Best Practice in Recruitment & SelectionBest Practice in Recruitment & Selection

Workshop

Workshop objectives To appreciate the recruitment & selection process.

To be able to conduct Biographical and Technical Interviews.

To be able to conduct Competency Based Interviews.

To understand the role of interviewing in the context of the assessment center.

The Prime Objective of the Selection Process:The Prime Objective of the Selection Process:

{{Minimising Minimising RiskRisk {{

MaximisingMaximisingInvestmentInvestment

Getting People Decisions Right

Person/Job Knowledge ScalePerson/Job Knowledge Scale

Person

Job

The Selection ProcessThe Selection Process

ScreeningScreening

Job AnalysisJob Analysis(Job Description Cards)(Job Description Cards)

RecruitmentRecruitment AssessmentAssessment

c.v sifting, c.v sifting, application formapplication formReferencesReferences

Select SuitableSelect Suitable Assessment toolsAssessment tools

Selection:Selection:Hiring/RejectingHiring/Rejecting

ReviewReviewCriteriaCriteria

Definition of an InterviewDefinition of an Interview

“ “A conversation with a Purpose”. The A conversation with a Purpose”. The primary purpose of such a conversation is primary purpose of such a conversation is

to provide to provide accurateaccurate information to information to evaluateevaluate applicants’ applicants’ suitabilitysuitability for employment. for employment.

Purpose/ObjectivePurpose/Objective::  

Screening InterviewsScreening Interviews Employment or Selection InterviewEmployment or Selection Interview Performance ReviewsPerformance Reviews Job AnalysisJob Analysis

StructureStructure  

One to OneOne to One Panel Interview Panel Interview Sequential InterviewSequential Interview

ContentContent

Biographical interviewBiographical interview Patterned Behaviour Description Interview Patterned Behaviour Description Interview Situational InterviewSituational Interview Technical InterviewTechnical Interview Competency-based InterviewCompetency-based Interview  

Psychometric Properties of the Interview:Psychometric Properties of the Interview:  

ReliabilityReliability• Intra-interviewer reliabilityIntra-interviewer reliability• Inter-interviewer reliabilityInter-interviewer reliability

ValidityValidity

A Guide to (Corrected) Validity A Guide to (Corrected) Validity Coefficients from Meta-AnalysisCoefficients from Meta-Analysis[1]

  A Guide to (Corrected) Validity A Guide to (Corrected) Validity Coefficients from Meta-AnalysisCoefficients from Meta-Analysis[1]

  A Guide to (Corrected) Validity A Guide to (Corrected) Validity Coefficients from Meta-AnalysisCoefficients from Meta-Analysis[1]

  

  A Guide to (Corrected) Validity Coefficients from Meta-AnalysisA Guide to (Corrected) Validity Coefficients from Meta-Analysis

+1   PERFECT PREDICTION  

   .65

     Assessment centers

 

   .45

     Ability tests / Job samples

 

 .40

   Group exercises / Personality composites 

 

.35   

    In-tray exercises  

 .30

   Biographical data  

 

.15    

    Single scales of personality .10

   Educational Qualifications (NB. American data)

 

     Graphology / Astrology / Phrenology

 

0    Random Prediction

 

Structured interviews

Typical Employment interviews

Factors Behind Low Factors Behind Low Reliability & ValidityReliability & Validity

Making Decisions Early in the Interview.Making Decisions Early in the Interview. Job RelatednessJob Relatedness.. NegativeNegative--positive nature of the information.positive nature of the information. Temporal placement of informationTemporal placement of information::

• Primacy effectPrimacy effect • Recency effectRecency effect

Contrast EffectsContrast Effects Interviewer StereotypesInterviewer Stereotypes Interviewer-interviewee similarityInterviewer-interviewee similarity

Popularity of the InterviewPopularity of the Interview::  

A two-way exchange of information:A two-way exchange of information:• Employers gain additional information.Employers gain additional information.•Applicants learn about the organization and the job.Applicants learn about the organization and the job.

   Help to assessment qualities difficult to Help to assessment qualities difficult to assess via other methodsassess via other methods

Both parties expect the interview.Both parties expect the interview.

