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Competencies for Canada’s Substance Abuse Workforce SECTION IV INTERVIEW TOOLS FOR COMMON JOB CLUSTERS FOR THE BEHAVIOURAL COMPETENCIES

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  • Competenciesfor Canadas Substance Abuse Workforce

    SECTION IVINTERVIEW TOOLS FOR COMMON JOB CLUSTERS

    FOR THE BEHAVIOURAL COMPETENCIES

  • This package was published by the Canadian Centreon Substance Abuse (CCSA).

    Suggested citation: Canadian Centre on Substance Abuse. (2014). Competencies for Canadas substance abuse workforce.

    Ottawa, ON: Canadian Centre on Substance Abuse.

    This is a living document, which CCSA may revise and update to reflect the latest evidence and research.

    Canadian Centre on Substance Abuse, 2014

    For additional copies, contactCCSA, 75 Albert St., Suite 500

    Ottawa, ON K1P 5E7Tel.: 613-235-4048

    Email: [email protected]

    ISBN 978-1-77178-192-3

  • SECTION IVINTERVIEW TOOLS FOR COMMON JOB CLUSTERS FOR THE BEHAVIOURAL COMPETENCIES

    TABLE OF CONTENTS

    ADMINISTRATIVE SUPPORT

    COUNSELLING

    HEALTH PROMOTION

    SENIOR MANAGEMENT

    SUPERVISION

    SUPPORT AND OUTREACH

    WITHDRAWAL MANAGEMENT

    IV1

    IV18

    IV35

    IV54

    IV72

    IV91

    IV109

  • ACKNOWLEDGEMENTS

    The Canadian Centre on Substance Abuse (CCSA) gratefully acknowledges the significant contributions and support

    received from people working in the field who participated in focus groups across Canada.

    CCSA especially thanks all its partners who so graciously allowed and encouraged staff to participate in the focus

    groups. The research means nothing if the end result is not meaningful to the people for whom it is intended and CCSA

    could not produce a meaningful report without the input from the focus groups.

    CCSA also thanks members of the National Advisory Group on Workforce Development (comprised of representatives

    from key national organizations and provincial/territorial governments) and other experienced directors and managers

    who participated in reviews of both sets of competencies.

    These documents can also be downloaded as a PDF at www.ccsa.ca

    Ce document est galement disponible en franais sous le titre :Comptences pour les intervenants canadiens en toxicomanie

  • IV1

    Competencies for Canadas Substance Abuse Workforce INTERVIEW TOOLS FOR COMMON JOB CLUSTERS

    FOR THE BEHAVIOURAL COMPETENCIES

    Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    Avoid assessing all competencies by interview. It would take far too much time and some competencies are better assessed through other methods (e.g., reference checks, knowledge tests or simulations). For a one-hour interview, a reasonable number of questions to ask is five to seven.

    To determine which questions to ask, consider the relative importance of a competency to the position. Also, review competencies for overlap to determine if asking a question on one competency will provide information on another competency that can then be excluded. Overlapping competencies are identified in the Behavioural Competencies Report.

    You might choose to assess the same competency using more than one method if it is very important for the position. For example, if Interpersonal Rapport/Savvy is more important than other competencies, you may wish to assess this both in the interview and through a reference check. Alternatively, you may ask two questions on this competency instead of one in the interview.

    Questions can be used for reference checking by adapting the text to ask about the candidate in the third-person narrative, rather than in the second person. For example:

    Interview Question: Please provide an example of a time when you coordinated a large project (second person)

    Reference Question: Please provide an example of a time when Mark coordinated a large project (third person)

    Ensure that all interviews are conducted in accordance with existing organizational policies and procedures.

    ADMINISTRATIVE SUPPORTThis tool provides a selection of sample behavioural questions for the Behavioural Competencies and proficiency levels relevant to the Administration Support competency profile. It also includes the procedures for conducting the interview and evaluating candidate responses.

    While this tool is a useful template for your interview process, it might not accurately represent the competencies required for the position for which you are interviewing. Review the suggested competency profile before use to determine if it is relevant. If not relevant, review the competencies to determine which competencies and/or proficiency levels you should change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant Behavioural Competencies for a profile has been provided in the Behavioural Competencies Report.

    After confirming the relevant competency profile (competencies and proficiency levels), you must determine which competencies you will assess in the interview and which questions you will ask. Sample questions have been provided for the relevant proficiency level for the suggested profile. A generic interview bank has been provided in the Generic Questions for the Behavioural Competencies (Sect. II) to assist you in selecting and adapting alternate questions if a different competency profile is used.

    Keep in mind that a job competency profile should include only the critical competencies required for the job (not those that are nice to havei.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    IV2

    Competency Required Proficiency

    Level

    Adaptability/Flexibility 1

    Analytical Thinking and Decision Making 1

    Client Service Orientation 1

    Continuous Learning 2

    Diversity and Cultural Responsiveness 1

    Effective Communication 2

    Ethical Conduct and Professionalism 1

    Interpersonal Rapport/Savvy 2

    Planning and Organizing 2

    Self Care 2

    Self Management 2

    Teamwork and Cooperation 2

    Job Cluster Example Job Titles

    Administration Support Administrative Assistant, Administrator, Regional Administrator, Clinic Technician

    Preparation ChecklistReview rsum and candidate file information, paying particular attention to jobs/experiences and education/training most related to the target position.

    Review competencies required for the target position.

    Determine which competencies to focus on in the interview.

    Suggested Competency Profile

    Interviewing Tool for Positions Related to Administrative Support

    Position Title:

    Candidate Name:

    Interviewers Name: Interviewers Title:

    Date of Interview: Location of Interview:

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV3

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Questions for Applicable Competencies at the Appropriate Level of ProficiencyThe next several pages contain interview questions, one per page, with follow-up questions and space for you, the interviewer, to jot down notes. The follow-up questions are especially helpful because you can encourage the candidate to elaborate on his or her response to the initial question.

    Conducting the Interview 1. Greet the candidate and introduce yourself, giving your

    name and position within the organization.

    2. Confirm the job for which the candidate is being considered.

    3. Explain the purpose of the interview: to gather specific information about the candidates past experiences and accomplishments, particularly in the past two to three years; and to help the organization make a fair and informed decision on the most qualified candidate for the job.

    4. Describe the interview plan:

    The questions in the interview guide are designed to obtain information about the candidates experience and accomplishments (do not have to be work-related) that relate to the competencies that are important for success in the job to be filled.

