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The most widely used application of the Internet for assessment within organisations is probably 360-degree feedback There is now a wide range of systems available both for use over the Internet and for use on company Intranets The major bene ts are logistical By its very nature 360-degree feedback is an administrative nightmare to manage People involved in the process tend to be geographically dispersed but also need close supervision in order to ensure that the ratings are carried out to schedule and that suf cient raters are obtained for each focus of the assessment Good online systems focus on managing the work ow associated with the 360-degree process (Bartram et al, in press), from initial set-up and preparation of the people involved, through the management of the rating process
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(including delivery and scoring of questionnaires), to the production of reports and their delivery to feedback providers Features of such systems will include:     either candidate self-service or HR control over the administration users can choose their own raters task noti cations, reminders and report delivery all automated either generic competency models can be used or they can be tailored to the organisation s needs
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Good practice in carrying out a 360-degree feedback process can be built into the system by providing certain constraints on what users can do In addition to 360-degree feedback, there are a host of other applications where we are seeing the Internet becoming more widely used:       organisational surveys multi-rater job analysis competency pro ling individual development planning and tracking of development action plans performance appraisal performance management
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In addition, all the assessment procedures used in selection can be applied to post-hire development as well (eg through the use of virtual development centres)
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As noted earlier, there have been interesting developments in occupational testing within the military eld and in the elds of education testing that have yet to impact signi cantly upon routine occupational testing Certainly, we are starting to see developers and publishers move beyond traditional multiplechoice questionnaires (MCQs) and the use of classical test theory There are a number of areas that are being developed
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Use is already made of the telephone for structured interviewing (Edenborough, 1994) However, the face-to-face interview serves a range of social functions other than the collection of information about the applicant (see, eg, Herriot, 1989) One of the de ning elements of a job interview is that it is an interactive dialogue between at least two people It provides the opportunity for the applicant to learn about the potential employers and acts as a forum in which negotiation can take place between the parties
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Wide band G3 video-phone will provide a halfway house between the telephone interview and the live face-to-face interview Video-conferencing provides the employer with the opportunity to conduct single, pair or panel interviews without having the cost of transporting applicants to a common interview site Certainly for overseas applicants, video-conference interviewing provides a major saving in cost and (for the applicant) time By 2010 we can expect to see domestic digital TVs with built-in cameras being used as video-phones as part of their role as general-purpose multi-media entertainment and information centres This will enable high delity interviewing to take place without applicants having to leave their homes It is likely that for certain jobs there will remain a nal stage at which the job applicant and the employer need to meet face to face before entering into a formal employment contract However, the role of this nal meeting could shift away from that of an assessment process (as the information can be collected more ef ciently online) towards that of discussing and agreeing the contract between applicant and employer We could then see the interview become an event that occurs between the formal job offer being made and the applicant s acceptance or rejection of it
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