Biographical Interviewing Skills (Biographical Interviewing Skills (DOCDOC))

Before the Session:Before the Session:• DocumentationDocumentation

During the session:During the session:• OrganizationOrganization

After the session:After the session:• ConsiderationConsideration

Documentation :Documentation :((if you fail to plan, plan to failif you fail to plan, plan to fail))

   Identifying objectivesIdentifying objectives Specifying the criteriaSpecifying the criteria Assess other sourcesAssess other sources Preparing the questionsPreparing the questions Preparing the venuePreparing the venue Set a timetableSet a timetable Preparing the interviewee(s)Preparing the interviewee(s)  

How to assess C.V’sHow to assess C.V’s

  Look for Look for gapsgaps and and inconsistenciesinconsistencies..   If in doubt, If in doubt, verify qualificationsverify qualifications with with

relevant institutions.relevant institutions.   Estimate the average amount of Estimate the average amount of timetime spent spent

on on previous jobsprevious jobs..   Is the candidate making Is the candidate making logical career logical career

movementsmovements??   Do the Do the style style and and structurestructure of the C.V of the C.V

indicate an organized candidate?indicate an organized candidate?

OrganizationOrganization

          Introducing the sessionIntroducing the session        Controlling the interviewControlling the interview        Questioning techniquesQuestioning techniques          Reading body languageReading body language          Effective ListeningEffective Listening          Notes takingNotes taking Closing an interview sessionClosing an interview session

Introducing the SessionIntroducing the Session  

        To inform, relax and motivate.To inform, relax and motivate.      Introduce yourself, position.Introduce yourself, position.              Structure for the day/session.Structure for the day/session.              Smoking policy.Smoking policy.              Confidentiality/Objectivity.Confidentiality/Objectivity. Invite questions/ensure clarity.Invite questions/ensure clarity.

Questioning TechniquesQuestioning Techniques

  Open questions are used to open a Open questions are used to open a subject area.subject area.  Closed questions are used to collect Closed questions are used to collect specific information.specific information. Hypothetical questions should be Hypothetical questions should be avoided avoided as much as possible.as much as possible. Avoid Avoid leadingleading questions questions Avoid Avoid multiplemultiple questions questions

Body LanguageBody Language    Pay attention to your body language.Pay attention to your body language.    Pay attention to interviewee(s) body Pay attention to interviewee(s) body

language.language.  To collect extra cues.To collect extra cues.  To select a suitable reactionTo select a suitable reaction

(a tense candidate).(a tense candidate). Remember body language is not Remember body language is not culture-freeculture-free . .

Notes TakingNotes Taking      Take brief notes using Take brief notes using key wordskey words. .       Do not lose eye contact with the Do not lose eye contact with the candidate for long periods.candidate for long periods.  Jot between brackets some of the Jot between brackets some of the candidates’ own wordscandidates’ own words..    Reaching straight away to your pen Reaching straight away to your pen or pencil may cause the candidate to or pencil may cause the candidate to be defensive and cautious.be defensive and cautious.

Closing the SessionClosing the Session

Avoid abrupt conclusion of the Avoid abrupt conclusion of the interviewing session.interviewing session.

Invite candidates to ask questions.Invite candidates to ask questions. Summarize.Summarize. Pause for a while after your summary Pause for a while after your summary

and thank the candidate(s). and thank the candidate(s).

ConsiderationConsideration  

      ClassificationClassification      EvaluationEvaluation      Report writingReport writing Verbal FeedbackVerbal Feedback

ClassificationClassification

Review the criteria:Review the criteria: (person/ role specifications)(person/ role specifications)

Place remarks into different categories. Place remarks into different categories.

Evaluation; Ensure thatEvaluation; Ensure that : :

You have accurate and reliable piece of You have accurate and reliable piece of evidence.evidence.You have clear trends and supporting You have clear trends and supporting evidence.evidence.You have clearly understood any conflicting You have clearly understood any conflicting information.information.Assigns numerical or categorical values.Assigns numerical or categorical values.Be careful about over or under qualification.Be careful about over or under qualification.

Common Rating MistakesCommon Rating Mistakes Halo effectHalo effect - tendency to generalize good - tendency to generalize good performance on one area to other areas.performance on one area to other areas. Central tendencyCentral tendency - going for the middle rather - going for the middle rather

than using all the scalethan using all the scale  Response biasResponse bias - a tendency to under or over - a tendency to under or over rate.rate. Logical errorLogical error - not discriminating between, or - not discriminating between, or confusing two criteria.confusing two criteria. Contrast effectContrast effect - rating one candidate against - rating one candidate against another instead of against the criteria (also another instead of against the criteria (also known as anchor effect). known as anchor effect).

