Examining and Evaluating the recruitment process - Free Essay Example

Sample details Pages: 7 Words: 2081 Downloads: 5 Date added: 2017/06/26 Category Career Essay Type Narrative essay Did you like this example? Job analysis Before recruiting for a new or existing position, it is important to invest time in gathering information about the nature of the job. This means thinking not only about the content (such as the tasks) making up the job, but also the jobs purpose, the outputs required by the job holder and how it fits into the organisations structure. It is also important to consider the skills and personal attributes needed to perform the role effectively. Don’t waste time! Our writers will create an original "Examining and Evaluating the recruitment process" essay for you Create order Ways to gather this objective information include observation of the job-holder, questionnaires, interviews or work diaries. Where a new role is being created the use of expert panels is particularly helpful. This analysis should form the basis of a job description and person specification/job profile. Job description The job description benefits the recruitment process by: providing information to potential applicants and recruitment agencies who may be recruiting on your behalf acting as an aid in devising job advertisements and employment contracts, choosing selection techniques and, for example, when designing assessment activities and making decisions between candidates minimising the extent to which recruiters allow subjective judgements to creep into their decision-making, helping to ensure that people are selected fairly. It can also be used to communicate expectations about performance to employees and managers to help ensure effective performance in the job. Person specification/job profile A person specification or job profile states the necessary and desirable criteria for selection. Increasingly such specifications are based on a set of competencies identified as necessary for the performance of the job. In general, specifications should include details of: skills, aptitude, knowledge and experience qualifications (which should be only those necessary to do the job unless candidates are recruited on the basis of future potential , for example graduates) personal qualities relevant to the job, such as ability to work as part of a team. Competency frameworks may be substituted for job or person specifications but these should include an indication of roles and responsibilities. See our factsheet on competence and competency frameworks for more information. Go to the Competence and competency frameworks factsheet The person specification/job profile can then be used to inform the criteria you use to shortlist applicants. Attracting applications The first stage is to generate interest from candidates and there is a range of ways  of doing this. Internal methods It is important not to forget the internal talent pool when recruiting. Providing opportunities for development and career progression increases employee engagement and retention and supports succession planning. Our factsheets on development planning and succession planning contain advice on these topics. Go to the  development planning factsheet Go to the succession planning factsheet Some organisations operate an employee referral scheme. These schemes usually offer an incentive to existing employees to assist in the recruitment of family or friends and they have been growing in popularity over the last few years. But employers should not rely on schemes such as these at the expense of attracting a diverse workforce. See our factsheet on diversity for more information. Go to the factsheet Diversity: an overview External methods There a re many options available for generating interest from individuals outside the organisation. These include placing advertisements in trade press, newspapers, on commercial job boards and on your organisations websites. As the use of technology in recruitment increases, organisations are looking at how they can build databases or pools of ready candidates who they can draw on to slot into positions in the organisation as they arise, without the need to re-advertise. Some organisations have also tapped into virtual worlds such as Second Life to engage with candidates in a unique and powerful way, and our 2009 recruitment survey found that 7% of respondents (and 12% within the private sector) were using social networking sites as a mechanism for targeting potential job-seekers. See our factsheet on e-recruitment for more information. Go to our e-recruitment factsheet Advertisements should be clear and indicate the: outline requirements of the job necessary and the des irable criteria for job applicants (to limit the number of inappropriate applications received) nature of the organisations activities job location reward package job tenure (for example, contract length) details of how to apply. Advertisements should be genuine and relate to a job that actually exists. They need to appeal to all sections of the community using positive visual images and wording. External recruitment services Many organisations make use of external providers to assist with their recruitment. Widely known in the industry as recruitment agencies or recruitment consultants, they offer employers a range of services attracting candidates, managing candidate responses, screening and shortlisting, or running assessment centres on the employers behalf. One growing trend to help reduce costs and become more efficient is recruitment process outsourcing (RPO), which involves having one provider to co-ordinate all recruitment needs across agencies. S ee our factsheet on HR outsourcing for more on this trend. Go to our factsheet on  HR outsourcing In order to build and maintain effective working relationships with external providers, remember the following: Examine the market carefully before selecting an agency or consultancy. Different services are provided by different agencies. It is important that an organisation selects an agency which reflects its aims and objectives and has experience of