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> Ability at work > Issues for people with disability in staff selections > 11. What do I need to think about when I assess applicants? > Next: What is the impact on the selection committee report?
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What do I need to think about when I assess applicants?

Shortlisting

The purpose of shortlisting is to isolate the best applicants for further consideration, based on the substance of the material presented. As such, it requires an exercise of judgement on the part of the decision maker/s that needs to be made in a considered, reasonable and flexible way.

People with disability may face particular difficulties in compiling applications. For example:

• applications may not be in the usual form, which will require decision makers to look beyond their own expectations about style or format and deal with the substance
• there may be significant gaps in their résumés that reflect periods of unemployment or illness
• applicants without APS experience may follow different conventions with their applications.

There is no requirement to interview every applicant with a disability but, where an applicant with disability is ranked just outside the shortlist, it may be advisable for the members of the panel or the delegate to reflect on exactly why that has happened so that they are comfortable that it is for reasons unrelated to the person’s disability.

Late applications

Some people with disability may have particular difficulty submitting applications on time and, within reason, the acceptance of late applications may be a form of reasonable adjustment in itself.

Accessibility issues

Before selections are made, consideration should be given to ensuring that the venue proposed is accessible to people with disability, that it meets the same access standards as Commonwealth premises are required to meet regardless of whether any of the applicants have indicated that they have particular difficulties with mobility or other disabilities.⁶²

 

Deciding on the method of assessment

Every method of assessment has its own strengths and weaknesses, and some of them may be particularly problematic for people with disability. Some people with disability may find it difficult to participate fully and fairly because of the nature of some processes and, where processes are not necessary to judge the merits of the individual against the inherent requirements of the position, this may raise potential issues of discrimination. Agencies will need to exercise care and judgment to ensure that their processes are fair and relevant to the position.

In this respect, selection panels and delegates also need to retain flexibility to deal properly with contingencies as they arise. As a general rule, where a selection panel or delegate becomes aware at any stage of a process that the method they have adopted is disadvantaging an applicant with disability, they should discuss the issue with the relevant applicant, and the delegate, and agree on a revised method.

What questions can I ask a person with disability in a selection process?

The selection committee (and the delegate) has a duty to ensure that they are confident that the applicant can perform the inherent requirements of the position and may ask reasonable questions to gain that information. Importantly, this applies whether or not the person with disability has disclosed that disability. Some disabilities are obvious, and selection committees are entitled to ask appropriate questions to establish whether and how a person can meet the inherent requirements of a position.

Any questions should be reasonable and directly relevant to the questions at hand, namely:

• What information is necessary to establish the relative merit of each applicant for the position in question?
• What impact will the disability have on the capacity of the applicant to meet the inherent requirements of the position, with reasonable adjustments being made?

To reduce the potential for misunderstandings or concern that the questions are being asked for discriminatory purposes, the selection committee should explain to the applicant why these questions are being asked.

The selection committee may also need to ask similar questions of an applicant’s referees. Once again, those questions must be reasonable and directly relevant to establishing the merit of the applicant and their capacity to perform the inherent requirements of the job.

People conducting selection exercises also need to remember that applicants may not have disclosed any disability to their referees. When collecting referee comment about the performance of an applicant they will need to be mindful that they are dealing with personal information and have responsibilities under the Privacy Act to disclose that information properly.

Interviews

Face-to-face interviews are a common part of selection procedures in the APS. Conducted properly they can help to fill out the understanding of the merits of each applicant for the position(s).

The following material sets out some tips for interviewing people with particular forms of disability, and should provide some assistance to members of selection panels. However, they may not be appropriate or enough in all cases. When in doubt, it is always good practice to ask the person with disability, respectfully and courteously, whether there are particular things that the panel can do that will make the interview more effective for them and the panel members.

