This guide has been written to support those organisations using Assessment and Development Centres. Using this approach delivers many benefits and the issues raised in this guide should be considered when setting up and evaluating such projects.
This guide covers the use of job analysis in the workplace, including different job analysis techniques, the role of competencies in job analysis and organisational issues that need to be addressed.
This guide has been written to address the needs of organisations that are using standardised assessment processes with large numbers of candidates. The size of these projects highlights some distinctive issues that are not generally concerns in smaller scale assessments.
This guide has been written to address the needs of organisations that are using standardised assessment processes with large numbers of graduates. It covers the issues that need to be considered when implementing such projects.
This is a new document that offers specific information about how online testing, particularly ability testing, is impacted under the UK Disabilities Discrimination Act (DDA). It is a guidance document to help employers understand the impact of the DDA regulations for online tests and offers SHL guidance on DDA compliance for online tests.
Psychometric tests are powerful tools used by organisations for the selection, development and management of people. This guide outlines key factors that should be considered when setting up a policy for using such tests.
This guide provides guidelines to ensure that tests are used appropriately, including advice on the choice of tests, validation of tests, preparing candidates and interpreting test scores.
This guide addresses some of the issues to be considered when attempting to maximise the effectiveness of interviews in selecting the best candidate.
The practice of assessment is being influenced by technology in the design of assessments and in their delivery, particularly in the use of the Internet as a means of administering unsupervised assessments. How do organisations safeguard the integrity of objective assessments? How do organisations deal with the threats presented by those who pirate online assessment content and who engage in cheating?