Person specifications

Transcription

1 Person specifications This guidance should be read in conjunction with the Recruitment and Selection Policy see section on Pre-recruitment. This guidance covers the following: What is a person specification... 1 Selecting the requirements... 2 and desirable requirements... 2 Weighting of requirements... 2 Areas of responsibility... 2 Mandatory requirements... 3 Other requirements... 4 Occupational Requirements... 4 Do s and don ts... 4 Method of assessment... 5 Application form... 6 Interview... 6 Tests... 6 Documentary evidence... 6 APPENDIX 1 Sample person specifications... 7 APPENDIX 2 - Example areas of responsibility What is a person specification 1.1 The person specification sets out the specific skills, abilities, knowledge, experience, personal qualities/behaviours and any other requirements which an individual must possess to perform the job duties effectively. 1.2 The person specification is the key reference document for selection decisions made at shortlisting, testing and interviewing stages. Potential applicants will also use the person specification to decide if they are suitable for the job. 1.3 The standard person specification template should be used. Sample person specifications are also available to view in appendix The responsible HR adviser will ensure person specifications are broadly consistent with those for similar jobs within the university and will be able to provide guidance on possible changes to the person specification to help attract a wider and more diverse pool of applicants.

2 2 Selecting the requirements and desirable requirements 2.1 The person specification should set out the essential and, where applicable, the desirable requirements that the successful candidate should possess: i. requirements are the minimum requirements necessary to carry out the job: without these an individual should not be short-listed/appointed. ii. Desirable requirements are not critical for candidates to possess in order to carry out the job, but may enhance the performance and contribution of the successful candidate on commencing the job, or be of wider benefit to the team/faculty/university in the longer term. Desirable requirements should not be 'aspirational' ie they must be genuinely beneficial in the context of the job purpose and carefully considered. If there are no desirable requirements then only essential requirements should be specified. 2.2 All requirements (both essential and desirable) should be relevant to the job, objective and measurable. Weighting of requirements 2.3 Recruiters can choose whether or not to use weighted requirements. They can be used either to reduce an unmanageable shortlist or to differentiate between two or more appointable candidates at the decision-making stage. They must not be used for any other purpose. See guidance on shortlisting. 2.4 Certain requirements within the person specification can be weighted to reflect relative importance to the job. For example, in considering requirements for a manager s post substantial experience of service planning, monitoring and evaluating implementation to maintain and improve quality may be considered more important than evidence of continuing professional development therefore the first requirement will be noted as a weighted requirement. 2.5 If used, weighted requirements must be identified before shortlisting commences. It might be possible to identify them when drawing up the person specification however it may not always be obvious at that stage. The weighted criteria should genuinely reflect the most important and significant job requirements. 2.6 Weighted requirements are not marked on the person specification itself. Areas of responsibility 2.7 The person specification should group the requirements into areas of responsibility. The areas of responsibility should be identified from the job description. For example, Leadership, People management, Customer care, Research, Teaching, Marketing, 2

3 Communications, Technical, Creativity and innovation, Equality and diversity, Welfare, Finance, Customer care, Commercial work, Partnership working, International, etc. A list of other possible examples is shown in appendix The requirements should describe the knowledge, skills, abilities and aptitudes, relevant experience and, where applicable, qualifications required for each area of responsibility. 2.9 There should be between 3-5 areas of responsibility. Mandatory requirements 2.10 Equality and diversity must be listed as a requirement for all jobs. Managers could use one of the requirements below, depending on the level and nature of the job: 'Sensitivity to a diverse range of staff or student needs and evidence of responding to their different needs'; 'Able to provide a service to a diverse range of people to promote good relations and equality'; 'Experience of developing positive relationships with relevant stakeholders (managers, unions, employees etc.) ; 'Good understanding of equality issues and how they affect the workplace'; 'Experience of handling conflict and managing sensitive issues to achieve positive outcomes If the job description includes a responsibility for carrying out a specific health and safety role, an appropriate requirement should be included in the person specification. For example: Knowledge and understanding of health and safety legislation and regulations Or Ability to promote a positive health and safety culture, and improve health and safety performance If the job description includes a specific duty about inputting and/or managing data (data quality), the standard requirement below should be included: Understand confidentiality and the requirements of the Data Protection Act The Code of conduct for DMU staff outlines the expectation on staff to act impartially and in good faith observing the highest standards of professional integrity and transparency. The code emphasises where staff could potentially commit a criminal offence under the Bribery Act 2010, by giving or receiving gifts, loans etc, either financial or non financial (see section of the code) If the role involves situations where potential contravention of the Bribery Act (or contravention of related university policies and procedures eg Financial Regulations, Anti 3