its labour market. Be clear about what is required from an agency. Provide a brief in writing, ensure it is fully understood and that all information given is current and accurate. Always provide accurate, detailed and up-to-date job descriptions and/or person specifications/job profiles. Agree, in writing, the responsibilities of the agency and the organisation (for example, who will be responsible for checking qualifications or handling references). Agree the selection tools to be used and the criteria against whi ch applicants will be selected from the initial approaches, to the short-list stage. Ensure these are consistent with the organisations recruitment policy. Ensure equal opportunities standards are adhered to consistently and are in line with the requirements for in-house recruitment. It is important that agencies develop a good understanding of the organisation and its requirements. To ensure the agency is meeting the good practice requirements set out in this factsheet and adding value to the organisations recruitment activity, it is essential that they monitor agency performance. Those employers and agencies committed to collaborative partnerships are more likely to achieve positive results. See our productive partnerships guide on the relationship between HR and recruitment agencies for more advice. Go to our guide on relationships between HR and recruitment agencies Other ways to attract applications include building links with local colleges/universities, working wi th the jobcentre and holding open days. Managing the application process There are two main formats in which applications are likely to be received: the curriculum vitae (CV) or the application form. It is possible that these could be submitted either on paper or electronically and the use of e-applications (Internet, intranet and email) is now part of mainstream recruitment practices. See our factsheet on e-recruitment for more information. Go to our factsheet on e-recruitment As the use of technology in recruitment increases, organisations are looking at how they can build databases or pools of ready candidates who they can draw on to slot into positions in the organisation as they arise, without the need to re-advertise. Application forms Application forms allow for information to be presented in a consistent format, and therefore make it easier to collect information from job applicants in a systematic way and assess objectively the candidates suitability for the job. They should be appropriate to the level of the job. A typical appli cation form includes questions on basic biographical information (but not detailed personal information unless relevant to the job), previous work experience, educational background and work-related training. For any particular job, it can be helpful to tailor the design of the organisations general application form as it is unlikely the recruiter will want the same kind of information from a customer services assistant as, say, a senior manager. This also gives employers the opportunity to ask some more involved questions, for example questions which link with the competencies required for the job. Application forms can also be used to collect sensitive information, for example a candidates medical history and for equal opportunities monitoring. Any such information should be used only for this purpose and be kept separate from information on which selection decisions will be based (for example using a separate piece of paper or detachable slip from the main application form). Application form design and language is also important a poorly designed application form can mean applications from some good candidates are overlooked, or that candidates are put off applying. For example, devoting lots of space to present employment disadvantages a candidate who is not currently working. Under the Disability Discrimination Act 1995, it may be necessary to offer application forms in different formats. CVs The advantage of CVs is that they give candidates the opportunity to sell themselves in their own way and dont restrict the  fitting of information into boxes  which often happens on  application forms. However, CVs make it possible for candidates to include lots of additional, irrelevant material which may make them harder to assess consistently. Dealing with applications All applications should be treated confidentially and circulated only to those individuals involved in the recruitment process. All solicited applications (such as respo nses to advertisements) should also be acknowledged, and where possible, so should all unsolicited applications. Prompt acknowledgment is good practice and presents a positive image of the organisation. Increasingly candidates are being treated as customers a bad recruitment experience will fail to entice talented individuals into the organisation and is likely to damage the employer brand. The candidate experience The recruitment process is not just about employers identifying suitable employees for the future, its also about candidates finding out more about the business, and considering whether the organisation is one where they would like to work for. The experience of candidates (both successful and unsuccessful) at each stage of the recruitment process will impact on their view of the organisation. This could be both from the perspective of a potential employee and, depending on the nature of the business, as a customer. With an upsurge in interest in the idea of employer branding, more employers are giving thought to ensuring a positive candidate experience and the kind of company material and communications received by individuals as part of the recruitment process. See our employer branding factsheet for more information. Go to our Employer brand factsheet Selecting candidates Selecting candidates involves two main processes: shortlisting and assessing applicants to decide who should be offered a job. Selection decisions should be made after using a range of tools appropriate to the time and resources available. Care should be taken to use techniques which are relevant to the job and the business