be extremely beneficial in

helping companies to predict interpersonal, motivational, and non-cognitive aspects of

job success; ‘although cognitive ability measures remain the best predictors of task

performance’ (Fisher et al. 2007, p.337). As with most tests, this form of testing is

best used along with other methods of assessment due to its high level of subjectivity.

It is also advised in the literature that assessors should be very clear beforehand

on what precisely defines the various personality dimensions. This point is confirmed

by Rothstein and Goffin who argue that ‘unlike measures of general ability, principles

of validity generalization are much more complicated to apply to personality

measures’ (2006, p.162). However, if these tests are chosen and evaluated

appropriately, they should significantly help the hiring company to identify different

positive and negative personality attributes of the candidates involved in the

assessment, and subsequently should enable them to compare these traits with those

that are deemed favourable for the job. One of the major debates about personality

testing, however, is the concept of candidates answering questions in a way they feel

will be received positively by the assessors rather than reflecting their actual

personality characteristics; ‘applicants may “fake good”, or intentionally distort their

responses so as to appear more attractive to the organisation’ (Thornton & Gibbons

2009, p.176). Another method of assessment that may feature personality observation

and evaluation is ‘the interview’, as reviewed in the ensuing section.

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2.3.3 THE INTERVIEW

The application of an interview normally forms an integral part of most

assessment centres, despite the growing amount of controversy in the literature

regarding its effectiveness as a selection device. ‘In organizations around the world,

employment interviews continue to be one of the most frequently used methods to

assess candidates for employment’ (Ryan et al., 1999; Wilk et al., 2003, as cited in

Macan 2009, p.204). Its popularity has also been confirmed by Clark, who

furthermore concludes that ‘whilst the interview remains a popular selection

instrument it is deficient in terms of its reliability and validity’ (1992, p.4). However,

even though their predictive ability is under criticism, managers still incorporate them

into their assessment process because they give them more flexibility and control over

selection decisions compared with the other techniques previously mentioned, such as

aptitude testing and job simulations.

2.3.3.1 Interview Arrangements

‘The first step in preparation is for the interviewers to brief themselves’

(Torrington et al. 2005, p.207). For an interview to be most effective the assessors

need to be fully acquainted with the details of the candidate via their C.V, application

form or test results. Ideally, the assessors should have these with them during the

interview against which to compare notes. Adequate briefing of the candidates

themselves is also regarded as important in the literature. Prior to the interview, the

candidate should be told what is about to happen as well as being introduced to the

members of the panel.

The actual setting of the interview itself is also believed to be of critical

importance when assessing candidates. This point is acknowledged by Torrington et

al who state that ‘The room should be suitable for a private conversation and it should

be clear to candidates where they are to sit’ (2009, p.386). This view is further

reiterated by Armstrong who states that they should also have ‘little, if any,

distractions around them’ (2007, p.2007).

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2.4 THE FINAL SELECTION DECISION

After the candidates have completed all of their assigned tasks it is time for

the final selection decision to be made. As noted previously, in order to ensure the

most suitable candidate is chosen, it is vital that the appropriate competencies have

been identified prior to the commencement of the centre and that the assessors have

been fully trained on how to recognise them. For each assessment thereafter, the

assessors are required to observe the behaviour of each candidate and classify them

against the previously identified competencies. This has been stated as best practice in

the literature by authors such as Bernardin and Russell; ‘Assessors are trained to

recognize designated behaviours, which are clearly defined before each assessment’

(1998, p.154).

Assessors should also have the sought-after competencies written down in

front of them whilst observing behaviour in order to avoid the problem of ‘Ipsativity’;

that being the issue involving comparing candidates in a group against each other

rather than against the competencies (Garavan & Morley, 1998). All assessment

centres differ in the way in which they rate these competencies. Examples may

include; simply stating whether or not the person possesses the competency by

placing a ‘+’ sign beside those that do and a ‘-’ sign beside those that do not; or

numerically rating each competency per candidate, giving high numbers to those that

excelled in the competency area and lower numbers to those that did not.

After each assessment has been completed, and each of the candidates rated, it

is necessary for all the assessors to come together in a group to create an average of

ratings; this is confirmed by Bernardin and Russell who state that assessors should

‘assemble at a team meeting to pool their impressions, arrive at an overall consensus

rating for each candidate on each dimension, and derive an overall assessment rating’

(1998, p.154). Assessors are encouraged to debate between themselves when

differences in opinion occur; this helps to ensure that the final decision is in

agreement with all involved and that essentially the most suitable person is chosen.

