GuideSelectionPlan.doc 1

7/31/2019 GuideSelectionPlan.doc 1

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GUIDELINES FOR DEVELOPING A SELECTION PLAN

What is a selection plan?

A selection plan establishes an understanding ofthe job so you can hire the most qualified applicant.The plan lays out the major responsibilities of the

job, identifies what is needed to perform the job,and identifies the most effective selection

procedures to use

First step is the job analysis

Job analysis means developing job-relatedinformation. Its the starting point in the selectionplan and, for that matter, in the entire recruitmentand selection process. Its a study of the job todetermine these parts:

major duties and responsibilities their relative importance to the job the competencies required to performthem the qualifications for the job.

The legal aspects of hiring demand that selectionprocedures relate clearly the competencies neededto perform the job. A Job Analysis produces awritten record. This record shows that youappropriately studied the duties of the job. It alsoshows you reached reasonable, job-relatedconclusions about KSBs and the procedures youlluse to measure them.

Conducting a job analysis

1. Start by generally describing the purpose of thejob. Define the major work processes theemployee does. These are the dutystatements. Most jobs have three to fiveidentifiable processes. Think about the mainfunctions of the job. Dont get hung up ondetails. Heres one way to figure out how toorganize duties and responsibilities into majorwork processes think about whether they allrequire similar knowledge, skills, and behaviors.

You can gather information in a number ofways interviewing the incumbent orsupervisor (or both), directly observingperformance, examining work products, usingquestionnaires, using Behavior Event orCritical Incident interviews.

2. Decide which duties are essential. Essentialduties are either critical to the job or they takeup a large percentage of time.

For example, its essential for a wordprocessing operator to produce documentsusing word processing equipment.Occasionally filling in as receptionist would be amarginal duty.

3. Identify the KSBs needed to do the major dutiesand responsibilities.

Knowledge is the technical or professionalinformation needed to perform the job, acquiredthrough education, training, or personalexperience. A given job may require knowingabout something or "how to do something.People gain knowledge in a variety of waysbesides formal education. Usually, it makesmore sense to consider the breadth and depthof knowledge needed than the specific meansof getting it.

These questions about the major duties willclarify the knowledge needed:

What subject matter does theduty cover?

Within this subject matter, whatfacts or principles must the employeeunderstand?

What is the depth and breadthof knowledge required in these areas orsubjects?

Skill involves proficiently applying knowledgeand behavior in completing any part of a job.Skills describe physical or mental activities,such as operating a forklift or calculating thestress load on a bridge.

These questions about the major duties willclarify the skills required:

What activities must the employeeperform with ease and precision? What are the manual skills required to

operate machines, vehicles, equipment,or to use tools? What mental skills are required toperform the assigned duties?

Behavior is a way a person acts under givencircumstances that demonstrates personal andinterpersonal competencies. Descriptions ofbehaviors should portray observable actionsused to achieve job-specific results, such as

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accuracy and paying attention to detail working cooperatively with others as part of

a team taking responsibility for and delivering on

commitments to customers

An employees behaviors demonstrate

competencies critical to success on the job.

To identify behaviors, ask what a person needsto do to successfully perform each duty. Forexample, you might ask:

What is the most significant personal orinterpersonal behavior that contributes tosuccess in this job? Depending on thenature of the work, the behavioralcompetencies might include

Keeps current professionally and continuallystrives to improve ability to apply newknowledge (Commitment)

Writes clearly, logically, effectively, withbrevity; eliminates unnecessary detail(Communication)

Focuses on achieving goals and on bringingprojects to closure on time despiteobstacles (Initiative and Accountability)

Shares job-related data with peers and

others. Listens and offers support andadvice on job-related problems(Influence)

Achieves results by getting a group focused.Encourages teamwork and participation(Personal Effectiveness)

Goes beyond traditional ways to addressissues and problems and to establishand maintain effective workingrelationships (Thinking and Problem-Solving)

Important considerations for the job analysis

Review the job analysis each time the job becomesvacant. If necessary, update the information.

Get help from people who know about the job.Employees who have done the job or are currentlydoing the duties in similar jobs can help. So canthe immediate supervisor.

Don't forget to analyze job requirements such asphysical activities or travel.

Generally, three to five major duties cover the mostsignificant demands of the job.

To comply with the Americans With Disabilities Act,you may need to describe other means of doing atask. Its best not to state exactly how to do sometask unless its essential to completing the duty.

Minimum qualifications (MQs) describe theknowledge, skills, and behaviors (KSBs) needed toperform the major duties of a job upon entry to the

job. MQs provide a quick and cost-effective way toscreen that is, to see which applicants do andwhich dont have the competencies to do the job.MQs also provide a tool for applicants to self-sc-reen to assess their background against therequirements of the job. They can then deciderwhether to apply for the job.

Developing minimum qualifications

1. Using the job analysis, identify the KSBs thatare necessary on the first day of the job.

2. Review the list of necessary KSBs; removeany that could be acquired in the first sixmonths on the job.

3. Review the list of necessary KSBs; removeany that cant be measured.

4. Determine the education and experience thatprovide the minimum level of KSBs to performthe job. Be clear on type and level ofeducation. Be clear on type and length ofexperience. Its best to develop this statementby talking with someone doing the job, pre-vious employees in that job, and supervisors.

5. If youre drafting a vacancy announcement isbeing drafted, is the job is targeted for

Affirmative Action? If so, consider having theDepartment of Administration review theminimum qualifications.

6. Identify other KSBs that arent necessary butmay be desirable. Use these as a tiebreakeronly when more necessary KSBs areessentially equal.


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Important considerations for minimumqualifications

MQs are a "test," as defined in the Federal UniformGuidelines on Employee Selection Procedures.You must be prepared to show that requirementsare job-related.