objectives of the organisation. All tools used should be validated and constantly reviewed to ensure their fairness and reliability. More information on this stage of the process can be found in our factsheets Selecting candidates and Selection interviewing. Go to our Selecting candidates factsheet Go to our Selection interviewing factsheet Making the appointment Before making an offer of employment, employers have responsibility for checking that applicants have the right to work in the UK, and to see and take copies of relevant documentation a list of acceptable documents demonstrating the right to work in the UK is available from the Home Office. For more guidance, see our factsheet on employing workers from overseas. Go to our factsheet on Employing overseas workers Offers of employment should always be made in writing. But it is important to be aware that an verbal offer of employment made in an interview is as legally binding as a letter to the candidate. Employers must also be aware of the legal requirements of and what information should be given in the written statement of particulars of employment see our factsheet on employment contracts. Go to our factsheet on Contracts of employment More information about terms and conditions of employment is available to CIPD members in our Terms and conditions of employment F AQ in the Employment Law at Work area of our website. Go to our Terms and condition of employment FAQ Joining the organisation Well-planned induction enables new employees to become fully operational quickly and should be integrated into the recruitment process. For further information on this important phase see our factsheet on induction. Go to our factsheet on Induction Other points to consider

On the Origin of Species by Charles Darwin - 1148 Words

On November 24th, 1859, On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life by Charles Darwin (renamed On the Origin of Species 13 years later) was published in London, England. In it, Charles Darwin specified his observations and gave his insight on what he thought caused evolution. He called it natural selection. Before this, nearly everyone believed that a single God created every living organism that none of them had changed a bit since then. Charles Darwins On the Origin of Species influenced the minds of 1859 and impacted all of science. Charles Darwin was born to Robert Darwin and Susannah Wedgwood on February 12, 1809. Darwin was raised by his three†¦show more content†¦It was on these islands that Darwin noted that various birds, though the same species, differed based on the different islands they resided on, most notably the mockingbird and finch. It was here that Darwin first theorized abou t whether or not species could change over time, based on their location. Could a species change because of the land, the climate, all of the things that can affect a species? On the Origin of Species was a breakthrough at the time. It contained radical ideas that many people werent prepared to accept, the most widely known being that humans evolved from apes. There are many important ideas contained within Darwins book. The first and foremost being: Darwins belief that every species, living and extinct, originated from one individual species. Following this belief, Darwin concluded that organisms within a populace must compete for resources to survive. Also, the organisms within those individual populations will then show deviations, such as differently shaped beaks for different food sources. With these variations comes the inevitable fact that certain organisms will gain enhancements that will improve its ability to compete for resources or survive adversity. Considering this, it is no surprise that Darwin also theorized that those organisms with beneficial variations were more likely to survive and pass their characteristicsShow MoreRelatedThe Origin Of Species By Charles Darwin868 Words   |  4 Pagesinanimate Polymorphic-different forms or types in organisms of the same species. Potent-something of great power or influence. Vigorous-healthy or strong. Volition-choosing or making a decision. B) 1. The text was written by Charles Darwin, who is renowned for his theory of evolution. Besides his book The Origin of Species, he also wrote Voyage of the Beagle and The Descent of Man to name a few. Credence should be given to Charles Darwin for his contributions to the evolution theory and for serving asRead MoreThe Origin Of Species By Charles Darwin1689 Words   |  7 Pagesmain book where we get out information about evolution is in Origin of Species’ by Charles Darwin. In his book, Darwin introduced the concept of evolution by natural selection. Natural selection is the process in which the organisms which are better suited for their environment. According to Darwin, there are four major points to natural selection. The first point is overproduction, indicating that more offspring survive, meaning the species would survive longer. Then, there s genetic variation. TheRead MoreThe Origins Of Species By Charles Darwin983 Words   |  4 PagesAfter Charles Darwin publishe d the Origins of Species, society began to turn away from religion and towards science to justify slavery and segregation by seeking out physiological and psychological differences between Blacks and Whites (Parks Heard, 2009). Physiologically, some Whites argued that black people were the missing link between apes and humans. Psychologically, others like Frances Galton proposed his theory of eminence, or the notion that certain abilities, many of them psychologicalRead MoreOn The Origin of Species by Charles Darwin915 Words   |  4 PagesHuman evolution has been of interest to people for quite some time. Even though in the publication of On The Origin of Species by Charles Darwin in 1859 human evolution was not specifically mentioned, only that light will be thrown on the origin of man and his history, Darwin did argue for the evolution of new species from older ones (1). Since then, interest in evolution, and especially human evolution, has been growing. An example of one of t he first debates about human evolution