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CHAPTER THREE

31

3.1 INTRODUCTION TO ENTERPRISE IRELAND AND

THE INTERNATIONAL GRADUATE PROGRAM

Enterprise Ireland’s fundamental objective is to ‘drive export growth momentum

and internationalisation in what will be a more challenging environment for our client

companies’ (www.enterprise-ireland.com). With offices in over 35 countries, and

highly trained and experienced marketing advisors working within them, Enterprise

Ireland work diligently at identifying who the key industry players are abroad as well

as carrying out extensive research on these foreign markets. They then work in

partnership with Irish companies to help them build a sustainable competitive

advantage in the global marketplace which subsequently leads to significant growth in

exports. Their main function is mainly as advisors, but they also provide financial

support to many companies looking to further their exporting abilities as well as to

those who are just beginning.

With this mission in mind, Enterprise Ireland has developed their international

graduate program. This two year programme aims to get new ideas from recently

qualified students as well as providing them with in-depth overseas marketing and

business strategy know-how. These carefully selected graduates are sent abroad to

work alongside the marketing advisors and may become involved in a whole host of

projects including; organising trade missions and conferences, conducting market

research and intelligence reports as well as executing lead generation reports.

Enterprise Ireland themselves have stated that ‘This challenging role requires

individuals who are highly motivated with the energy and enthusiasm to deliver

projects on their own initiative, an ability to work with others and to communicate

clearly and effectively is essential’ (www.enterprise-ireland.com).

This chapter, subsequently, will focus on the selection process that has been put

in place by Enterprise Ireland in order to identify those individuals that best match

32

these criteria. It will take you through their process step-by-step and critique it against

what has been deemed as best practice in the literature review.

3.2 SELECTION TECHNIQUES

‘The objective of our recruitment and selection policies is the appointment of the

most suitable person for a given post, based on a candidate's skills. A fundamental

part of the process is to ensure that standards of fairness and equality are maintained’

(www.enterprise-ireland.com). In order to do this, Enterprise Ireland have employed a

complex process into their selection procedure making use of a range of different

assessments and tests. This integration of a combination of methods has been

advocated numerous times in the literature review by authors such as Beardwell,

Bernardin and Fisher as being the most fair and effective way of engaging in the

selection process and adheres to what has been stated as best practice. The methods

that are employed must also comply with employment law in ensuring no

discrimination ‘either deliberately or otherwise’ takes place, as stated in section 1.1,

and Enterprise Ireland have excelled in this area through the just and fair procedure it

has created for selecting its graduates. Their selection process includes on-line

evaluation beginning in January each year, followed by a relatively intense

assessment process which commences in spring with offers being made to candidates

in early summer.

3.2.1 Application Forms

The initial step in the selection procedure for Enterprise Ireland is completion of

the application form. Students wishing to apply for the program can access this form

online at www.enterprise-ireland.com. The form must then be completed online and

returned before the closing date in January. Enterprise Ireland receives, on average,

1400 applications for their graduate program each year with only 16 places available

and, therefore, need to have the most efficient process in place in order to deal with

33

each one appropriately. This use of an online system ensures they are able to evaluate

applications in a structured and consistent way, as well as increasing the speed at

which they can do this. These benefits have been reiterated by Beardwell and Claydon

in section 1.4.1 who recommend using an online element especially when handling

high volumes of applications.

Enterprise Ireland also comply with best practice relating to application forms in

that they are only used as an initial screening of candidates and not used solely on

their own as a selection technique. As stated in section 1.4.1 by Fisher et al ‘a

significant proportion of candidates falsify or slightly inflate some of their

credentials’, which may lead to employers believing incorrect information about the

candidate. Enterprise Ireland, however, combat this by only requesting basic

information on their forms such as details of where they attended college,

examination results in their final year and any language proficiencies they may have

that would prove beneficial for the job (Graduate Program Application Form).