    For each question, you must obtain one or more specific examples of the candidates experience or accomplishments, ensuring that the candidate describes:

    The Situation or circumstances related to the example;

    The Actions taken by the candidate to address the situation, along with the rationale for the action taken; and

    The Results or outcome of the candidates actions.

    5. Ask follow-up questions as necessary to clarify or obtain additional information. Follow-up questions are provided below the main question.

    6. Take notes on the candidates answers during the interview to have an accurate record of the information on the candidates experience and accomplishments to evaluate later.

    7. Provide an opportunity at the end of the interview for the candidate to ask questions.

    8. Clarify the next steps in the selection process.

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV4

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 1: Adaptability/FlexibilityDefinition: Willingly adjust ones approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations.

    LEVEL 1 INTRODUCTORYQuestion People see things differently. Tell me about a time when you needed to make a special effort to recognize the value of another persons point of view on the best way to handle a situation or problem.

    What was the situation/problem? What was your point of view on how it should be handled? What was the other persons point of view? How did the situation/problem end up being handled?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV5

    Question 2: Analytical Thinking and Decision MakingDefinition: Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. Includes critical thinking and reasoning skills.

    LEVEL 1 INTRODUCTORYQuestion Tell me about a situation where you had to make a decision or recommendation, first weighing the advantages and disadvantages of a number of options.

    Describe the situation, and what decision was required. What were the options available to you? How did the options come to be identified? What factors did you take into consideration when determining how to proceed? What did you decide to do? What was the outcome?

    NOTES

    Situation Action Results

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV6

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 3: Client Service OrientationDefinition: Provide service excellence to clients (which may include individuals, groups, communities and organizations). Includes making a commitment to serve clients and focusing ones efforts on discovering and meeting client needs within personal, professional and organizational capacities and boundaries.

    LEVEL 1 INTRODUCTORYQuestion Describe a situation where a client was particularly satisfied by your response to a request or need.

    Describe the situation, including the clients need/request. What was your role in meeting the clients request? What did you do to meet the clients request? What effect did your response to the client have on the work being done?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV7

    Question 4: Continuous LearningDefinition: Identify and pursue learning opportunities to enhance ones professional performance and development and the effective delivery of high-quality programs and services.

    LEVEL 2 DEVELOPINGQuestion Please describe a time when you made a point of keeping current in a particular area/subject that was evolving or changing.

    What was the situation? In what area were you trying to keep up to date? Describe the methods you used to keep updated. To what extent did you succeed in keeping updated? What impact, if any, did keeping up to date have on you and/or others?

    NOTES

    Situation Action Results

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV8

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 5: Diversity and Cultural ResponsivenessDefinition: Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all.

    LEVEL 1 INTRODUCTORYQuestion Give an example of when you adjusted your actions to work more effectively with a person or family from a different culture, belief/value system or lifestyle from your own.

    What was the situation? What difference did you identify? Why did you need to adjust your actions and what did you do? How did it work out?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV9

    Question 6: Effective CommunicationDefinition: Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication.

    LEVEL 2 DEVELOPINGQuestion Give me an example of a time when establishing two-way communication with an individual or group was especially challenging.

    What was the situation? What made it challenging to establish effective two-way communication? What did you do to help ensure that communication was collaborative and respectful? To what extent were you successful in your communication efforts? What leads you to say that? (i.e., On what evidence

    do you base that evaluation?)

    NOTES

    Situation Action Results

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV10

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 7: Ethical Conduct and ProfessionalismDefinition: Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. It includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities).

    LEVEL 1 INTRODUCTORYQuestion Tell me about a particular time when you had to ensure that your behaviour reflected your organizations ethics or values.

    What was the situation? Why did you feel your behaviour was important? How did you behave or act? Why? What was the reaction of others?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV11

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 8: Interpersonal Rapport/SavvyDefinition: Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others.

    LEVEL 2 DEVELOPINGQuestion Describe an instance when you took into account individual characteristics of another person in order to build a relationship of trust with them.

    What was the situation? What individual characteristics did you consider? How did you use your understanding of these characteristics to build trust? How do you know that the relationship was successful?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV12

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 9: Planning and OrganizingDefinition: Identify and prioritize tasks, develop and implement plans, evaluate outcomes, and adjust activities in order to achieve objectives.

    LEVEL 2 DEVELOPINGQuestion Tell me about a time when you needed to break a large project or major activity into smaller components in order to get it done.

    What project/activity were you responsible for? How did you break it into smaller components? How did you go about deciding what needed to be done first, second, third, etc.? How did things work out?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    Question 10: Self CareDefinition: Deliberately and continuously apply professional and personal self care principles to oneself and, at times, others to sustain optimal productivity while maintaining physical, mental, spiritual and emotional health.

    LEVEL 2 DEVELOPINGQuestion Describe a time when you faced a professional and/or personal boundary challenge and found your own way to deal with it.

    Describe the situation. Why was it a boundary challenge? How did you develop your strategy to deal with the situation? What was the outcome? What was the impact on you and the client? How did it change your behaviour after the experience?

    NOTES

    Situation Action Results

    IV13

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV14

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Question 11: Self ManagementDefinition: Appropriately manage ones own emotions and strong feelings; maintain a calm and tactful composure under a broad range of challenging circumstances; think clearly and stay focused under pressure. Encompasses self-regulation and mindfulness.

    LEVEL 2 DEVELOPINGQuestion Maintaining focus and composure when dealing with complex problems or situations is essential to success in this job. Tell me about a time when it was especially important for you to maintain focus and composure in such a circumstance.

    Describe the situation. What were your strategies for maintaining focus and composure? How successful were you at dealing with the complex problem or situation? How do you know you were successful?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    Question 12: Teamwork and CooperationDefinition: Work cooperatively and productively with others within and across organizational units to achieve common goals; demonstrate respect, cooperation, collaboration, and consensus-building

    LEVEL 2 DEVELOPINGQuestion Describe a time when you were working with a team and took on additional tasks to support the groups efforts.

    What was the situation? Why did you volunteer to take on those tasks? How was this received by others on the team? Were you able to complete these additional tasks?

    NOTES

    Situation Action Results

    IV15

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV16

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Interview Rating Scale

    5Well Above Standard (significantly exceeds requirements)

    Evidence of candidates demonstration of the competency is exceptional and reflects superior ability to perform; all aspects of the competency are demonstrated to a high degree.

    4Above Standard (exceeds requirements)

    Evidence of candidates demonstration of the competency is above average and reflects more than an adequate ability to perform; all or most aspects of the competency are demonstrated at an above-average level.