4 Fraud Policy, Gifts and Hospitality etc.) might occur, the expected demonstrable behaviours need to be specifically identified within the person specification. This is likely to be applicable for senior executive positions, those carrying out negotiations abroad, or finance positions. For example, a requirement to include in the person specification, which can be confirmed when references are requested, might include: Maintains professional integrity at all times, acting with honesty and impartiality. Other requirements 2.15 The person specification should set out any other requirements which are unrelated to the personal skills and attributes required of the job holder, but arise from the circumstances of the job purpose and duties. For example the ability to work evenings and weekends, or the need for a satisfactory standard/enhanced Disclosure and Barring Service (DBS) check. See DBS Guidelines for Managers and Employees. Occupational Requirements 2.16 Occupational Requirements (OR s) should be used with caution, and the relevant HR adviser must be consulted if the recruiting manager deems an OR to be relevant to the job. For further information about OR s, see guidance on Attracting suitable applicants. 3 Do s and don ts Do use language that is inclusive and non-discriminatory. Do state requirements that are relevant and capable of being objectively measured during the selection process. If the requirement is not capable of objective measurement, it should not be included. Do focus on transferable skills that will be of benefit to the university as a whole rather than a specific role where possible. Do reflect on each requirement to ensure it is measurable at more than one stage of the selection process where possible (see also 3.2). Do seek advice from experts for technical requirements, to ensure accurate requirements have been specified and the intended assessment method is appropriate. Don t use terms that might contain age or gender bias or other discriminatory connotations. Examples might include: Must possess a mature attitude to work - how is this to be measured? Ability to speak fluent English - this will have a discriminatory impact on people whose first language is not English. Unless there is a clear need for the job holder to be fluent, as opposed to merely reasonably conversant, in the English language, this would be indirectly discriminatory on racial grounds. 4

5 Smartly dressed in appearance could be indirectly discriminatory against people who wear religious or national dress, or who due to bodily shape are unable to wear certain clothes. Waitress / Storeman is it an essential requirement for the duties to be performed specifically by a man or woman? This is sex discrimination. Energetic / enthusiastic / dynamic individual - unnecessary, irrelevant or marginal requirements such as this can be off-putting to applicants and may be discriminatory eg where a person s disability causes them to tire easily. Physically fit and healthy this could discriminate against people with disabilities. Must hold a full, clean UK driving license may discriminate against a foreign or a disabled applicant. Does it need to be clean? Is this an essential requirement for the job? GCSE English and maths at grade C or above citing specific qualifications should be avoided unless clearly justifiable as they can be discriminatory on the grounds of age, race, national origin, etc. It is better to think about the actual skills needed instead, as this will extend the pool of potential candidates. Is maths GCSE needed to do the job or is it more important to have good numeracy skills and ability to do complex calculations? A minimum of five years experience of managing a team - asking for specific lengths of experience may be discriminatory on the grounds of age and may be a poor predictor of job performance. The length of experience is not necessarily an indicator of the quality or depth of experience and can lead to arbitrary selection decisions. Refer to the good practice examples provided at appendix 1. 4 Method of assessment 4.1 The person specification form must indicate how each requirement will be measured in the selection process. 4.2 It is bad practice to measure every requirement at application stage and may deter people from applying, especially if the requirements to be addressed at application stage are numerous. Where possible, each requirement should be measured more than once during the selection process eg written communication skills might be measured at both application and at test stage. By using more than one method to measure each requirement, the correlation between performance during the selection process and performance in the job is likely to be closer than if only one method is used. However it is acknowledged that for some skills eg keyboard skills, there may only be one method of measurement ie test. 4.3 Decisions about which tests are to be used and at what stage of the selection process, need to be made when the person specification is being drawn up. 5

6 Application form 4.4 Recruiting managers should be realistic about the requirements that can be objectively measured by the application form. If all requirements are indicated as measurable by application, those applying will inevitably attempt to meet unrealistic expectations to provide evidence of their skills and related demonstrable experience or will be deterred from applying. 4.5 Certain requirements will be more effectively measured using interviews and tests related to the job context eg presentation skills, knowledge of legislative requirements, problemsolving and analytical skills, etc. Interview 4.6 A structured interview provides an opportunity to measure previous experience, understanding, knowledge and abilities. It is an opportunity to verify information provided on the application form. See guidelines on Selection methods. Tests 4.7 Tests related to the job context are better at predicting future performance in the job than any other measurement and should be used wherever possible and practicable to measure skills, knowledge and application of experience. See guidelines on Selection methods. Documentary evidence 4.8 Some of the requirements may best be demonstrated with documentary evidence, for example, a qualification, an award, portfolio of achievement or project work. This is particularly effective if the evidence is linked with a question during the interview. 6