The required MQs should state the lowestqualifications a newly hired employee needs tosuccessfully do the job. Dont describe the sort ofexperience, education, or training reflectingcompetencies normally developed with some timeon the job.

MQs should be specific enough that you and otherscan use them to distinguish among applicants.MQs shouldnt be so narrow that they rule out allapplicants except those with an ideal background.If too restrictive, MQs can prevent promoting fromlower level positions, limit reassignments andmobility, and cause employees to seekopportunities elsewhere.

Establishing minimum qualifications calls forrealistically considering the needs of the job. Inaddition, consider supply and demand of thepotential workforce in your recruiting areas..

Develop MQs so that only those applicants with areal likelihood of having the needed competenciesget serious consideration for the job.

MQs should allow for other ways of obtainingcompetencies. That is, build in some flexibilitywhen stating MQs, such as an equivalentcombination of education and experience.

Limit MQs to competencies you can observe andevaluate.

Second step is identifying selection procedures

Following job analysis, the second stage indeveloping a selection plan is deciding how you will

evaluate applicants and select the best person forthe job.

In your selection process, focus on the essentialKSBs. Evaluate desirable KSBs only after lookingat the essential KSBs.

Identify the selection procedures youll use toassess the essential and measurable KSBs. There

are several ways to evaluate competencies andMQs:

Training and experience evaluations Thismethod, often called TE, looks at an applicant'straining and experience as they relate to the job. Ifyou try to evaluate applicants solely on the

information they give on their applications, you mayassume things about education and experience thatcan lead to selection problems. Using a TE basedon supplemental questions is more reliable.

Supplemental Questions Supplementalquestions give applicants specific guidelines todescribe the competencies they gained throughtraining and experience. One result of goodsupplemental questions is this: all applicants willunderstand the qualifications needed to perform the

job and have an opportunity to show theirqualifications.

On supplement responses, you can quickly reviewkey information. You can determine whetherapplicants have certain knowledge or skills withoutsorting through reams of rsums. You wont haveto guess at the duties an applicant has performed;this means increased objectivity of your process.

Written tests Written tests can be good selectiontools, but they arent always practical. Writtenexams cost a lot of time and money to develop. Itscritical to ensure that tests are valid; that is, that

they measure job-related knowledge in a way thatis also job-related.

Taking the test in itself requires a level of skill andknowledge. Do you need that level of skill orknowledge on the job? Does the job require similartest-taking behaviors? You might disqualifyotherwise capable applicants just because theytest poorly, yet dont need that competency on the

job. Written tests also may have an adverse impacton some protected classes because of culturalbiases in test design.

Performance tests Performance tests involvehaving an applicant perform small samples of anactual duty. Examples include:

Taking typing test for a clerical job

Responding to a question that an employeemay have to answer on the job


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Operating a piece of equipment undercontrolled conditions

Because they closely resemble what an employeedoes on the job, performance tests are usuallymore job-related than other measures. You need todevelop rating criteria in advance of using the test.

Be careful when setting the passing score orperformance on a performance exam. A failingscore should represent unacceptable performanceon the job.

Physical tests Physical tests often includeendurance or strength measurements, which couldadversely impact on women, older workers, andothers. If you must use these tests, ensure thatthey accurately reflect the physical requirements ofthe job. Does the employee need to lift 100pounds, or does the employee need to lift 25pounds four times a day? Is equipment availablethat would help an employee perform somephysical work? Are there other ways to perform the

job duties that do not require these abilities?

Interview The oral interview remains the mostpopular selection procedure, but they also need tobe valid and consistent. Structured interviews helpmeet this goal; they evaluate job-relatedqualifications and apply consistently acrossapplicants.

Develop the questions in advance, along with

suggested responses and rating criteria. Thenconduct the interview consistently. This is key toproviding a fair selection procedure.

Informal interviews that rely on "gut reactions" canteach you a lot about the applicant's actualcompetencies. An applicant with excellentconversation skills will give the impression of beingwell-qualified. But that persons main competencyis probably the gift of gab.

Informal interviews also may get information thatcould lead to unlawful discrimination. You may

have to defend how you used this information ifyour selection decision is challenged.

Work Sample A work sample is some tangiblething an applicant has produced. It shouldrepresent the applicant's level of competence in aspecific area. You could ask applicants to submitthe specified work sample when they apply or whenthey come for an interview. This means you haveno control over it; its possible that someone else

produced part or all of the work sample. You couldask applicants to produce the sample underconditions you control; this assures the applicant isdoing the work, but it might not represent realworking conditions. Here are some examples:

A budget or a work plan that theapplicant prepared

A legal brief or computer program theapplicant wrote

A thesis or paper the applicant wrote inschool.

Welding samples the applicantproduced

A portfolio of articles or artwork orphotographs

You can use written work samples to evaluate an

applicants writing skills, when appropriate, as wellas the relevant job knowledge.

References - If not done well, reference checkscan result in the same problems as informal,unstructured interviews. Structure the questions,make them job-related, and present themconsistently. Most employers check referencesonly for the finalists. Some agencies andcompanies are reluctant to provide referenceinformation some even have policies againstdoing so. Still, its important for you to seekreference information.

Important considerations for selectionprocedures

No selection procedure is best. You should look atthe competencies and MQs to see which selectionprocedures will best evaluate the applicants' abilityto perform the job. A common combination oftenincludes supplemental questions, a performancetest, interview, and reference and backgroundchecks.

If a certain competency is needed to performseveral major duties, you should use more thanone selection procedure to evaluate whetherapplicants have that competency. You mustdevelop the procedures you will use before you doany screening. This will reduce bias and possiblediscrimination.


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GuideSelectionPlan.doc 1