    3

    Meets Standard (meets requirement)

    Evidence of candidates demonstration of the competency meets expectations and reflects an adequate ability to perform; candidate may have demonstrated minor weaknesses in some aspects of the competency, but none of major significance.

    2Below Standard (falls below expected requirements)

    Evidence of candidates demonstration of the competency is inadequate in key respects.

    1Well Below Standard (falls significantly below requirements)

    Evidence of candidates demonstration of the competency is far from adequate in all or most respects.

    and, if it demonstrates a competency other than the one intended by the question, note the competency demonstrated alongside the example. Then cross-reference this example in the section of the interview tool devoted to that competency.

    Once all relevant information from the interview has been reviewed and correctly classified, the interviewer is in a position to fully understand and evaluate a candidates past behaviour for each competency.

    The next step is to assign a rating, or score, for each competency, using the rating scale provided below. The assigned rating/score is based on the candidates demonstration of the relevant behaviour indicators for the proficiency levels in the competency profile at the beginning of this tool. Refer as necessary to the Behavioural Competency Report for an extended sampling of appropriate behaviour indicators for each competency.

    Record the rating/score in the scoring grid on the next page. Add any particular comments needed to support the rating.

    If there are multiple interviewers, each interviewer completes the scoring grid individually, without consulting the others. Upon completion of all scoring, the interviewers discuss the ratings they assigned and arrive at a consensus score for each competency.

    Evaluating the InterviewAll the energy and effort devoted to capturing good job-related information during the selection interview will be lost if this information is not evaluated consistently and appropriately for all candidates.

    The following provides information on how to evaluate candidate information from the competency-based interview.

    Each behavioural question is designed to elicit information relevant to a specific competency. However, human behaviour can be complex. Accordingly, the following situations may arise:

    A behaviourally based question will be asked focusing on one competency area, but the candidate will provide a behavioural example that demonstrates another

    Examples will be provided that relate to more than one competency area

    Examples that relate to the required competencies will be provided during the introductory phases of the interview, or during the close of the interview

    The whole interview should, therefore, be reviewed carefully for evidence of the competencies being assessed. One suggested method for doing this is to circle each behavioural example

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV17

    Interview Tools for Common Job Clusters for the Behavioural Competencies ADMINISTRATIVE SUPPORT

    Scoring Grid

    Adaptability/Flexibility

    Analytical Thinking andDecision Making

    Client Service Orientation

    Continuous Learning

    Diversity and Cultural Responsiveness

    Effective Communication

    Ethical Conduct and Professionalism

    InterpersonalRapport/Savvy

    Planning and Organizing

    Self Care

    Self Management

    Teamwork and Cooperation

    Competency Rationale/Comments InterviewerScore Consensus

    Score

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    You might choose to assess the same competency using more than one method if it is very important for the position. For example, if Interpersonal Rapport/Savvy is more important than other competencies, you may wish to assess this both in the interview and through a reference check. Alternatively, you may ask two questions on this competency instead of one in the interview.

    Questions can be used for reference checking by adapting the text to ask about the candidate in the third-person narrative, rather than in the second person. For example:

    Interview Question: Please provide an example of a time when you coordinated a large project (second person)

    Reference Question: Please provide an example of a time when Mark coordinated a large project (third person)

    Ensure that all interviews are conducted in accordance with existing organizational policies and procedures.

    COUNSELLING This tool provides a selection of sample behavioural questions for the Behavioural Competencies and proficiency levels relevant to the Counselling competency profile. It also includes the procedures for conducting the interview and evaluating candidate responses.

    While this tool is a useful template for your interview process, it might not accurately represent the competencies required for the position for which you are interviewing. Review the suggested competency profile before use to determine if it is relevant. If not relevant, review the competencies to determine which competencies and/or proficiency levels you should change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant Behavioural Competencies for a profile has been provided in the Behavioural Competencies Report.

    After confirming the relevant competency profile (competencies and proficiency levels), you must determine which competencies you will assess in the interview and which questions you will ask. Sample questions have been provided for the relevant proficiency level for the suggested profile. A generic interview bank has been provided in the Generic Questions for the Behavioural Competencies (Sect. II) to assist you in selecting and adapting alternate questions if a different competency profile is used.

    Avoid assessing all competencies by interview. It would take far too much time and some competencies are better assessed through other methods (e.g., reference checks, knowledge tests or simulations). For a one-hour interview, a reasonable number of questions to ask is five to seven.

    To determine which questions to ask, consider the relative importance of a competency to the position. Also, review competencies for overlap to determine if asking a question on one competency will provide information on another competency that can then be excluded. Overlapping competencies are identified in the Behavioural Competencies Report.

    Keep in mind that a job competency profile should include only the critical competencies required for the job (not those that are nice to havei.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.

    IV18

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    Competency Required Proficiency

    Level

    Adaptability/Flexibility 3

    Analytical Thinking and Decision Making 3

    Client-centred Change 3

    Client Service Orientation 2

    Continuous Learning 2

    Diversity and Cultural Responsiveness 3

    Effective Communication 3

    Ethical Conduct and Professionalism 2

    Interpersonal Rapport/Savvy 3

    Self Care 2

    Self Management 2

    Teamwork and Cooperation 2

    Job Cluster Example Job Titles

    Counselling Addictions Counsellor, Alcohol & Drug Counsellor, Substance Abuse Counsellor, Intake Counsellor, Therapist, Clinical Therapist, Recreation Therapist

    Preparation ChecklistReview rsum and candidate file information, paying particular attention to jobs/experiences and education/training most related to the target position.

    Review competencies required for the target position.

    Determine which competencies to focus on in the interview.

    Suggested Competency Profile

    Interviewing Tool for Positions Related to Counselling

    Position Title:

    Candidate Name:

    Interviewers Name: Interviewers Title:

    Date of Interview: Location of Interview:

    IV19

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV20

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

    Questions for Applicable Competencies at the Appropriate Level of ProficiencyThe next several pages contain interview questions, one per page, with follow-up questions and space for you, the interviewer, to jot down notes. The follow-up questions are especially helpful because you can encourage the candidate to elaborate on his or her response to the initial question.

    Conducting the Interview 1. Greet the candidate and introduce yourself, giving your

    name and position within the organization.

    2. Confirm the job for which the candidate is being considered.

    3. Explain the purpose of the interview: to gather specific information about the candidates past experiences and accomplishments, particularly in the past two to three years; and to help the organization make a fair and informed decision on the most qualified candidate for the job.