Practical SessionPractical Session

Vetting a C.V. Against Job DescriptionVetting a C.V. Against Job Description

Technical InterviewTechnical Interview

The Question Cycle in a Technical Interview The Question Cycle in a Technical Interview Session (STARs):Session (STARs):

Step 1:Step 1: Look for specific Look for specific situationssituations relevant to relevant to that knowledge or skills and in which candidates that knowledge or skills and in which candidates have found themselves in the past.have found themselves in the past. Step 2:Step 2: Identify specific Identify specific taskstasks carried by the carried by the candidates, and specific examples indicating candidates, and specific examples indicating possession of technical knowledge and/or skills in possession of technical knowledge and/or skills in a certain area.a certain area.Step 3:Step 3: Focus on  Focus on actionsactions put forth by the put forth by the candidate to accomplish those tasks and how candidate to accomplish those tasks and how particularly they have dealt with problems when particularly they have dealt with problems when they arise.they arise.Step 4: Step 4: ResultsResults..

The Usual StructureThe Usual Structure

Introduction.Introduction. Warming-up.Warming-up. The Main body of the interviewThe Main body of the interview Invite & Answer Interviewee Invite & Answer Interviewee

questions.questions. Summary & ConclusionSummary & Conclusion

Probing Techniques in a Technical Interview Probing Techniques in a Technical Interview

First, open the subject matter using a general First, open the subject matter using a general or a scene setting question. or a scene setting question. Second, ask more questions to back it up.Second, ask more questions to back it up. Ask:Ask:

• Open questionsOpen questions• Comparison questionsComparison questions• Appraisal questionsAppraisal questions

Always look for specific examples.Always look for specific examples.

Tips for conducting Tech. InterviewTips for conducting Tech. Interview Review C.V.’s.Review C.V.’s. Review Job (role) Specifications.Review Job (role) Specifications. Quiz knowledge + Skills.Quiz knowledge + Skills. Ask for specific examples.Ask for specific examples. Listen most of the time.Listen most of the time. Provide information about copanyProvide information about copany

The (ECCE) ModelThe (ECCE) Model

This is a three steps model and the acronym This is a three steps model and the acronym ECCE denotes:ECCE denotes:      EvidenceEvidence Collection Collection      EvidenceEvidence Classification Classification      EvidenceEvidence Evaluation Evaluation

Evidence CollectionEvidence Collection Observe what the interviewee says and how he/she Observe what the interviewee says and how he/she says it .says it . Records this as accurately as possible using the Records this as accurately as possible using the candidate’s own words.candidate’s own words. Write brief notes using key words from the Write brief notes using key words from the interviewees’ responses.interviewees’ responses. You may prepare a list of –ve and +ve indicators, to You may prepare a list of –ve and +ve indicators, to could simply tick these off.could simply tick these off. Note other aspects of behaviour such as verbal Note other aspects of behaviour such as verbal fluency or hesitancy, excessive nervous, etc. fluency or hesitancy, excessive nervous, etc.

Evidence CategorizationEvidence Categorization Decide which technical area the information Decide which technical area the information illustrates and place it under that category.illustrates and place it under that category.

Never allocate skills and technical competencies into Never allocate skills and technical competencies into more than one area. more than one area.    Remember the categorization that takes place during Remember the categorization that takes place during the interview itself, re-check such evidence as it may sits the interview itself, re-check such evidence as it may sits more comfortably under another category e.g. Setting more comfortably under another category e.g. Setting budgets rather than Writing Financial Reports.budgets rather than Writing Financial Reports.

      Evidence EvaluationEvidence Evaluation Decide the level of the skill described, and rate the Decide the level of the skill described, and rate the interviewee on it.interviewee on it.

Decide whether absence of particular skills or piece of Decide whether absence of particular skills or piece of technical knowledge does constitute a low rating or negative technical knowledge does constitute a low rating or negative evidence or whether it is more an unknown factor - what evidence or whether it is more an unknown factor - what would be called weak evidence, i.e. emphasis was made on a would be called weak evidence, i.e. emphasis was made on a certain technical area to the neglect of the other .certain technical area to the neglect of the other .

