Final Copy of Thesis PDF Format

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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

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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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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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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 ).

20
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

21
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

22
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

24
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

27
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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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.

38
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.

41
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.

42
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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OTHER
• Enterprise Ireland International Graduate Application Form
• Enterprise Ireland Competency Guide (pp. 1-21)
• Enterprise Ireland Interview Guide (pp. 1-13)

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