    4. Describe the interview plan:

    The questions in the interview guide are designed to obtain information about the candidates experience and accomplishments (do not have to be work-related) that relate to the competencies that are important for success in the job to be filled.

    For each question, you must obtain one or more specific examples of the candidates experience or accomplishments, ensuring that the candidate describes:

    The Situation or circumstances related to the example;

    The Actions taken by the candidate to address the situation, along with the rationale for the action taken; and

    The Results or outcome of the candidates actions.

    5. Ask follow-up questions as necessary to clarify or obtain additional information. Follow-up questions are provided below the main question.

    6. Take notes on the candidates answers during the interview to have an accurate record of the information on the candidates experience and accomplishments to evaluate later.

    7. Provide an opportunity at the end of the interview for the candidate to ask questions.

    8. Clarify the next steps in the selection process.

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV21

    Question 1: Adaptability/FlexibilityDefinition: Willingly adjust ones approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when you foresaw that a change was to be implemented and so you prepared yourself for it.

    What change did you foresee? What did you perceive to be the impact? How did you plan for the change? What was the outcome?

    NOTES

    Situation Action Results

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV22

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

    Question 2: Analytical Thinking and Decision MakingDefinition: Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. Includes critical thinking and reasoning skills.

    LEVEL 3 INTERMEDIATEQuestion Tell me about a time when you used evidence-based knowledge, past experience and/or consultation with others to determine a solution to a problem where no precedent existed.

    Describe the nature of problem and why it required a creative solution. What factors did you consider in trying to understand the problem in greater depth? What knowledge/experience/consultation did you use to analyze the problem and why? What solution did you develop and how effective was it?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV23

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

    Question 3: Client-centred ChangeDefinition: Enhance, facilitate, support, empower, and otherwise increase client motivation for positive change. Positive change is achieved by involving the client actively in the change process and encouraging the client to take responsibility for the outcomes he or she achieves. Clients may be individuals, groups, communities and organizations.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when you identified a shift in the clients motivation that created a challenge to progress.

    Describe the situation, client and issue. How did you know there was a shift in motivation? What did you do to address the challenge? What was the outcome of your action?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV24

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

    Question 4: Client Service OrientationDefinition: Provide service excellence to clients (which may include individuals, groups, communities and organizations). Includes making a commitment to serve clients and focusing ones efforts on discovering and meeting client needs within personal, professional and organizational capacities and boundaries.

    LEVEL 2 DEVELOPINGQuestion Describe a time when you actively maintained a collaborative relationship with your client and their external supports.

    Describe the situation (e.g., client, client need being met, own role in meeting clients need). Was any plan for staying in touch put in place at the start of the activity? What role, if any, did the client have in staying in touch? What impact, if any, did staying in touch have on the activity?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV25

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

    Question 5: Continuous LearningDefinition: Identify and pursue learning opportunities to enhance ones professional performance/development and the effective delivery of high-quality programs and services.

    LEVEL 2 DEVELOPINGQuestion Please describe an example of a time when you made a point of keeping current in a subject with evolving techniques.

    What was the situation? In what area were you trying to keep up to date? Describe the methods you used to keep updated. To what extent did you succeed in keeping updated? What impact, if any, did keeping up to date have?

    NOTES

    Situation Action Results

  • Canadian Centre on Substance Abuse, 2014 Competencies for Canadas Substance Abuse Workforce

    IV26

    Interview Tools for Common Job Clusters for the Behavioural Competencies COUNSELLING

    Question 6: Diversity and Cultural ResponsivenessDefinition: Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all.

    LEVEL 3 INTERMEDIATEQuestion Tell me about an experience where you provided assistance to an individual/family from a unique diverse or cultural background, and how your understanding of their circumstances enabled you to provide a service tailored specifically to their needs.

    Describe the situation and the unique background of the person/family. How did you assess the unique sensitivities of the situation? What practices/services/techniques did you employ to adapt to their needs? What was the outcome?

    NOTES

    Situation Action Results

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    Question 7: Effective CommunicationDefinition: Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when you modified your communication style to meet the unique needs of a diverse audience.

    What was the purpose of your communication? What was the strategy you used? What was the outcome?

    NOTES

    Situation Action Results

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    Question 8: Ethical Conduct and ProfessionalismDefinition: Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. Includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities).

    LEVEL 2 DEVELOPINGQuestion Tell me about a situation where you were faced with a difficult or unclear ethical decision.

    What was the decision regarding? What values/ethics were involved? How did these values or ethical issues influence your decision? What was the outcome?

    NOTES

    Situation Action Results

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    Question 9: Interpersonal Rapport/SavvyDefinition: Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when your ability to communicate effectively in a highly sensitive situation helped to produce a successful outcome.

    What was the situation and what made it sensitive? What aspects of your communication did you focus on to help produce a positive outcome? What was the outcome?

    NOTES

    Situation Action Results

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    Question 10: Self CareDefinition: Deliberately and continuously apply professional and personal self care principles to oneself and, at times, others to sustain optimal productivity while maintaining physical, mental, spiritual and emotional health.

    LEVEL 3 INTERMEDIATEQuestion Please describe a time when you assisted a peer who had a problem with productivity due to excessive stress, fatigue or difficult situations.

    Describe the situation. Who did you assist and what was the persons problem? How did you assist the person? What was the outcome? Did your assistance help?

    NOTES

    Situation Action Results

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    Question 11: Self ManagementDefinition: Appropriately manage ones own emotions and strong feelings; maintain a calm and tactful composure under a broad range of challenging circumstances; think clearly and stay focused under pressure. Encompasses self-regulation and mindfulness.

    LEVEL 2 DEVELOPINGQuestion Maintaining focus and composure when dealing with complex problems or situations is essential to success in this job. Tell me about a time when it was especially important for you to maintain focus and composure in such a circumstance.

    Describe the situation. What were your strategies for maintaining focus and composure? How successful were you at dealing with the complex problem or situation? How do you know you were successful?

    NOTES

    Situation Action Results

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    Question 12: Teamwork and CooperationDefinition: Work cooperatively and productively with others within and across organizational units to achieve common goals; demonstrate respect, cooperation, collaboration, and consensus-building.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when you worked with a multi-disciplinary team/group that could not reach a consensus on a key issue.

    What was the situation? What did you do? To what extent was it effective? To what extent was it ineffective?

    NOTES

    Situation Action Results

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    Interview Rating Scale

    5Well Above Standard (significantly exceeds requirements)

    Evidence of candidates demonstration of the competency is exceptional and reflects superior ability to perform; all aspects of the competency are demonstrated to a high degree.