Try not to opt for NE as a rating, or to assign a grade Try not to opt for NE as a rating, or to assign a grade between the stipulated grades such as –4 or +3. between the stipulated grades such as –4 or +3.

To avoid these improve your skills at the collection and To avoid these improve your skills at the collection and categorization stages. categorization stages.

The Competency Based InterviewThe Competency Based Interview

Important ConceptsImportant Concepts

Competencies go beyond traditional job Competencies go beyond traditional job descriptions because they focus on how descriptions because they focus on how employees perform their jobs, not simply on what employees perform their jobs, not simply on what they do. they do.

While job descriptions detail specific tasks, While job descriptions detail specific tasks, competencies encompass the tangible and competencies encompass the tangible and intangible abilities employees possess. intangible abilities employees possess.

Competencies offer a highly descriptive means of Competencies offer a highly descriptive means of discussing job performance.discussing job performance.

Objectives of a Competency-based InterviewingObjectives of a Competency-based Interviewing

It relates recruitment selection and It relates recruitment selection and development to business strategy.development to business strategy.

Ascertain that candidates have the knowledge Ascertain that candidates have the knowledge skills skills attributes and attitudes necessary to attributes and attitudes necessary to perform the job to an acceptable standard.perform the job to an acceptable standard.

Attention is also made to candidates’ ability to Attention is also made to candidates’ ability to transfer knowledge and skills to new situations.transfer knowledge and skills to new situations.

Features of C/ B InterviewFeatures of C/ B Interview

Information gathered is evaluated on rating scales against a specific Information gathered is evaluated on rating scales against a specific competency.competency.  Research demonstrates that competency-based interview have Research demonstrates that competency-based interview have higher predicative validity (i.e. are better at predicting future job higher predicative validity (i.e. are better at predicting future job performance) than typical unstructured methods.performance) than typical unstructured methods.  By using the same competencies, evaluations from different tools By using the same competencies, evaluations from different tools can be readily integrated.can be readily integrated.  Information gathered can readily be used for a range of HRM Information gathered can readily be used for a range of HRM functions e.g. manpower planning, succession planning, career path functions e.g. manpower planning, succession planning, career path planning, individual development.planning, individual development.

What is a Competency?What is a Competency?

Richard Boyatzis (1982) define competency as:

an underlying characteristic of a person that leads or causes superior or effective performance.

Components of a CompetencyComponents of a Competency

C

om

p e t en

cy

Skills Knowledge

Attributes Behavior

Components of a competencyComponents of a competency

SkillSkill: : Capabilities acquired through practice. It can be a financial skill such as Capabilities acquired through practice. It can be a financial skill such as budgeting, or a verbal skill such as making a presentation.budgeting, or a verbal skill such as making a presentation.

KnowledgeKnowledge: : Understanding acquired through learning. This refers to a body Understanding acquired through learning. This refers to a body of information relevant to job performance. It is what people have to know to be of information relevant to job performance. It is what people have to know to be able to perform a job, such as knowledge of policies and procedures for a able to perform a job, such as knowledge of policies and procedures for a recruitment process.recruitment process.

Personal attributesPersonal attributes: : Inherent characteristics which are brought to the job.Inherent characteristics which are brought to the job.

BehaviorBehavior: : The observable demonstration of some competency, skill, The observable demonstration of some competency, skill,

knowledge and personal attributesknowledge and personal attributes..

Example: Anatomy of A CompetencyExample: Anatomy of A Competency

Competency Understanding market pricing dynamics

KnowledgeKnowledge

Set up a project to Introduce the new product

SkillSkill

Uses an understanding of market pricing dynamics to develop pricing models

Wants to do an excellent job

Attribute/BehaviorAttribute/Behavior

Types of CompetenciesTypes of Competencies

Competencies fall into one of 4 main categories

Personal Attributes

Managerial/ Leadership

Technical/ Functional

Core/ Corporate

Different Levels of Competencies(1)Different Levels of Competencies(1)

Job SpecificJob Specific Competencies; necessary to perform well in a Competencies; necessary to perform well in a particular job.particular job.

Job LevelJob Level Competencies; Competencies; applies to all jobs atapplies to all jobs at a certain level e.g. a certain level e.g. Department Heads.Department Heads.

OrganizationalOrganizational Competencies; applies to all members of Competencies; applies to all members of an organization from the tea boy to the CEO e.g. customer an organization from the tea boy to the CEO e.g. customer care.care.  

