Selection methods

Selecting candidates involves two main processes: shortlisting, and then assessing applicants to decide who should be made a job offer. This factsheet focuses on assessment using interviews, psychometric testing, skill-based assessment tasks and assessment centres. For more on the recruitment process generally, see our recruitment factsheet. Our Recruitment and selection law Q&As for CIPD members give more details on UK law.

Recruitment processes should be designed to reduce the influence of bias. Clear, objective, structured and transparent processes are fairer for candidates, supporting more equal outcomes. These processes also enable employers to attract more diverse talent pools and to select the most suitable candidates for the role. Even small changes to processes can have a big effect on who applies and who is selected, as well as improving the candidate experience. See our Fair selection evidence review and our employer and people manager guides to inclusive recruitment. 

Use this checklist to keep track of the progress of your selection process.

There is a range of factors to consider when choosing a selection method, including the role itself, available resources and the method’s validity. Some methods are more reliable than others in predicting performance on the job, but may be more resource intensive to administer. Whichever method is used, the candidate experience and length of recruitment process is important.

Recruiters should tell candidates in advance what to expect from the selection process, including how long it will take, what technology, if any, will be used, the type of assessment they will undergo, and ensure the process is not unnecessarily long. Instead of waiting for applicants to request reasonable adjustments to the recruitment process, it is helpful proactively ask all applicants if they would like to request any once applications have been submitted. Reasonable adjustments are often considered once a candidate has been hired for the role. However, offering these modifications during the recruitment stage can support a more diverse range of candidates to participate in the recruitment process – see our guidance on inclusive recruitment and neurodiversity, as well as our guidance with Disability Confident and supporting neurodiversity in the selection process.

Technology plays an increasingly important role in recruitment ranging from attracting candidates through to the selection process and then digital work itself, as remote and hybrid working are common. Online recruitment can mean employers receive large numbers of applications, which automation can help to manage.

Our Resourcing and talent planning survey found that 76% of organisations have increased their use of technology in the recruitment and onboarding process over the last 12 months. Nevertheless, the adoption of many available technologies remains limited. Using technology in recruitment is widely seen to increase accessibility for candidates. Organisations are also increasingly reporting that technology has improved their candidates’ experience and sped up the recruitment process. 

Organisations must, however, assess any technology before adopting it, making sure it has been robustly tested, provides a good candidate experience, and is fair and inclusive. There is more in our factsheet on Technology, AI and the future of work. We also cover learning points on leveraging technology to improve recruitment in our Using technology to improve hiring and onboarding article.

The CIPD Inclusive recruitment guides for organisations and managers, written by the Behavioural Insights Team, provide recommendations for five key areas of recruitment and contain practical evidence-based actions, aligned with international standards for inclusion and diversity, which employers and hiring managers can implement to make the recruitment process more inclusive. 

After a shortlisting process, interviews are very widely used in the selection process.

For the employer, the interview is an opportunity to:

• gauge candidates’ skills and ability to perform in the role
• explain the employee value proposition, including learning opportunities and employee benefits
• give the candidate a positive impression of the organisation as a good employer.

For the candidate, the interview is an opportunity to:

• understand the job and its responsibilities in more detail
• ask questions about the organisation and the employee value proposition
• decide whether they would like to take the job if offered it.

Use structured interviews 

Structured interviews involve asking a predefined set of questions, in the same order, to all candidates. Candidate responses are then scored using consistent criteria against a set of pre-agreed criteria for each question. For example, a question might test whether a candidate is knowledgeable about the risks of a particular process. They could then be scored based on how many risks they identified, whether they covered key stakeholders in their risk assessment, or similar factors. 

Using structured interviews is an effective way to minimise bias and ensure there is a level playing field for candidates from marginalised groups. They make it easier for the interview panels to make direct and fair comparisons between candidates, using objective criteria. 

Elements of a well-structured interview 

A structured interview should incorporate the following elements: 

• Develop a set of questions and scoring criteria for use in the interview. During the interview, ask all candidates the same questions in the same order and score responses according to the objective criteria. This makes responses comparable and makes it less likely that decisions will be based on personal biases.
• Conduct interviews using a panel rather than a sole interviewer. Having multiple interviewers in the same interview has been shown to lead to fairer and more accurate results than having multiple interviews with only one interviewer (Huffcutt, A.I., Culbertson, S.S. and Weyhrauch, W.S. (2013)).
• Prepare interviewers for consistent interviewing. Provide them with the questions and criteria ahead of time and highlight the need for consistency in the interview. Encourage the panel to meet in advance to assign questions to individual members and take independent notes.
• Interviewers should assign scores to each candidate response independently before discussing them as a group. Discussing the candidates before this point means interviewers are more likely to be influenced by other interviewers’ opinions, and potentially by the opinion of the most senior person there (Behavioural Insights Team (2017)).