    4Above Standard (exceeds requirements)

    Evidence of candidates demonstration of the competency is above average and reflects more than an adequate ability to perform; all or most aspects of the competency are demonstrated at an above-average level.

    3

    Meets Standard (meets requirement)

    Evidence of candidates demonstration of the competency meets expectations and reflects an adequate ability to perform; candidate may have demonstrated minor weaknesses in some aspects of the competency, but none of major significance.

    2Below Standard (falls below expected requirements)

    Evidence of candidates demonstration of the competency is inadequate in key respects.

    1Well Below Standard (falls significantly below requirements)

    Evidence of candidates demonstration of the competency is far from adequate in all or most respects.

    and, if it demonstrates a competency other than the one intended by the question, note the competency demonstrated alongside the example. Then cross-reference this example in the section of the interview tool devoted to that competency.

    Once all relevant information from the interview has been reviewed and correctly classified, the interviewer is in a position to fully understand and evaluate a candidates past behaviour for each competency.

    The next step is to assign a rating, or score, for each competency, using the rating scale provided below. The assigned rating/score is based on the candidates demonstration of the relevant behaviour indicators for the proficiency levels in the competency profile at the beginning of this tool. Refer as necessary to the Behavioural Competency Report for an extended sampling of appropriate behaviour indicators for each competency.

    Record the rating/score in the scoring grid on the next page. Add any particular comments needed to support the rating.

    If there are multiple interviewers, each interviewer completes the scoring grid individually, without consulting the others. Upon completion of all scoring, the interviewers discuss the ratings they assigned and arrive at a consensus score for each competency.

    Evaluating the InterviewAll the energy and effort devoted to capturing good job-related information during the selection interview will be lost if this information is not evaluated consistently and appropriately for all candidates.

    The following provides information on how to evaluate candidate information from the competency-based interview.

    Each behavioural question is designed to elicit information relevant to a specific competency. However, human behaviour can be complex. Accordingly, the following situations may arise:

    A behaviourally based question will be asked focusing on one competency area, but the candidate will provide a behavioural example that demonstrates another

    Examples will be provided that relate to more than one competency area

    Examples that relate to the required competencies will be provided during the introductory phases of the interview, or during the close of the interview

    The whole interview should, therefore, be reviewed carefully for evidence of the competencies being assessed. One suggested method for doing this is to circle each behavioural example

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    Scoring Grid

    Adaptability/Flexibility

    Analytical Thinking and Decision Making

    Client-centred Change

    Client Service Orientation

    Continuous Learning

    Diversity and Cultural Responsiveness

    Effective Communication

    Ethical Conduct and Professionalism

    InterpersonalRapport/Savvy

    Self Care

    Self Management

    Teamwork and Cooperation

    Competency Rationale/Comments InterviewerScore Consensus

    Score

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    You might choose to assess the same competency using more than one method if it is very important for the position. For example, if Interpersonal Rapport/Savvy is more important than other competencies, you may wish to assess this both in the interview and through a reference check. Alternatively, you may ask two questions on this competency instead of one in the interview.

    Questions can be used for reference checking by adapting the text to ask about the candidate in the third-person narrative, rather than in the second person. For example:

    Interview Question: Please provide an example of a time when you coordinated a large project (second person)

    Reference Question: Please provide an example of a time when Mark coordinated a large project (third person)

    Ensure that all interviews are conducted in accordance with existing organizational policies and procedures.

    HEALTH PROMOTIONThis tool provides a selection of sample behavioural questions for the Behavioural Competencies and proficiency levels relevant to the Health Promotion competency profile. It also includes the procedures for conducting the interview and evaluating candidate responses.

    While this tool is a useful template for your interview process, it might not accurately represent the competencies required for the position for which you are interviewing. Review the suggested competency profile before use to determine if it is relevant. If not relevant, review the competencies to determine which competencies and/or proficiency levels you should change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant Behavioural Competencies for a profile has been provided in the Behavioural Competencies Report.

    After confirming the relevant competency profile (competencies and proficiency levels), you must determine which competencies you will assess in the interview and which questions you will ask. Sample questions have been provided for the relevant proficiency level for the suggested profile. A generic interview bank has been provided in the Generic Questions for the Behavioural Competencies (Sect. II) to assist you in selecting and adapting alternate questions if a different competency profile is used.

    Avoid assessing all competencies by interview. It would take far too much time and some competencies are better assessed through other methods (e.g., reference checks, knowledge tests or simulations). For a one-hour interview, a reasonable number of questions to ask is five to seven.

    To determine which questions to ask, consider the relative importance of a competency to the position. Also, review competencies for overlap to determine if asking a question on one competency will provide information on another competency that can then be excluded. Overlapping competencies are identified in the Behavioural Competencies Report.

    Keep in mind that a job competency profile should include only the critical competencies required for the job (not those that are nice to havei.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.

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    Competency Required Proficiency

    Level

    Adaptability/Flexibility 3

    Analytical Thinking and Decision Making 2

    Collaboration and Network Building 3

    Continuous Learning 3

    Creativity and Innovation 3

    Developing Others 3

    Diversity and Cultural Responsiveness 3

    Effective Communication 3

    Ethical Conduct and Professionalism 2

    Interpersonal Rapport/Savvy 3

    Planning and Organizing 3

    Self Care 2

    Self Motivation and Drive 2

    Teamwork and Cooperation 2

    Job Cluster Example Job Titles

    Health Promotion Health Promotion Specialist, Health Education Specialist, Prevention Coordinator, Health Educator, Health Promotion & Protection Specialist/Worker

    Preparation ChecklistReview rsum and candidate file information, paying particular attention to jobs/experiences and education/training most related to the target position.

    Review competencies required for the target position.

    Determine which competencies to focus on in the interview.

    Suggested Competency Profile

    Interviewing Tool for Positions Related to Health Promotion

    Position Title:

    Candidate Name:

    Interviewers Name: Interviewers Title:

    Date of Interview: Location of Interview:

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    Questions for Applicable Competencies at the Appropriate Level of ProficiencyThe next several pages contain interview questions, one per page, with follow-up questions and space for you, the interviewer, to jot down notes. The follow-up questions are especially helpful because you can encourage the candidate to elaborate on his or her response to the initial question.

    Conducting the Interview 1. Greet the candidate and introduce yourself, giving your

    name and position within the organization.

    2. Confirm the job for which the candidate is being considered.

    3. Explain the purpose of the interview: to gather specific information about the candidates past experiences and accomplishments, particularly in the past two to three years; and to help the organization make a fair and informed decision on the most qualified candidate for the job.