They also ask for details of any interesting project work the candidate may have

participated in; however they can ensure the candidate is being truthful regarding this

element as the final section of the form asks for contactable references, one of which

must be a college lecturer or head of faculty. This reiterates what is said in section

1.4.4 where it is stated that references should be used to verify information given on

the application form. Enterprise Ireland also request that a C.V be sent to them along

with the application form. However, these are only consulted for further screening if

the initial number of candidates meeting the basic requirements exceeds the plausible

amount that can be brought forward for further assessment. The use of the C.V

contradicts what has been stated in section 1.4.4 as best practice ie it is not advisable

to request information that is not purely factual; ‘opinions about character and

suitability are less reliable’.

The last area in which Enterprise Ireland relate to what has been deemed as best

practice regarding application forms is in their design. The importance of designing

34

application forms in an analytical manner has been cited by HR advocates in section

1.4.1, and Enterprise Ireland fully acknowledge this. They outsource the design and

management of their application forms to an external recruitment system known as

‘Candidate Manager’, who are specialists in recruitment software design. By using

this system, Enterprise Ireland is ensuring their forms are designed in the most

appropriate way and that they are managed accordingly.

3.2.2 Shortlisting

After all applications have been received, the difficult task of evaluation begins.

As mentioned previously, 1400 applications are received on average each year yet

only 400 of these may move forward to take part in further assessments. Enterprise

Ireland begins their shortlisting process by initially choosing a team of evaluators.

This team is made up of four people and normally consists of competent individuals

working within the department of organisational change management, which is the

entity responsible for the recruitment and selection of graduates. By using a team of

evaluators, they are reinforcing what has been affirmed in section 1.4.3 as being

critical to the effectiveness of the shortlisting process. After the team have been

carefully selected, they come together at a meeting to ensure that each individual is

aware of what is required of them. The graduate program manager hosts this meeting

and clearly explains the criteria against which the application forms are to be

compared. This knowledge of the exact competencies that are being sought after is

crucial at this stage, as verified by Beardwell and Claydon in section 1.4.3. The main

requirements for the graduate program are a minimum of a 2.1 degree, relevant

subjects especially marketing, and proficiency in another language if they are to be

sent to a country speaking a foreign language. However, this proficiency should be

tested in further assessments, as reiterated in section 1.4.1, as individuals may state

they are fluent but in reality are not. Each person on the team is also given a

shortlisting ‘template’ to ensure no mistakes are made and that each requirement is

stipulated in writing. This form is considered extremely beneficial when carrying out

the shortlisting procedure as reinforced in section 1.4.3.

35

After the team has successfully chosen the individuals deemed suitable for

further assessment, notification is given as soon as possible. This is done via the

Candidate Manager software, whereby the team input the names of both successful

and unsuccessful candidates. Candidate Manager then automatically e-mails each

candidate confirming the outcome. Successful candidates are sent details regarding

the next step in the assessment process, whereas unsuccessful candidates are told they

have been ‘declined’ rather than using the harsher term of ‘rejected’. This software

also allows the HR manger to input any reasons as to why they were unsuccessful.

Enterprise Ireland avails of this option by briefly explaining to the candidate that they

have been successful ‘due to the high volume of applicants’. This element of

providing feedback to the applicant as soon as possible, even when they have not been

successful, has been defined as important by HR advocates such as Compton et al in

section 1.4.3, and should also help to give applicants a positive image of the company

even after they have received bad news.

3.2.3 Testing

After the process of shortlisting takes place, the 400 chosen candidates are

invited to complete a series of online tests at home. The benefits of online testing for

the company are cited in section 2.3.2 as helping to reduce costs as well as being time

efficient. However, as also cited in this section, there is one main drawback to this

method; the possibility that the candidate will have help from a third party whilst

completing them. Enterprise Ireland is fully aware of this issue and in order to ensure

reliability across the board they incorporate a second round of similar tests into the

assessment centre itself. During the second round of tests, candidates are required to

sit in a large room and complete the tests by computer under controlled supervision.

Four candidates are taken at a time to take the tests and all testing rooms are identical.

This system never changes and adheres to what is stated as best practice in section

2.3.2, by advocates such as Beardwell et al and Fisher et al, where they claim that

standardisation is imperative to testing success. The use of several tests, instead of

36

just one, is also deemed as critical to obtaining reliable and valid results as reiterated

in section 2.3.2.