is the debateRead MoreThe Origin Of Species By Charles Darwin898 Words   |  4 PagesCharles Darwin is perhaps one of the most well known men of science to this date. He’s most known for his theory of evolution and in particular, natural selection. His most famous works, and one of his most controversial works as well, was his book titled On the Origin of Species by Means of Natural Selection or the Preservation of Favoured Races in the Struggle for Life. Darwin wrote the Origin of Species after an almost five-year voyage aboard the H.M.S. Beagle. While aboard the beagle, DarwinRead MoreThe Origin of The Species by Charles Darwin Essay994 Words   |  4 PagesDarwinism is a theory developed by Charles Darwin with the help of many others. It states that natural selection is the most common cause of evolution. All species of organisms arise and grow through the natural selection of inherited variations that help increase the individuals ability to survive and reproduce in its environment. 1735 Carolus Linnaeus: He believed that God had created the world in a divine order from the simplest creatures up to human beings. He said God created struggle andRead MoreThe Origins of the Species by Charles Darwin Essay examples2012 Words   |  9 Pagesmystery, death, supernatural and horror. But as all the literary genres it underwent a transition. In the nineteenth century, the coming of Queen Victoria to the throne, the introduction of new scientific theories, the publication of The Origin of Species by Charles Darwin and industrialization modified the structures of society , its motivation, and believes. This influenced the genre, creating a new literary movement: Victorian Gothic, and therefore also the novels written in these different periodsRead MoreAfter Sir Charles Darwin had introduced his original theory about the origins of species and700 Words   |  3 PagesAfter Sir Charles Darwin had introduced his original theory about the origins of species and evolution, hu manity’s faith in God that remained undisputed for hundreds of years had reeled. The former unity fractured into the evolutionists, who believed that life as we see it today had developed from smaller and more primitive organisms, and creationists, who kept believing that life in all its diversity was created by a higher entity. Each side introduced substantial arguments to support their claimsRead MoreAnalysis Of Charles Darwin s The Origin Of Species Declared That Human Beings Developed Overtime From More Simple Forms843 Words   |  4 PagesIn 1859, Charles Darwin in his book On the Origin of Species declared that human beings developed overtime from more simple forms. Evolution suggested that the human species originated from ape-like creatures and gradually changed in structure. Essentially, given the changing patterns of weather and environment, the species had to acquire new skills and adapt to survive. Those that could not change were eliminated in a process that is known as Natural Selection (Larson 47). The Evolution theory,Read MoreCharles Darwin s Theory Of The Creation Of Species1560 Words   |  7 PagesJustus English 2 Mr. Johnson 2/16/15 Project Eagle Final Paper: Charles Darwin Charles Darwin has become Christianity’s greatest enemy with his theories of the creation of species and has caused people to turn their backs on faith and look to science to be their religion. The way in which Darwin describes the creation of species in The Origin of Species does not agree with how species are created in Christian teachings. Charles Darwin’s theories have impacted so many different aspects of life

Title What does personalised learning mean in practice Free Essays

Assignment TMI Title: What does personalised learning mean in practice? Analyse the learning needs of EAL pupils, and those of SEN pupils. Discuss how the needs you Identify can be met most effectively in subject teaching. Within this context over the past ten years’ the term ‘personalised learning’ gained political capital and could be considered as a defining feature of the UK’s educational system. We will write a custom essay sample on Title: What does personalised learning mean in practice or any similar topic only for you Order Now Miliband 2004) Personalised learning – theory and practice The Sussex report states personalised learning is ‘characterised by high levels of participation of pupils and staff in the schools, learning to learn and pupil voice’. It is a continuous progress which facilitates a ‘deeper learning’. (University of Sussex, 2007). Personalisation is concerned with people, hence what or who is a person, their purpose, how they develop, are motivated, gain skills, form abilities and relate to others. Hence, personalised learning is not simply the acquisition of knowledge or skills but how to forge a person’s capacity and capabilities to do so. Consequently, concepts of personalised learning have reflected diverse contemporary theoretical discourses, including Piaget’s conceptualisation of cognitive development based on iological maturity and environmental experience to behavioural psychologists focus on learning through conditioning, through to Skinner and Watson’s reward and punishment. Vgotsky explored how a person’s individual social, economic and cultural influences can determine their ‘actual’ and ‘potential’ development levels within school based learning. Howard Gardner could be considered as a paradigm shifter (Smith 1994) as he questioned the concept of intelligence based on cognitive development, and sought to demonstrate that a child may be at different stages of evelopment at a single time, and that this is reflected in their ability to learn their maturity on dfferent learning styles. He therefore questioned the concept of scaffolding referring to seven multiple intelligences, two of which have been adopted within school environments, namely linguistic intelligence relating to the ability to learn and use of verbal and written language, and logical mathematical Intelligence relating to analysis of issues, grasping of quantitative information and the sciences. I Implemented this pedagogy with my top set 