7 APPENDIX 1 Sample person specifications Person Specification Role Profile - SMC2 Note This person specification is provided as a good practice example template only and is not intended to be an accurate reflection of the role. Administrative Assistant CORPORATE AFFAIRS Date: November 2013 Grade: C Area of responsibility Requirements or desirable *Method of assessment A I T D Administration Records and reports Competent written skills for preparing documents such as routine reports and correspondence, and taking messages. Numeracy skills to accurately assess travel costs, monitor course delegate numbers, and schedule appointments. Ability to prioritise own workload with minimal supervision. Experience working in a busy office environment, adhering to administrative deadlines. High levels of accuracy and strong attention to detail. Ability to organise information in a clear and logical manner, to arrange meetings and book travel arrangements. Understand confidentiality and the requirements of the Data Protection Act. Able to type a wide range of professional documents including letters, s and reports using word processing software and equipment. 7

8 Area of responsibility Liaison and communication Equality and diversity Other requirements Requirements or desirable *Method of assessment A I T D Competent and internet user including experience of Microsoft Office/Outlook packages. Ability to use spreadsheets, databases and IT presentation packages (i.e. PowerPoint). Ability to communicate effectively at all levels. Desirable Excellent customer service skills. Able to provide a service to a diverse range of people to promote good relations and equality. Occasional out of core hours work Desirable *A = Application Form; I = Interview; T = Test; D = Documentary Evidence 8

9 Person Specification Role Profile - SSG1 Note This person specification is provided as a good practice example template only and is not intended to be an accurate reflection of the role. Technical Services Manager FACULTY OF HEALTH & LIFE SCIENCES Date: November 2013 Grade: G Area of responsibility Leadership and Management Technical Requirements or desirable *Method of assessment A I T D Experience in managing laboratories either in higher education or similar student focussed environment. Ability to create a customer and performance management focussed culture. Previous team leadership experience of managing staff through change. Effective communicator and negotiator with people in various roles. Good understanding of equality issues and how they affect the workplace. Coaching and mentoring skills Desirable Awareness of research and commercial activity in the context of higher education. Proficient with Microsoft Office applications or similar. Degree in a science related subject or equivalent technical or professional qualification. Analytical skills and a proven ability to ensure accuracy and attention to detail. Able to promote a positive health and safety culture, and improve health and Desirable 9

10 Area of responsibility Requirements or desirable *Method of assessment A I T D Budget control Planning and organisation Other Requirements safety performance. Ability to manage budgets in line with financial regulations. Experience of project management, including experience of meeting tight and changing deadlines. Able to work autonomously and proactively. Ability to work unsocial hours including weekends during peak times or for events. *A = Application Form; I = Interview; T = Test; D = Documentary Evidence 10

11 Person Specification Role Profile Level 3 Teaching and Research Note This person specification is provided as a good practice example template only and is not intended to be an accurate reflection of the role. Lecturer/Senior Lecturer FACULTY OF HEALTH and LIFE SCIENCES School of Nursing and Midwifery Date: November 2013 Grade: F/G Area of responsibility Teaching and Learning Support Requirements or desirable *Method of assessment A I T D Degree in related subject Registered nurse, part 1 Mental Health Postgraduate degree or willingness to study for one. Evidence of continuing professional development. Experience of working or teaching in an interprofessional context. Management and leadership experience Ability to present information in a variety of methods appropriate to the needs of the audience. Sensitivity to a diverse range of staff or student needs and evidence of responding to their different needs Research and Scholarship Nursing and Midwifery Council recordable teaching qualification. Current academic /clinical practice in Mental Health Evidence of addressing professional issues in both practice and education. Ability to contribute to the scholarly and income generation activities of the division. Desirable 11

12 Ability to prepare successful funding and research bids. Desirable Established research and publication profile. Desirable Planning and managing resources Ability to work within a team and on own initiative. Ability to communicate effectively at all levels Ability to contribute to the faculty's programme of interprofessional education. Experience of identifying and responding to business development opportunities. Desirable Knowledge of HE student recruitment and selection requirements. Desirable Other Satisfactory enhanced disclosure and barring service check. *A = Application Form; I = Interview; T = Test; D = Documentary Evidence 12

13 APPENDIX 2 - Example areas of responsibility The examples below are suggested areas of responsibility that may be of use for the types of posts described below. These are not mandatory and can be used solely or alongside other appropriate areas of responsibility determined by the manager. All academic positions Example areas of responsibility Teaching and learning support Research and Scholarship Liaison and networking Planning and resource management Leadership and management Initiative, problem solving and decision making Professional services positions Nature of Position Example areas of responsibility Office Assistants/ Reception Processing information Customer service Record keeping Liaison and communications Office administration Service delivery Reception Administration / Co-ordination Processing information Investigation and analysis Liaison and communications Customer service Administration Problem resolution Reporting and information Secretaries/PAs Diary management External relationships Projects Budget control Administration Management briefing Committee servicing Specialists Technical Budget control Marketing Communication and liaison Service delivery Advice and guidance Customer service Health and safety 13

14 Officers Advice and guidance Communication and liaison Service delivery Policy development Projects Monitoring and analysis Coaching Budget control Supervisors/Managers Supervision Performance improvement Leadership and management Operational Management Planning and organisation Budget control Service delivery and development Strategy 14