    4. Describe the interview plan:

    The questions in the interview guide are designed to obtain information about the candidates experience and accomplishments (do not have to be work-related) that relate to the competencies that are important for success in the job to be filled.

    For each question, you must obtain one or more specific examples of the candidates experience or accomplishments, ensuring that the candidate describes:

    The Situation or circumstances related to the example;

    The Actions taken by the candidate to address the situation, along with the rationale for the action taken; and

    The Results or outcome of the candidates actions.

    5. Ask follow-up questions as necessary to clarify or obtain additional information. Follow-up questions are provided below the main question.

    6. Take notes on the candidates answers during the interview to have an accurate record of the information on the candidates experience and accomplishments to evaluate later.

    7. Provide an opportunity at the end of the interview for the candidate to ask questions.

    8. Clarify the next steps in the selection process.

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    Question 1: Adaptability/FlexibilityDefinition: Willingly adjust ones approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations.

    LEVEL 3 INTERMEDIATEQuestion Please give me an example of a situation where you adapted your behaviour or approach in response to resistance within a community or population.

    Why did you need to change your approach? How surprised were you by the resistance? Describe how you changed your approach/behaviour. How did you adapt to the situation? What was the outcome?

    NOTES

    Situation Action Results

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    Question 2: Analytical Thinking and Decision MakingDefinition: Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. It includes critical thinking and reasoning skills.

    LEVEL 2 DEVELOPINGQuestion Tell me about a situation where you had to make a decision or recommendation, first weighing the advantages and disadvantages of a number of options.

    Describe the situation, and what decision was required. What were the options available to you? How were the options identified? What factors did you take into consideration when determining how to proceed? What did you decide to do? What was the outcome?

    NOTES

    Situation Action Results

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    Question 3: Collaboration and Network BuildingDefinition: Identify and create informal and formal interdisciplinary networks and allied community groups to support the provision of client service delivery and achievement of the organizations objectives. Clients include individuals, groups, organizations, and communities.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when you facilitated the development of a community coalition in order to address a specific need.

    Why was the collaboration needed? What was your role in facilitating the collaboration? What were the results of your efforts? How did you sustain the collaboration?

    NOTES

    Situation Action Results

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    Question 4: Continuous LearningDefinition: Identify and pursue learning opportunities to enhance ones professional performance and development and the effective delivery of high-quality programs and services.

    LEVEL 3 INTERMEDIATEQuestion Please describe an example of a time when you needed to learn a new approach or strategy related to health promotion.

    What was the situation? Who was your audience? In what area were you trying to increase your knowledge or skills? Describe the methods you used. To what extent were you successful? What impact did the learning have on you, the situation, and/or others?

    NOTES

    Situation Action Results

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    Question 5: Creativity and InnovationDefinition: Use evidence-based practices in innovative and creative ways to initiate both effective new ways of working and advances in the understanding of the field of practice. Innovation and creativity are achieved in translating research into practice to optimize improvements in service delivery and professional practice.

    LEVEL 3 INTERMEDIATEQuestion Describe a complex situation that you faced and how you used the best available evidence to generate a new strategy to promote health.

    What was the context or environment? From where did you draw your inspiration? What adaptations did you introduce? How did you know that your strategy was effective? How did it impact your audience/community?

    NOTES

    Situation Action Results

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    Question 6: Developing OthersDefinition: Facilitate and motivate sustained learning and create learning opportunities and resources, as well as promote and respect others needs for ownership of learning outcomes. Includes creation of a continuous learning environment that fosters positive growth in both work and public contexts among peers, clients, client families, communities and other groups (recipients).

    LEVEL 3 INTERMEDIATEQuestion Give an example of what you have done to encourage team members to learn from each other.

    What was the specific situation? What did team members have to offer each other in this case? What did you do to facilitate an exchange that would allow them to share their knowledge? How did you know that this exercise was successful?

    NOTES

    Situation Action Results

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    Question 7: Diversity and Cultural ResponsivenessDefinition: Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all.

    LEVEL 3 INTERMEDIATEQuestion Describe a cultural barrier you identified in your community and what strategy you put in place to address it.

    What was the cultural barrier and what impact was it having on the community? How did you recognize it as a barrier that needed addressing? How did you help the community become aware of and address the barrier? What impact did your recommendations or strategy have on mitigating the barrier?

    NOTES

    Situation Action Results

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    Question 8: Effective CommunicationDefinition: Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when you had to adapt the content and style of your communication for diverse stakeholders to achieve consensus.

    In what way(s) were the stakeholders diverse? How did you try to tailor your communication to achieve consensus? How did you ensure that people received the information they needed? What was the outcome?

    NOTES

    Situation Action Results

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    Question 9: Ethical Conduct and ProfessionalismDefinition: Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. Includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities).

    LEVEL 2 DEVELOPINGQuestion Describe a situation in which you contributed to a discussion of how ethical issues might impact a proposed community action.

    What was your contribution? Describe the key ethical factors you had to consider. What was the outcome of these efforts?

    NOTES

    Situation Action Results

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    Question 10: Interpersonal Rapport/SavvyDefinition: Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others.

    LEVEL 3 INTERMEDIATEQuestion Describe a time when your ability to respond effectively to conflict in a highly sensitive situation helped to produce a successful outcome.

    What was the conflict based on and what made it sensitive? What strategies and/or behaviours did you employ to help resolve the conflict? What was the outcome?

    NOTES

    Situation Action Results

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    Question 11: Planning and OrganizingDefinition: Identify and prioritize tasks, develop and implement plans, evaluate outcomes, and adjust activities in order to achieve objectives.

    LEVEL 3 INTERMEDIATEQuestion Describe challenges you encountered in coordinating a number of complex activities or projects and how your planning and organizing ability proved to be key in keeping things on track.

    What activities/projects were you responsible for? What challenges did you encounter? How did your planning/organizing skills prove to be key? What was the outcome?

    NOTES

    Situation Action Results

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    Question 12: Self CareDefinition: Deliberately and continuously apply professional and personal self care principles to oneself and, at times, others to sustain optimal productivity while maintaining physical, mental, spiritual and emotional health.

    LEVEL 2 DEVELOPINGQuestion Describe a time when you faced a professional/personal boundary challenge and found your own way to deal with it.

    Describe the situation. What made it a boundary challenge? How did you develop your strategy to deal with the situation? What was the outcome? What was the impact on you and the group/individual? How did it change your behaviour after the experience?