Mobility disabilities

• Take into account any access issues communicated by the applicant before the interview.
• Check whether the applicant has a disability that affects their ability to write. If timed and written assessments are used, allow additional time.
• Ensure crutches, canes or wheelchairs can be kept within reach of the applicant.
• Be aware that some wheelchair users may prefer to transfer themselves into an office chair for the duration of the interview.
• When speaking to a person in a wheelchair or on crutches for more than a few moments, sit down so you are at that person's eye level.
• If the person uses a support animal, ensure the animal is allowed into the building and has access to water.

Vision impairment

Prior to the interview:

• ask the individual whether and how you can assist them:
  • only guide a person with a vision impairment after they have accepted your offer
  • the individual will advise you what is most comfortable for them
  • in general, a person with a vision impairment will prefer to hold your arm (just above the elbow) rather than have you hold and guide them.

When interviewing a person with a vision impairment:

• always identify yourself and introduce anyone else who may be present
• face the applicant:
  • while they may not be able to see you (this depends on the type of vision impairment), they may be perceptive to the direction of the sound
  • by facing the applicant you are demonstrating that you are interested and focused
  • by looking away (which changes the direction of your voice) you may give the impression of lack of interest
• extend a verbal welcome if the applicant does not extend their hand to shake hands
• when offering seating, place the applicant's hand on the back or arm of the chair and provide a verbal cue
• indicate in advance when you will be moving from one place to another, and let the applicant know when the conversation is coming to an end
• if interviewing in a group situation, provide vocal cues by announcing the name of the person you are talking to
• speak in a clear and normal voice
• try to verbalise your feelings and thoughts to improve communication
• indicate to the applicant if you pause to take some notes: they may not always hear you writing
• explain the 'concept' as opposed to the 'representation' if there are diagrams that need to be discussed. For example, at an interview you may like to discuss an organisational hierarchy by talking about the people that they will be working to in a hierarchy, and how they relate to each other, rather than trying to describe the boxes on the paper chart.

After the interview, it is appropriate to ascertain that the applicant can leave the building comfortably. You may offer to escort them to the foyer, or to a taxi rank.

Hearing impairment

When interviewing a person who is Deaf or hearing-impaired:

• if you need to attract the applicant's attention, touch them lightly on the shoulder
• if the applicant can lip-read, look directly at them when you speak and keep your hands away from your face
• be aware that it is often difficult to lip read what is being said by people with beards
• speak clearly and at a natural pace and do not exaggerate your lip movements or raise your voice
• speak expressively, as the person may rely heavily on your facial expressions, gestures, and eye contact to fully understand what you are saying:
  • do not raise your voice, as it distorts sounds received through hearing devices
• be prepared to use visual aids to assist with understanding
• if an interpreter is present:
  • speak to the applicant, not the interpreter, and maintain eye contact with the applicant
  • it is usual for the interpreter to sit beside the interviewer and across from the applicant

Speech impediments

When interviewing a person with a speech impediment:

• speak as you usually would. Avoid speaking slowly or too simply unless you know that their vocabulary is limited
• minimise stress—stress can exacerbate a speech impairment
• give the applicant your complete attention when talking to them
• ask short questions that require short answers or a nod of the head
• listen attentively and keep your manner encouraging rather than correcting
• allow the applicant to give answers in writing
• resist the temptation to speak for the person if they are having difficulty expressing what they want to say
• if an applicant's speech is difficult to understand, don't pretend that you can understand:
  • let the applicant know that you didn't understand them
  • if you still cannot understand, ask them to rephrase what they are saying
  • if you still have difficulty understanding, find out whether they use any communication aids
• don't raise your voice—most people with a speech impairment can hear and understand.

Intellectual disability

• people with intellectual disability may often wish to bring a support person, often a person from an employment support agency, to interviews with them. Respect the applicant's right to have another person present for support at the interview, but talk directly with the applicant and not to the person accompanying them
• speak the applicant's language:
  • try to develop an understanding of their level of language and work hard to communicate at that level
• check that the applicant has understood what you are saying
• be prepared to rephrase what you are saying
• wait patiently for responses
• always endeavour to use plain English in speaking and writing:
  • avoid jargon
  • explain the use of commonly used acronyms or abbreviations
• use examples to explain complex ideas
• ask questions which require simple answers
• don't be patronising
• don't make assumptions about the applicant's capabilities, but instead, provide an opportunity for them to learn new tasks and skills
• be prepared to discuss other things like sport, weather or business as you might with any other applicant.