10 class while teaching controlled ssessment vocabulary. Recent UK Government policy has encouraged an educational approach that tailors support to Individual needs so that ‘every child matters’. The five core inter-related aims; be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being underpinned by practice guidance ana regulatory perTormance systems slgnlTy tne Importance 0T social, economic and environmental factors on child development. Peter Senge said â€Å"many children struggle in schools because the way they are being taught is incompatible with the way they learn† (Capel, S. al, 2007) hence teaching and support can be improved by encouraging school based learning to be designed around a pupil’s needs, hence Miliband’s quote above. Assessment for learning directly relates to national teacher standard 6; ‘make accurate and productive use of assessment’. Teaching uses both formative ongoing assessments and summative assessments, normally at the end of a module, scheme of work or a part of an academic year. Summative assessments usually relate to formal examinations that inform streaming and ranking, to inform accountability (Black, Harrison, Lee, Marshall and William, 2002). Summative assessments are often isolated from normal teaching and learning, and are often areas of which teachers have little direct control in terms of personalising for learners, for example ‘6SCEs’. Key formative techniques include higher order questioning that targets towards their current level; personalised comment marking, identifying clear targets for improvement, self and peer assessments and analysing and using mark schemes and feedback from summative assessments to assist individual learning plans. According to Williams (2009) the effectiveness of formative assessments can generate nearly three terms extra earning per year. However Ofsted reviews have identified teachers’ difficulties in identifying clear learning objectives and outcomes by the use of attainment levels to inform structured lesson planning and assessment (Ofsted, 2007). For example in my second placement school I asked a mixed ability group of year 7’s to assess sentence exemplars and explained the success criteria based on Bloom’s taxonomy. This showed what was expected to answer higher order questions and levelled answers. It was difficult at first however as soon as they got accustomed to my expectations a marked improved was identified in their work. They were able to interpret the differences properly and with scaffolding the majority of them were able to vastly develop their answers. (See appendix 1) When considering Howard Gardner’s multiple intelligence, personalisation leans towards the understanding and application of different learning styles, namely audio-visual, and kinaesthetic. However Cofield et al (2004) suggest that the effectiveness of this focus is varied, in terms of their reliability and as a motivator for learning. Placing the learner at the heart of the teaching process and in turn enabling them to take more responsibility or their learning can also be delivered through developing learning objectives reflective of individual and classroom needs. Bloom’s taxonomy provides a classification of learning objectives under cognitive, affective and psychomotor providing a methodology for scaffolding actual and potential learning within the classroom. Differentiation can ensure a classroom of mixed ability students are all stimulated and stretched, and this can be achieved regardless of ability when setting tasks, if executed as though one were climbing a ladder in order to reach the top, or objective of the lesson. (Petty, 2009). Within the MFL department we operate an ‘ALL, MOST, SOME’ to differentiate our tasks, (see appendix 2 ; 3) adding a challenge at the bottom for the most able or for native speaking students. This ensures that every single student can be accessed and also be stretched regardless of ability and rank order. Alex Moore suggests tnat a good teacner needs to De strategic In applylng models and theories to shape and develop ‘pedagogic identity (Moore, 2000). Using these ideas, together with Wgotskys theory of constructivism has helps practitioners develop and go on to plan lessons that are creative, fun, focused, tructured and interesting combined with delivering content to any ability, regardless of need (be that GT, nixed ability or SEN) or those that encounter difficulty with focus, learning and progressing in a traditional classroom environment. Some of the methods used in the classroom to take advantage of ‘multiple intelligences’ are video clips, imagery and displays for visual learners and group work such as role plays or quizz type games for interpersonal learners. For the intra-personal learners, enabling them to set personal goals and challenges for themselves, for the more verbally inclined students question and answers or ualitative assessment and finally problem solving and modelling for more kinaesthetic pupils. Curriculum entitlement and choice relates to national teacher’s standard 3. The Salamanca Statement and Framework for Action recommended at a national and school level that â€Å"schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions† (1994) As abovementioned, and experienced in both my school and in my placement schools, many Stage and 1 and 2 EAL students are withdrawn from MFL and other on – core subjects in order to focus on literacy and numeracy improvement. Interestingly, MFL is one of few areas that many EAL students do not feel isolated as other students are also at a new stage of learning a different language also, and thus can excel in the subject. The National Curriculum (1999) outlines that â€Å"in order to overcome any barriers to learning in MEL†; specific requirements such as laptops, support and help should be provided in order to access the learning for EAL students needing support. Indeed, this subject specific inclusion information decrees that â€Å"all upils have a right to participate in the study of MEL† (Pachler, Barnes ; Field, 2009). How to cite Title: What does personalised learning mean in practice, Essays