To ensure fair and successful selection, it is best to use several methods in the decision-making process. Insights from the interview should be supported by other data where possible, for example psychometric tests or task simulation activities, which could be conducted at interview stage or with technology beforehand.

It is important that selection interviews are conducted professionally. Everyone involved in assessing candidates should have the necessary skills (for example in interviewing and testing) and have been adequately briefed about the job in question and its requirements.

A poor interview experience can undermine an employer’s brand as candidates might share their unfavourable impression of the organisation with other potential applicants and customers. Following up with candidates in a timely manner and giving feedback following an interview demonstrates appreciation of their time and enhances the candidate experience.

Evidence suggests that standardised tests or tests of cognitive ability can be good predictors of job performance, especially for occupations that require complex thinking, although test results should never be the sole basis for a selection decision. 

Used correctly, psychometric tests allow employers to systematically assess individual differences (for example in ability, aptitude or personality). They are often administered online, particularly when assessing high volumes of applicants.

Tests should be supported by a body of statistical evidence which demonstrates their validity and reliability. Most tests are developed by occupational psychologists and should be accompanied by detailed manuals that explain how test scores should be used, so that employers can compare their test candidates against benchmark scores of similar people (also known as a norm group). Administering tests and analysing the results is a skilled task and requires training and certification; the British Psychological Society sets clear standards on testing and test use.

Before using a test, recruiters should:

• ensure that those involved in administering tests have had appropriate training to do so
• consider whether it is appropriate to use a test at all (will it provide additional relevant information, and is it relevant to the job/person specification)
• identify who will choose, recommend and assess the value of tests
• check the copyright of tests and conditions of use
• decide how the results will be used
• identify potential equal opportunities issues (that is, whether the tests will disadvantage certain groups, or might need to be adapted)
• establish a process for giving feedback
• decide how test results will be stored and who will have access to them.

Job applicants should:

• be given advance notice to make any practical arrangements to enable them to take the tests
• be told about test requirements and duration of tests beforehand and have the opportunity to raise queries or request adjustments
• have access to an appropriate environment in which to take the tests
• be made aware of feedback arrangements.

It is also helpful to provide some examples of what the test questions cover and where possible link to practice tests, especially where candidates may not have come across psychometric assessment before (for example, in graduate recruitment).

Skill-based assessments are tests that assess skills and abilities relevant to the role the candidate is applying for. They can include work sample tasks, situational judgement tests, simulation exercises, or assessment centres. CIPD members can download this flowchart for an overview of the general steps that can be used to design and process a work sample exercise. Skill-based assessments should resemble real tasks in the job as far as possible. 

Skill-based assessments have been found to be better predictors of performance on the job when compared with traditional approaches such as tests, reviewing job experience, education, or unstructured interviews. 

Examples of work sample tasks: 

• For a customer-facing role, role-play a situation that requires the candidate to resolve a challenging customer interaction.
• For a role that requires data analysis, ask candidates to analyse a dataset and pull out key summary statistics and trends.
• For a role that requires stakeholder management and communication skills, ask candidates to write a brief email to a potential client.

For more information on skill-based assessments see our Inclusive recruitment employer guide. 

Assessment centres are used for selection, as well as promotion and professional development purposes. They require candidates to complete several different tasks and often combine behavioural ratings with cognitive and personality assessments obtained from multiple sources.

The tasks set should clearly relate to the person specification and reflect the reality of the job. They must be administered in a systematic way, with candidates being given the same types and numbers of tasks to complete within the same timeframe, so that they have equal opportunity to demonstrate their abilities.

Depending on the nature of the job, tasks might include individual or group work, written and/or oral input, and tasks prepared in advance, as well as those performed solely on the day. This could involve delivering a report or presentation, time management or task prioritisation exercises, individual problem solving, group discussions, simulations of business activities, or functional roleplay.

Assessment centres should be overseen by experienced selectors to ensure objectivity and consistency. Selectors must be trained to observe, actively listen, record, classify and rate behaviour, and seek evidence accurately and objectively against the job description and person specification. They should have had training in interview skills and equality, diversity and inclusion.