It was also stated in section 2.3.2 that ‘testing is essentially an attempt…to

reduce subjectivity’. The inclusion of these tests, therefore, allows Enterprise Ireland

to maintain their previously stated aim of achieving fairness and equality in their

selection procedure. Enterprise Ireland also complies with what has been deemed in

the literature as best practice regarding who administers the tests. HR advocates, such

as Thornton and Gibbons, have advised in section 2.2 that psychologists should

ideally be part of an evaluating team and this is reinforced in section 2.3.2. Enterprise

Ireland fully recognises this fact and subsequently outsources the design and

evaluation of these tests to a psychology consultancy firm named ‘CUTE’. CUTE

psychologists are fully trained to administer these tests and as a result can ensure that

their reliability and validity will not be questioned by applicants who are not

successful in this round of the selection process. They also ensure no incorrect

decisions are made as a result of tests that have been incorrectly designed or

administered.

The types of tests that are administered to applicants for the program are verbal,

numerical and personality; and their various advantages and disadvantages have been

cited throughout both sections 2.3.2.1 and 2.3.2.2. The main advantage to Enterprise

Ireland, regarding the use of ability tests, is that they can quickly and effectively

identify the candidates that would not be able to cope with the demanding role as an

intern abroad, as observed by their results. The role requires highly competent

graduates, and these tests aid Enterprise Ireland in predicting which candidates would

best suit it, as they are particularly effective predictors for jobs with more complexity

involved as affirmed in section 2.3.2.1. After the 400 candidates have been evaluated,

48 are selected and asked to participate in the assessment centre.

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3.2.4 Reference Checking

Reference checks are carried out as the final step in the selection process for

the graduate program, after the assessment centre and prior to the actual hiring of the

candidate. Enterprise Ireland view this as an important stage in the process, but only

carry out as a final phase, as it would be implausible to carry out checks on hundreds

of individuals. This strategic placement of the reference check is common amongst

companies and is noted in section 1.4.4 by the Public Service Commission;

‘Ultimately, the available resources and the purpose of the reference check will

determine its placement’. Reference checks for the graduate program are carried out

by the program manager herself who obtains the contact details from the initial

application form that was provided by the candidate. It is compulsory for the

candidate to provide at least two references; one educationally based and the other a

previous employer (Graduate Program Application Form). The provision of these

differing references enables Enterprise Ireland to verify all details given by the

applicant throughout the program, from college results to punctuality at work. Finding

out this factual information is beneficial to the company; as outlined by Beardwell

and Claydon in section 1.4.4 who state that ‘factual information is essential’.

Enterprise Ireland also complies with best practice in terms of briefing the

referee beforehand. It is stated in section 1.4.4 that it is advisable to provide the

referee with instructions beforehand, as well as explaining the types of questions that

will be asked. This is adhered to strictly by Enterprise Ireland as the program manager

sends a ‘briefing package’ to the referee prior to contacting them. This package

includes; a brochure about the program, details about the applicant and the stage that

they are at in the assessment, the types of questions that will be asked, as well as

stipulating the date and time when they are to be contacted. The check is carried out

via telephone, as the most effective medium, as cited in section 1.4.4. The benefits of

contacting people by phone are also acknowledged in the section on telephone

interviewing, 1.4.5.

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3.3 THE ASSESSMENT CENTRE

The main aspect of Enterprise Ireland’s selection process with regard to selecting

graduates is the assessment centre. This procedure is ‘designed to minimise as many

forms of potential assessor bias as possible and to ensure that each participant is given

equal opportunity to demonstrate ability across a range of standardised situations’

(Enterprise Ireland Competency Guide p.4). As mentioned previously, 48 candidates

are invited to take part; the principal end objective being the selection of the most

suitable 16. In choosing to run assessment centres as part of their selection procedure,

Enterprise Ireland is conforming to what has been stated in the literature regarding

their popularity amongst graduate recruiters and has also been reaffirmed by Payne et

al in section 2.1. The centre is run within Enterprise Ireland itself, and extensive

planning by the program manager goes into its organisation and structure.

3.3.1 The Format of the Assessment Centre

The assessment centre itself lasts for a period of three days which conforms

with the principle of most centres lasting from between one day to one week and

which was noted in section 2.2. Prior to its commencement, the candidates are divided

into three groups with 16 people in each. Each group is then allocated a particular day

on which to attend the centre. On arrival, the candidates are greeted in the reception

area by the program manager and two centre managers. Following this, they are

brought into a spacious room where the first phase of the centre is to take place i.e.

the introduction. The candidates are seated and provided with coffee in order to give

them time to relax and introduce themselves to one another; this is seen as a crucial

time for the candidates as it is their first encounter with their competition. The

introduction to the centre then takes place whereby the candidates are told what

assessments they will be involved in as well as providing them with their timetable

for the day. The timetable details exactly where the candidates should be and at what

time, as well as stipulating when they are to have a break (Enterprise Ireland Master

39

Timetable as cited in the Competency Guide p.21). This ‘meet and greet’ as well as

the appropriate briefing of candidates is adhering to what has been confirmed in the

literature as best practice and is viewed as a vital aspect of this initial phase in the

process, as noted in section 2.2.

