Design And Implementation Of A Distributed Recruitment Management System

2.3.1.5    Human Resource Management Systems
Human resource management (HRM) can be conceived as the management activity taken by commercial firms, state owned enterprises and other organisations to recruit, retain and motivate their employees. In other words HRM is the bundle of policies, programmes and plans which organisations adopt with the objective of making full use of the people they employ. These include everything from recruitment and selection techniques (which initiate the relationship between firm and employee), to the mass of rules that determine how people are treated as current employees, and all the way to policies on separation (which determine whether, and in what circumstances, an employee is to be let go).
A Human resource management system is an automated system which handles the analysing and management of an organisation’s human resource needs to ensure satisfaction of its strategic objectives (Hellriegel et al, 2009).
2.3.1.6    Recruitment Management Systems
This is a sub-system of a human resource management system it is a multi-component software tool designed to facilitate and automate the process of assessing & hiring employees (recruitment management www.searchfinancialapplications.techtarget.com, Margaret Rouse).
2.4    What is Knowledge?
What does it mean when we say that a person knows something? What are the dimensions of knowledge? Our interest here is in knowledge as a characteristic of a person that influences the person’s behavioural potential. Since knowledge, itself, cannot be directly observed, it must be inferred from observing performance on a test, e.g. questions designed to determine the beliefs of a person about, say, adding two-digit numbers.
Knowledge has been conventionally defined as beliefs that are true and are justified. It is reasonable to think of a true belief as one that is in accord with the way in which objects, people, processes and events exist and behave in the real world (Fernandez-Armesto, 1997).
However, to avoid the philosophical complexities of the meaning of true, we will use the term correct (instead of true) belief to indicate that explicit and agreed-on criteria, e.g. among scientists, subject-matter experts, text book writers, etc., for determining the correctness of
something have been met. Thus, a belief that is incorrect or false does not qualify to be called knowledge. Furthermore, being correct is not enough. To be called knowledge the belief must not only be correct, but also must be justified. Exactly what evidence is necessary and sufficient to allow a correct belief to be justified has been a topic of discussion (largely by philosophers) for more than 2000 years (Plotkin, 1994).
Consider the following statement If I say that I know it is raining, then, for this to be a claim of real and certain knowledge,
 it must be raining
 I must believe it to be raining (merely to say that it is, out of whim, and for it to be raining at the time of the whimsy, would not constitute knowledge that it is raining)
 I must be justified in having that true belief.
By justify, epistemologists mean that the claim must be justified as reasonable rather than not. For example, I might genuinely believe it to be raining, and it is raining, but my belief may be based on what someone else has told me and that person may be none too reliable. I may even know that my informant is sometimes economical with the truth. How do you know that it is raining? I am asked. Why, I answer, because so-and-so told me. Well, say the philosophical judges on this matter, it is indeed raining, and you clearly believe it to be so doing, but your informant is unreliable and therefore you are not justified in your claim. You don’t really know with any certainty that it is raining (Plotkin’s, 1994).
Plotkin’s point is that being whimsically correct would not constitute knowledge and this is relevant to a weakness of common multiple-choice tests in which test takers are given credit for guessed-correct answers hence the adoption of negative marking in multiple choice tests.
Negative marking is the awarding of actual negative scores for incorrect answers in a test in addition to the mark to be deducted for actually failing to answer a question correctly. This allows staff to discourage, by means of the threat of a penalty, students from guessing answers in a multiple-choice test setting (Karandikar, 2010).