A feedback session with either an occupational psychologist or someone trained to deliver feedback is of benefit to candidates and indicates the organisation is serious about fair selection.

The British Psychological Society’s Division of Occupational Psychology has created a comprehensive standard focused on the design and delivery of assessment centres. Its purpose is to raise the standard of assessment centres by identifying and improving poor practice. The CIPD contributed to this standard which covers:

• specifying the purpose, scope and design of the centre,
• the standards of competence and professional behaviour required of the different roles involved,
• delivery and data integration and decision making,
• appropriate reporting and feedback of results,
• managing the data derived including access, use and storage
• evaluation of centres.

Any offer of employment should be conditional on satisfactory clearance of pre-employment checks, such as references from the candidate’s previous employer(s). References should contain factual information, such as length of past employment, job title, brief details of responsibilities and overall performance. However, recruitment decisions should never be based solely on references as they provide a limited perspective of an individual’s suitability for a role. CIPD members can find more legal detail in our References Q&As.

Additional pre-employment checks are needed if, for example, the job involves working with children or vulnerable adults.

Contacts

British Psychological Society’s Psychological Testing Centre

International Test Commission

Books and reports

Goldstein, H.W., Pulakos, E.D. and Passmore, J. (eds.) (2020) The Wiley Blackwell handbook of the psychology of recruitment, selection and retention. Hoboken, New Jersey: John Wiley and Sons. 

Jackson, D.J.R., Lance, C.E. and Hoffman, B.J. (eds) (2012) The psychology of assessment centers. New York: Routledge. pp95-120.

Lucy, D., Mason, B., Sinclair, A., Bosley, A. and Gifford, J. (2023) Fair selection: an evidence review. Practice summary and recommendations. London: Chartered Institute of Personnel and Development. 

Nikolaou, I. and Oostrom, J.K. (eds) (2015) Employee recruitment, selection and assessment: contemporary issues for theory and practice. New York: Psychology Press.

Oliveira, T.C. (2015) Rethinking interviewing and personnel selection. Basingstoke: Palgrave Macmillan.

Picardi, C.A. (2019) Recruitment and selection: strategies for workforce planning and assessment. Thousand Oaks, California: Sage Publications, Inc.

Taylor, S. (2024) Resourcing and talent management: the theory and practice of recruiting and developing a workforce. 9th ed. London: Chartered Institute of Personnel and Development.

Visit the CIPD and Kogan Page Bookshop to see all our priced publications currently in print.

Journal articles

Balcerak, A., Wozniak, J. and Zbuchea, A. (2023) Predictors of fairness assessment for social media screening in employee selection. Journal of Entrepreneurship, Management and Innovation. Vol 19, No 2, pp99-126.

Billsberry, J. and Vleugels, W. (2023) A consolidation of competing logics on selecting for fit. Academy of Management Perspectives. Vol 37, No 3, pp320-338.

Boolkah, P. (2021) How managers can attract and retain talent. People Management (online). 15 October.

Jacobs, K. (2018) Is psychometric testing still fit for purpose? People Management (online). 22 February.

McColl, R. and Michelotti, M. (2019) Sorry, could you repeat the question? Exploring video-interview recruitment practice in HRM. Human Resource Management Journal. Vol 29, No 4, November, pp637-656. Reviewed in Bitesize research.

Moore, D.A. (2017) How to improve the accuracy and reduce the cost of personnel selection. California Management Review. Vol 60, No 1, Fall, pp8-17.

Nye, C.D., Ma, J. and Waa, S. (2022) Cognitive ability and job performance: meta-analytic evidence for the validity of narrow cognitive abilities. Journal of Business and Psychology. Vol 37, No 6, December, pp1119-1139.

Peters, R. (2023) Perceptions of fairness: using AI in selection and recruitment. Bitesize research. 22 September. 

Upadhyay, A.K. and Khandelwal, K. (2018) Applying artificial intelligence: implications for recruitment. Strategic HR Review. Vol 17, No 1, pp255-258.

Van Iddekinge, C.H., Lievens, F. and Sackett, P.R. (2023) Personnel selection: a review of ways to maximize validity, diversity, and the applicant experience. Personnel Psychology. Vol 76, No 2, June, pp651-686.

CIPD members can use our online journals to find articles from over 200 journal titles relevant to HR.

Members and People Management subscribers can see articles on the People Management website.