The group in then subdivided into two smaller ones consisting of eight

participants in each. The two groups then part with each other to begin the various

exercises. These eight participants will remain in each others company throughout

most of the day, and will be undergoing the group tasks together. This complies with

what has been stated in section 2.2 regarding the observation of multiple participants.

It is contended in this section by HR advocates such as Fisher et al that the ideal

number of participants under observation at any one time should be between ‘six and

eight’.

As stated in section 2.2, the number of assessors observing the candidates is

important and there should be, ideally, one assessor per every two candidates. This is

recognised by Enterprise Ireland and during the group tasks there are four assessors,

one in each corner, observing the eight candidates. However; it has also been stated in

this section that assessment centres showed ‘stronger predictive validity when

psychologists served as assessors along with managers’; this is an area that could be

improved upon by Enterprise Ireland as it is only HR managers and overseas

managers that serve on the assessment panel.

Adequate training for the assessors is also viewed as vital for Enterprise Ireland.

‘As an assessor you will need to watch, listen and record in an unobtrusive way’

(Enterprise Ireland Competency Guide p.10). Assessors are fully briefed and trained

on what is expected of them prior to the commencement of the centre. This is vital to

assessment success as confirmed in section 2.2. It is stated in the competency guide

that assessors are to follow the ‘ORCE’ method of assessment;

40

• Observe- This means assessors must firstly observe the participants by sitting,

watching and listening to them without being obtrusive in any way. The principal aim

here is to be noticed as little as possible by the candidates.

• Record- Throughout observation, assessors must write down any behaviours

they witness; the aim here is to only record what they actually see, not their own

opinions or judgements regarding the behaviour.

• Classify- After observation finishes, the assessors must compare the recorded

behaviours against the competencies which they are looking for. Related behaviours

should be grouped together.

• Evaluate- Assessors must then look at how many times the individual displayed

a certain behaviour relating to a competency. This enables them to decide how well a

participant performed in each of the desired competencies.

In order for the assessors to be able to carry out this method of assessment, the

graduate program manager and her team carefully decide the essential competencies

prior to commencement. This is deemed as best practice in section 2.2 by various HR

advocates. It is also stated in this section that these competencies must be ‘specific,

observable, verifiable, and that can be logically classified together’. Enterprise

Ireland is fully aware of this rule, and put a great deal of time into deciding which

competencies are crucial for the job. The competencies they choose reflect the

competencies needed to perform the graduate role in question. This reiterates what

has been noted in section 2.2 regarding the use of a detailed job analysis in order to

choose the most relevant competencies.

The competencies chosen for the graduate program are initiative and achievement

orientation, organisational skills, resilience, communicating with impact, written

communication, teamwork and relationship building (Enterprise Ireland Competency

Model as cited in the Competency Guide p.7). These competencies generally comply

with what has been stated in section 2.2 as being the popular dimensions for

assessment. This shows Enterprise Ireland are conforming to general standards, which

in turn will ensure that their procedure is perceived as fair by candidates.

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3.4 ASSESSMENT CENTRE TECHNIQUES

The first phase of Enterprise Ireland’s assessment centre is the administration of

the second round of ability and personality tests that were mentioned earlier. After

these have been completed, the candidates must participate in three main assessment

techniques; the group task, the individual task and the interview. The incorporation of

a wide range of techniques, like these, is beneficial to the company as mentioned in

section 2.3. Any skills which one technique fails to measure may be identified

through the use of others.

3.4.1 The Group Task

The group task for Enterprise Ireland consists of a leaderless group discussion.

