Recruitment, selection and training
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Lektionsnotizen
Workforce planning
- Workforce planning identifies the number of people, skills and timing the work requires. Full-time or part-time hours and permanent or temporary duration are different dimensions; flexible working concerns agreed patterns or location.
- Zero-hours arrangements normally do not guarantee minimum hours, but people still have applicable rights according to employment status and law. Do not infer that a contract label removes pay, holiday or safety obligations. The lesson uses conceptual Great Britain examples, with England-specific apprenticeship context.
Recruitment
- Recruitment attracts suitable applicants. A job description defines duties, responsibilities and role context; a person specification sets job-related skills, experience or other relevant requirements. Choose channels that can reach suitable applicants rather than excluding people unnecessarily.
- Internal recruitment uses existing staff and may reduce some searching or induction; it limits the pool and can create a replacement vacancy. External recruitment can broaden access to experience but may add search, assessment and induction work. Actual costs and time vary.
Different documents answer different questions
Selection
- Selection assesses evidence against relevant criteria through applications or CVs, interviews, suitable tests or work samples, and reference evidence where appropriate. An assessment centre is a set of exercises, potentially remote; references need not come only from a previous employer.
- Use consistent, job-related criteria and appropriate adjustments. More methods are only useful where they add relevant evidence and are used fairly. A practical assessment is not permission for unrestricted unpaid productive work; specific employment and pay rules must be checked.
Match selection evidence to the role
Training
- Induction introduces a starter to the organisation, people, duties, procedures and relevant safety arrangements. On-the-job learning occurs through work activity with appropriate guidance; off-the-job learning separates learning from normal productive duties and can be on-site, elsewhere or online.
- Classify the actual learning activity rather than assuming a building or the word mentoring determines it. A paid apprenticeship combines work and structured occupational training; England’s programme has specific requirements beyond this overview. Machine use needs adequate training, competent supervision and any necessary assessment.
Training is defined by the activity
Benefits of training
- Relevant training can support skills, quality, adaptability, motivation, retention and productivity. Benefits depend on learning transfer, resources and follow-up; attendance alone does not prove competence or a causal improvement.
- Include fees, staff learning time, trainer time, cover and other relevant costs. Fictional course fee £300 plus six hours valued at £20 gives £420 before cover or travel. If salary is unchanged, the £120 time value is not automatically an additional cash payment; avoid counting the same cost twice.
A fictional course cost
Development
- Development can include feedback, mentoring, appraisal, training and progression opportunities. Agree relevant goals and review learning needs through evidence and discussion rather than using appraisal only as punishment.
- Staff may leave after training, reducing some employer benefits, but good development may also improve retention. Compare skills applied, quality, service or other relevant outcomes over time and consider factors beyond the training itself.
Connect development to evaluation
Employment law
- Recruitment and employment decisions need fair job-related criteria, applicable equality protections, appropriate adjustments and safe work arrangements. Contract types do not remove statutory duties. This is a conceptual overview rather than an exhaustive legal checklist.
- For specific decisions, current rules depend on jurisdiction, employment status, task and contract. In the machinery example, choosing on-the-job learning does not itself establish competence: training and supervision must suit the equipment, risks and employee experience.
Folien
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Übungsfragen
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1.What is recruitment?
Easy- Afinding people to fill vacancies
- Bpaying wages
- Cfiring staff
- Dtraining only
2.What is selection?
Easy- Aadvertising a job
- Bpaying a wage
- Ctraining staff
- Dassessing candidates against relevant role requirements to choose whom to appoint
3.What is internal recruitment?
Easy- Afiring staff
- Btraining only
- Cfilling a job with an existing employee
- Dhiring from outside
4.What is external recruitment?
Easy- Adelegating
- Bhiring someone from outside the business
- Cpromoting staff
- Dfiring
5.What is a CV?
Easy- Aa summary of a person's education and experience
- Ba bill
- Ca contract
- Da tax form
6.What is an interview?
Easy- Aa written test only
- Ba contract
- Ca wage
- Da meeting to assess a candidate
7.What is a reference?
Easy- Aa contract
- Ba price list
- Crelevant information from an appropriate referee, such as an employer or tutor
- Da bill
8.What is an assessment centre?
Easy- Aa school
- Ban organised series of relevant selection exercises
- Ca shop
- Da bank
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