    NOTES

    Situation Action Results

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    Question 13: Self Motivation and DriveDefinition: Remain motivated and focused on a goal until the best possible results are achieved, with both passion for making a difference in the substance abuse field and persistence despite confronting obstacles, resistance and setbacks.

    LEVEL 2 DEVELOPINGQuestion Please describe a time when you were particularly persistent in seeking a solution to a challenging problem.

    Describe the situation. What means did you employ in trying to solve the problem? What made it necessary for you to be particularly persistent? How were you successful?

    NOTES

    Situation Action Results

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    Question 14: Teamwork and CooperationDefinition: Work cooperatively and productively with others within and across organizational units to achieve common goals; demonstrate respect, cooperation, collaboration, and consensus-building.

    LEVEL 2 DEVELOPINGQuestion While working with a team, how/when have you volunteered to take on additional tasks in order to support the groups efforts?

    What was the situation? Why did you volunteer to take on those tasks? How was this received by others on the team? Describe how you were able to complete these additional tasks.

    NOTES

    Situation Action Results

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    Interview Rating Scale

    5Well Above Standard (significantly exceeds requirements)

    Evidence of candidates demonstration of the competency is exceptional and reflects superior ability to perform; all aspects of the competency are demonstrated to a high degree.

    4Above Standard (exceeds requirements)

    Evidence of candidates demonstration of the competency is above average and reflects more than an adequate ability to perform; all or most aspects of the competency are demonstrated at an above-average level.

    3

    Meets Standard (meets requirement)

    Evidence of candidates demonstration of the competency meets expectations and reflects an adequate ability to perform; candidate may have demonstrated minor weaknesses in some aspects of the competency, but none of major significance.

    2Below Standard (falls below expected requirements)

    Evidence of candidates demonstration of the competency is inadequate in key respects.

    1Well Below Standard (falls significantly below requirements)

    Evidence of candidates demonstration of the competency is far from adequate in all or most respects.

    and, if it demonstrates a competency other than the one intended by the question, note the competency demonstrated alongside the example. Then cross-reference this example in the section of the interview tool devoted to that competency.

    Once all relevant information from the interview has been reviewed and correctly classified, the interviewer is in a position to fully understand and evaluate a candidates past behaviour for each competency.

    The next step is to assign a rating, or score, for each competency, using the rating scale provided below. The assigned rating/score is based on the candidates demonstration of the relevant behaviour indicators for the proficiency levels in the competency profile at the beginning of this tool. Refer as necessary to the Behavioural Competency Report for an extended sampling of appropriate behaviour indicators for each competency.

    Record the rating/score in the scoring grid on the next page. Add any particular comments needed to support the rating.

    If there are multiple interviewers, each interviewer completes the scoring grid individually, without consulting the others. Upon completion of all scoring, the interviewers discuss the ratings they assigned and arrive at a consensus score for each competency.

    Evaluating the InterviewAll the energy and effort devoted to capturing good job-related information during the selection interview will be lost if this information is not evaluated consistently and appropriately for all candidates.

    The following provides information on how to evaluate candidate information from the competency-based interview.

    Each behavioural question is designed to elicit information relevant to a specific competency. However, human behaviour can be complex. Accordingly, the following situations may arise:

    A behaviourally based question will be asked focusing on one competency area, but the candidate will provide a behavioural example that demonstrates another

    Examples will be provided that relate to more than one competency area

    Examples that relate to the required competencies will be provided during the introductory phases of the interview, or during the close of the interview

    The whole interview should, therefore, be reviewed carefully for evidence of the competencies being assessed. One suggested method for doing this is to circle each behavioural example

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    Scoring Grid

    Adaptability/Flexibility

    Analytical Thinking and Decision Making

    Collaboration and Network Building

    Continuous Learning

    Creativity and Innovation

    Developing Others

    Diversity and Cultural Responsiveness

    Effective Communication

    Ethical Conduct andProfessionalism

    InterpersonalRapport/Savvy

    Planning and Organizing

    Self Care

    Self Motivation and Drive

    Teamwork and Cooperation

    Competency Rationale/Comments InterviewerScore Consensus

    Score

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    You might choose to assess the same competency using more than one method if it is very important for the position. For example, if Interpersonal Rapport/Savvy is more important than other competencies, you may wish to assess this both in the interview and through a reference check. Alternatively, you may ask two questions on this competency instead of one in the interview.

    Questions can be used for reference checking by adapting the text to ask about the candidate in the third-person narrative, rather than in the second person. For example:

    Interview Question: Please provide an example of a time when you coordinated a large project (second person)

    Reference Question: Please provide an example of a time when Mark coordinated a large project (third person)

    Ensure that all interviews are conducted in accordance with existing organizational policies and procedures.

    SENIOR MANAGEMENT This tool provides a selection of sample behavioural questions for the Behavioural Competencies and proficiency levels relevant to the Senior Management competency profile. It also includes the procedures for conducting the interview and evaluating candidate responses.

    While this tool is a useful template for your interview process, it might not accurately represent the competencies required for the position for which you are interviewing. Review the suggested competency profile before use to determine if it is relevant. If not relevant, review the competencies to determine which competencies and/or proficiency levels you should change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant Behavioural Competencies for a profile has been provided in the Behavioural Competencies Report.

    After confirming the relevant competency profile (competencies and proficiency levels), you must determine which competencies you will assess in the interview and which questions you will ask. Sample questions have been provided for the relevant proficiency level for the suggested profile. A generic interview bank has been provided in the Generic Questions for the Behavioural Competencies (Sect. II) to assist you in selecting and adapting alternate questions if a different competency profile is used.

    Avoid assessing all competencies by interview. It would take far too much time and some competencies are better assessed through other methods (e.g., reference checks, knowledge tests or simulations). For a one-hour interview, a reasonable number of questions to ask is five to seven.

    To determine which questions to ask, consider the relative importance of a competency to the position. Also, review competencies for overlap to determine if asking a question on one competency will provide information on another competency that can then be excluded. Overlapping competencies are identified in the Behavioural Competencies Report.

    Keep in mind that a job competency profile should include only the critical competencies required for the job (not those that are nice to havei.e., not essential to performing the job successfully). Preferably, there are no more than 12 competencies per profile.