This is an extremely beneficial tool for Enterprise Ireland in the selection of graduates

because, as stated in section 2.3.1.2, it allows assessors to ‘evaluate group interaction

skills’. This is therefore an ideal technique for identifying competencies such as

teamwork and communication skills, which, as stated earlier, are two of Enterprise

Ireland’s chosen dimensions. Enterprise Ireland also stipulates that it uses this form of

assessment primarily to measure a candidates ‘Resilience’ (Enterprise Ireland

Assessment Matrix as cited in the Competency Guide p.9) It also states in 2.3.1.1 that

this form of assessment is ideal for using on candidates that have similar test scores or

credentials, as it allows assessors to evaluate a person based on ‘what they can

actually do, rather than what they know’. Enterprise Ireland is, therefore, complying

with best practice regarding the use of the most appropriate techniques as this helps

them to differentiate between graduates, all of whom possess higher degrees. By

observing the graduates in action they can differentiate between candidates who are of

similar intelligence, with similar test scores, because even though no leader is chosen

for the discussion, ‘one usually emerges’ as cited in section 2.3.1.2.

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For the purpose of the group discussion, the candidates are further split into two

groups of four. This group of four are then seated at a table and given a case study to

read and discuss. The topic for the case study is chosen by the program manager and

is changed annually to avoid the issue of candidates pre-preparing for it. Enterprise

Ireland is not conforming to best practice here as it has been noted in section 2.3.1.2

that the ideal number of candidates for a leaderless group discussion is six.

3.4.2 The Individual Task

‘Enterprise Ireland’s competency framework can be thought of as the DNA of

organisational effectiveness. It is an in-depth description of the knowledge, skills,

attitude and behaviour necessary to perform in a particular job’ (Enterprise Ireland

Interview Guide p.3). In order to identify several of these aforementioned

competencies, the company has incorporated an oral presentation into its assessment

centre. Enterprise Ireland states, in its guide, that the principal purpose of the oral

presentation is to identify a candidate’s organisational and communication skills, as

well as their level of knowledge on the topic of the presentation. The use of the oral

presentation, to identify such competencies, is in agreement with authors such as

Bernardin et al in section 2.3.1.3.

The topic is given to the candidates one week prior to the commencement of the

centre; the candidates are instructed to prepare a presentation lasting seven or eight

minutes. An example of the topic would be, ‘The challenges and opportunities facing

Irish Small to Medium Enterprises exporting into international markets – present on

effective export strategies in tough times and advise on what strategy Enterprise

Ireland should adopt to support the needs of their client companies exporting.’

(Enterprise Ireland Interview Guide p.10). As stated numerous times in the literature

review, the competencies being sought after should directly relate to the job analysis.

By using a topic of this kind, Enterprise Ireland are conforming with exactly what has

been advised by HR advocates such as Torrington et al, in section 2.2. The

presentation tests graduates knowledge relating directly to the job in question. It has

43

also been stated in section 2.3.1.3 that oral presentations are especially valuable to the

company ‘where participants are being assessed in relation to jobs in sales, marketing

or training’.

3.4.3 The Interview

The final stage in the assessment process for graduates is the interview.

Candidates proceed to their specified room, as shown on their timetable, at their

designated time. The rooms in which the interviews are held in Enterprise Ireland are

relatively small and have no windows; this does not comply with what is considered

best practice by HR advocates in section 2.3.3.1. Along with this, the front walls of

the interview rooms are completely made of glass and are overlooking a main

corridor. This is very distracting for the candidate as there is constant movement

outside the room which may make it difficult for them to concentrate and focus. In

section 2.3.3.1 Torrington et al state that, ‘the room should be suitable for a private

conversation’, which is not what Enterprise Ireland are currently complying with.

3.4.4 The Final Selection Decision

When it comes to making the final selection decision, overall Enterprise Ireland

conform with was has been stated as best practice. It has been stated in the literature

that assessors should ideally take notes throughout all assessments and then endeavor

to classify these behaviours into different competency categories. Each of these

behaviours should then be rated according to the extent at which they relate to the

competency. This is reiterated in section 2.4 of the literature review as being a crucial

element in effective assessment. This is complied with by Enterprise Ireland, as can

be seen by their ‘ORCE’ method of assessing candidates. The scoring guide used by

the assessors in Enterprise Ireland is detailed below;

44

For each competency area the applicant’s content is rated on a five-point scale as

follows:

5 = Far Exceeded required high standards - A Role Model:

The candidate possesses highly developed and relevant skills and abilities and their

performance clearly cannot be improved upon. May act as a mentor to other graduates

in this competency.

4 = Exceeded required high standards:

The candidate possesses highly developed and relevant skills and abilities and their

performance clearly exceed requirements.