Some selection procedures, such as aptitude testing, can disadvantage people with an intellectual disability. Therefore, it is important to be sure that any testing is consistent with the inherent requirements of a position. As far as possible, it may be advisable to assess the applicant by observing demonstrated competencies rather than through written or oral assessments.

Psychiatric disability

People with a mental illness can feel more anxious and nervous at interviews than other applicants. It is important to:

• cultivate a relaxed manner and setting
• if using formal assessments, set a time suitable for the candidate:
  • some people with a mental illness perform better in the morning or at times related to their taking of medication
• let the candidate know in advance that 'time out' is available or that, if necessary, the assessment can be suspended until another time
• provide ongoing feedback to minimise stress during assessment
• ask if there is anything you can do to settle nerves or assist them to feel calm
• provide prompts if the applicant seems unable to answer the question
• ask one question at a time.

Learning disability

When interviewing a person with a learning disability:

• remember that they do not have an intellectual disability
• be prepared—find out what their disability is and ask them what adjustments they require during an interview. This might include, for example:
  • putting questions in writing
  • providing them with the questions shortly before the interview to allow the person extra time to prepare
  • providing written material in a larger font or in double space
  • making line guides available or allowing the person to use their own
  • putting written questions orally
  • asking questions one at a time
  • providing scratch paper to work out problems
  • allowing them to bring a friend
  • extending the time of the interview to allow the interviewee to collect their thoughts
  • accepting pauses to allow the interviewee to process the question
  • allowing the person to answer in writing
  • using telephone interviews to allow, for example, people with language disorders to collect their thoughts in a low pressure environment.

Other selection processes

Apart from the traditional interview agencies can also use other forms of selection assessment, including work sample tests, assessment centres, behavioural questionnaires, ability tests, and structured behavioural interviews.

The range of potential disabilities that applicants for selection may have is almost unlimited. It is impossible to predict at the outset what the impact of those disabilities, if any, will be on their ability to present their claims fairly in the context of different assessment techniques. Some selection processes may be very positive for people with some types of disability, and others less so.

Given that, the important thing for people conducting selection exercises will be a preparedness to consider unanticipated requests for changes to those processes and make reasonable adjustments, where necessary, to allow an applicant or applicants to compete fairly. This may even mean that a different process will need to be adopted for some applicants.

Assessing the ability to perform the inherent requirements

Whatever form of assessment is used, the assessment process is also a time when people conducting a selection can explore with an applicant the impact of any disability they may have on their capacity to perform the inherent requirements of the position and any adjustments that they may require to contribute fully to the agency’s work.

This can often be a difficult discussion for both the selector and the applicant. Ultimately, however, the selector’s job is to make a finding about the relative merits of the applicants and this includes an assessment of their capacity to perform the inherent requirements of the duties. They have an obligation to be confident that the decision or recommendation they make is properly informed.

This principle applies whether or not the applicant has disclosed their disability. So, for example, if the applicant clearly has a disability which has not been disclosed, the selector may still undertake appropriate inquiries.

Where this conversation occurs:

• it should generally be at the end of the assessment so as not to disturb the presentation of the applicants’ claims
• it may be advisable to frame questions in terms of how the applicant would see themselves as performing particular inherent requirements—if this has not already been established—and what adjustments, if any, they might need to do that
• the chair of the panel should make it clear that where the person can perform the inherent requirements of the position with reasonable adjustment having been made, their disability is not relevant to the selection process.

 

62 People with disability are not required to disclose that they have a disability. It should not be assumed that a person who does not disclose that they have a disability is ‘able-bodied’ merely because they have not made a disclosure.

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