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    Competency Required Proficiency

    Level

    Adaptability/Flexibility 4

    Analytical Thinking and Decision Making 4

    Collaboration and Network Building 4

    Continuous Learning 4

    Creativity and Innovation 4

    Developing Others 4

    Diversity and Cultural Responsiveness 4

    Effective Communication 4

    Ethical Conduct and Professionalism 4

    Leadership 4

    Planning and Organizing 4

    Self Care 4

    Teamwork and Cooperation 4

    Job Cluster Example Job Titles

    Senior Management Executive Director, Clinical Director, Program Director, Program Manager, Controller, Office Manager

    Preparation ChecklistReview rsum and candidate file information, paying particular attention to jobs/experiences and education/training most related to the target position.

    Review competencies required for the target position.

    Determine which competencies to focus on in the interview.

    Suggested Competency Profile

    Interviewing Tool for Positions Related to Senior Management

    Position Title:

    Candidate Name:

    Interviewers Name: Interviewers Title:

    Date of Interview: Location of Interview:

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    Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT

    Questions for Applicable Competencies at the Appropriate Level of ProficiencyThe next several pages contain interview questions, one per page, with follow-up questions and space for you, the interviewer, to jot down notes. The follow-up questions are especially helpful because you can encourage the candidate to elaborate on his or her response to the initial question.

    Conducting the Interview 1. Greet the candidate and introduce yourself, giving your

    name and position within the organization.

    2. Confirm the job for which the candidate is being considered.

    3. Explain the purpose of the interview: to gather specific information about the candidates past experiences and accomplishments, particularly in the past two to three years; and to help the organization make a fair and informed decision on the most qualified candidate for the job.

    4. Describe the interview plan:

    The questions in the interview guide are designed to obtain information about the candidates experience and accomplishments (do not have to be work-related) that relate to the competencies that are important for success in the job to be filled.

    For each question, you must obtain one or more specific examples of the candidates experience or accomplishments, ensuring that the candidate describes:

    The Situation or circumstances related to the example;

    The Actions taken by the candidate to address the situation, along with the rationale for the action taken; and

    The Results or outcome of the candidates actions.

    5. Ask follow-up questions as necessary to clarify or obtain additional information. Follow-up questions are provided below the main question.

    6. Take notes on the candidates answers during the interview to have an accurate record of the information on the candidates experience and accomplishments to evaluate later.

    7. Provide an opportunity at the end of the interview for the candidate to ask questions.

    8. Clarify the next steps in the selection process.

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    Interview Tools for Common Job Clusters for the Behavioural Competencies SENIOR MANAGEMENT

    Question 1: Adaptability/FlexibilityDefinition: Willingly adjust ones approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations.

    LEVEL 4 ADVANCEDQuestion Tell me about a significant project or new responsibility you took on that involved changing plans, or high ambiguity, or both.

    Describe the project or responsibility. What changes were required? Why? What changes did you make? How did you feel about having to change your plan/strategy? How did things turn out? What would you do differently next time?

    NOTES

    Situation Action Results

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    Question 2: Analytical Thinking and Decision MakingDefinition: Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-informed, timely decisions. Includes critical thinking and reasoning skills.

    LEVEL 4 ADVANCEDQuestion Describe a time when you needed to make a strategic decision, thinking several steps ahead and considering the positive and negative consequences on the organization.

    What was the strategic decision? What were the potential impacts on the organization? What factors did you take into account in making your decision? How did you balance the varied factors in making your decision? What decision did you make, and what was the outcome?

    NOTES

    Situation Action Results

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    Question 3: Collaboration and Network BuildingDefinition: Identify and create informal and formal interdisciplinary networks and allied community groups to support the provision of client service delivery and achievement of the organizations objectives. Clients include individuals, groups, organizations, and communities.

    LEVEL 4 ADVANCEDQuestion Provide an example of a relationship you have established that benefitted the organization in terms of achieving its strategic goals.

    Describe the relationship and your role in developing it. How did the relationship help the organization? How was it tied to the strategic goals of the organization? In what way have you maintained the relationship since?

    NOTES

    Situation Action Results

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    Question 4: Continuous LearningDefinition: Identify and pursue learning opportunities to enhance ones professional performance/development and the effective delivery of high-quality programs and services.

    LEVEL 4 ADVANCEDQuestion Sometimes it is necessary to look at the future of the organization and the skills and expertise that may be required to move in that direction. Tell me about a time when you undertook a developmental opportunity beyond your own area in order to help meet future organizational needs.

    What future organizational needs were involved? What learning opportunities did you seek to address these needs? What did you learn from these opportunities? How useful was the developmental opportunity for you or for the organization?

    NOTES

    Situation Action Results

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    Question 5: Creativity and InnovationDefinition: Use evidence-based practices in innovative and creative ways to initiate both effective new ways of working and advances in the understanding of the field of practice. Innovation and creativity are achieved in translating research into practice to optimize improvements in service delivery and professional practice.

    LEVEL 4 ADVANCEDQuestion Describe what you have done in your current job, or in another situation, to nurture and promote creativity in others. Please be specific.

    Describe the situation, including your role and that of others at the time. What concretely did you do to promote creativity? How successful were your efforts? What makes you say that? What would you do differently another time?

    NOTES

    Situation Action Results

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    Question 6: Developing OthersDefinition: Facilitate and motivate sustained learning and create learning opportunities and resources, as well as promote and respect others needs for ownership of learning outcomes. Includes creation of a continuous learning environment that fosters positive growth in both work and public contexts among peers, clients, client families, communities and other groups (recipients).

    LEVEL 4 ADVANCEDQuestion Tell me about the strategies and systems you have implemented to encourage and promote continuous learning in line with the goals and vision of the organization.

    Describe a situation where you have done this. How did you determine what competencies and skills would be required to successfully operate in the future? How did you ensure that your employees would possess these competencies? How do you know that your efforts in encouraging and promoting continuous learning were successful?

    NOTES

    Situation Action Results

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    Question 7: Diversity and Cultural ResponsivenessDefinition: Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all.

    LEVEL 4 ADVANCEDQuestion Describe a cultural or diversity challenge you have identified in your organization and what strategy you put in place to overcome or mitigate it.

    What was the challenge and what impact did it have on the organization? How did you recognize that it was something that needed addressing? What recommendations did you make or what strategy did you put in place to overcome this challenge? What impact did your recommendations or strategy have on mitigating the situation?

    NOTES

    Situation Action Results

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    Question 8: Effective CommunicationDefinition: Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication.

    LEVEL 4 ADVANCEDQuestion Describe a situation where you had to explain a complex idea/problem to someone, in a credible and persuasive manner.

    Who were you explaining to and why? Describe your communication approach/strategy. Describe your efforts in getting the message across or persuading the individual.

    NOTES

    Situation Action Results

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