3 = Met required high standards:

The candidate possesses well-developed and relevant skills and abilities, and has

demonstrated competency at the required level. The competency is as well developed

as that of their peers.

2 = Scope for improvement:

The candidate possesses some relevant elements of the competency area. They would

need some further training and development to enhance their existing capacity in order

to perform satisfactorily. They are weaker than peers in the competency area.

1 = Unacceptable:

The candidate is unable to demonstrate the competency (there is no evidence of the

competency) or demonstrates strong negative examples of the competency.

After each assessor has evaluated each candidate, and rated them according to

this scale, it is time for the ‘Wash-Up’. This term is used to describe the meeting that

takes place between all the assessors in Enterprise Ireland whereby they discuss their

ratings and come to an overall agreement on which 16 candidates should be selected.

This adheres to what is stated in section 2.4 by Bernardin et al. ‘assessors should

assemble at a team meeting to pool their impressions, arrive at an overall consensus

rating for each candidate on each dimension, and derive an overall assessment rating’.

45

RECOMMENDATIONS AND CONCLUSIONS

As discovered in the contextualisation, Enterprise Ireland’s selection procedure

for the graduate program, in general, conforms to what has been deemed as best

practice in the literature review. Their assessment centre approach has proven, thus

far, to be extremely effective with regard to choosing the best candidates available, as

shown by the positive reports that the graduates receive from their supervisors abroad.

The validity and reliability of the assessment centre as a selection tool has been stated

repeatedly in the literature by HR advocates as being one of the most effective

methods for selection, especially with regard to graduates. For this reason, Enterprise

Ireland is truly keeping in line with current selection standards. However, as a result

of what has been stated as best practice in the literature review, and the subsequent

critique in section 3.3, several areas have been identified within the process that could

possibly be improved upon as detailed below;

• Bio-Data Analysis: This method of assessment was described in section 1.4.2 as

‘one of the most effective predictors of work-related criteria and can be used as an

alternative to aptitude or ability testing’, yet it is not incorporated into Enterprise

Ireland’s selection process. These questionnaires allow the candidates to describe

themselves using both factual and attitudinal questions, and the characteristics that

are identified are then compared with those of existing, highly productive,

employees. This method of assessment would be ideal for Enterprise Ireland’s

graduate program, as the assessors could quite simply compare the results of the

questionnaires with the profile of a previously successful graduate. It was also

stated in section 1.4.2, that the main drawback of this form of assessment is that

questionnaires have to be created unique to each different role within a company.

This was cited as being too expensive for most companies wishing to try out the

technique. This, however, would not affect Enterprise Ireland as its graduate

program involves one role only.

46

• In-Basket Testing: It was stated in the literature review that some form of in-

basket testing is usually an integral part of an assessment centre. As cited earlier,

‘The in-basket consists of a variety of materials of varying importance and

priority that would typically be handled by an incumbent’. It would seem,

therefore, that this type of test would be perfectly suited to the graduate selection

process, given the nature of the role in question. Graduates on the programme are

given highly demanding jobs and are required to plan, organise and effectively

implement various programmes whilst abroad. Testing them in advance on how

they would deal with, and prioritise different tasks, under specific time

constraints, would enable Enterprise Ireland to measure how the candidate would

cope if they were to be hired for the actual position. It was also stated in the

literature that these types of tests are ideal for measuring a candidate’s skills such

as decisiveness, initiative and oral and written communication skills, all of which

are competencies that Enterprise Ireland look for in their graduates throughout the

assessment centre.

• Other: Apart from the aforementioned aspects, there are several other minor

details which could be improved upon by Enterprise Ireland within their selection

process, as identified in section 3.3. The first adjustment that could be made is

with regard to the group task. Enterprise Ireland currently assesses groups of four

individuals at any one time during their leaderless group discussion. It has been

stated in the literature, however, that the ideal number is in fact six individuals per

group. HR specialists warn that any number above or below this will affect the

overall validity and reliability of the assessment. It is recommended, therefore,

that Enterprise Ireland adjust the size of their group to six in order to produce the

most reliable results. The final area which could be improved upon is in relation to

the rooms used during interviews. They are currently small, with one glass wall,

and are not appropriate for formal interviews. It is suggested that alternative

rooms be used, preferably in a quiet area of the building with no distractions

nearby.

47

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