Job

Leve

l Com

pete

nce

Organizational Competence

Job Specific

CompetenceIndividual

Capacities

      How Competencies are developed?How Competencies are developed?

The main root to competency development or The main root to competency development or modeling is modeling is job analysisjob analysis, a process whereby a , a process whereby a trained HR specialist breaks down a job into trained HR specialist breaks down a job into its its basic componentsbasic components and elicits and elicits knowledge knowledge skills attributes and attitudesskills attributes and attitudes necessary to necessary to perform those components to an acceptable perform those components to an acceptable standard.standard.

Be clearly definedBe clearly defined Cover key work activitiesCover key work activities Be manageable in numberBe manageable in number Be independent of one another Be independent of one another Differentiate high from low performers Differentiate high from low performers Reflect the organization's language and cultureReflect the organization's language and culture

Competencies should:

Example: TeamworkExample: Teamwork

Entry Level/ Professionals

Junior Management

Middle Management

Senior Management

Participates willingly with the team by doing his/her share of the team’s work. Works well within the team environment to establish constructive ideas or solutions that meet organizational objectives. Assists in establishing a strong commitment amongst work group members.Makes positive comments about the abilities and potential of individual team members.

Communicates information about the business to management and employees. Actively organizes activities aimed at building team spirit. Encourages others to see themselves as part of the team. Genuinely values others' input and expertise. Self directed and takes the initiative in achieving team goals. Identifies the information and operational resources required for the team to work effectively.

Takes action outside daily work routine to build commitment to the team as a focus. Models teamwork in own behavior. Facilitates a beneficial resolution of conflicts. Promotes the team's achievement in the larger organization.

Uses strategies to promote team effectiveness across the business such as providing information to other areas of the organization to help make decisions collaboratively and sharing resources to solve mutual problems.

Definition: Actively participating as a member of a team to move the team towards the completion of a goal.

Competencies Competencies Integrate HR ProcessesIntegrate HR Processes

Selection

Induction

Development

Performance Management

Career Planning

Succession Planning

The concept of Assessment centersThe concept of Assessment centers

The assessment center is a process rather than a place.The assessment center is a process rather than a place.

It entails the placement of candidates in a simulated job It entails the placement of candidates in a simulated job situation so that their knowledge, skills, attitudes and situation so that their knowledge, skills, attitudes and attributes are observed and evaluated.attributes are observed and evaluated.

Assessment centers use a variety of assessment methods Assessment centers use a variety of assessment methods and a number of trained assessors to increase the chances and a number of trained assessors to increase the chances of making a good decision.of making a good decision.

Features of An Assessment CenterFeatures of An Assessment Center

1.1. Multiple assessment techniques, at least one of which must be a Multiple assessment techniques, at least one of which must be a simulation, are used.simulation, are used.

2.2. Multiple trained assessors are usedMultiple trained assessors are used

3.3. Judgment is based on a combination of information from the multiple Judgment is based on a combination of information from the multiple assessors and multiple techniques.assessors and multiple techniques.

4.4. The overall evaluation of an applicant cannot be made until all The overall evaluation of an applicant cannot be made until all assessment center tasks have been completed.assessment center tasks have been completed.

5.5. Simulation exercises that are reliable, objective, and job-related must Simulation exercises that are reliable, objective, and job-related must be used.be used.

6.6. All behaviors that are measured must be job-related.All behaviors that are measured must be job-related.

7.7. All exercises must be designed to tap the job behaviors mentioned in All exercises must be designed to tap the job behaviors mentioned in requirement 6.requirement 6.

TypeTypes of Assessment Toolss of Assessment Tools

Ability TestsAbility Tests: These are timed, paper-and-pencil tests which : These are timed, paper-and-pencil tests which assess participants’ abilities to interpret/reason with various assess participants’ abilities to interpret/reason with various types of information.types of information.

Self ReportsSelf Reports: These look at how candidates see themselves in : These look at how candidates see themselves in terms of their personality, motivation or interests. There are no terms of their personality, motivation or interests. There are no time limits or right or wrong answers. time limits or right or wrong answers.

Group exercisesGroup exercises are timed discussions, where a group of are timed discussions, where a group of participants work together to tackle a work-related problem. participants work together to tackle a work-related problem. They are observed by assessors, who look for how candidates They are observed by assessors, who look for how candidates interact with their colleagues in the team.interact with their colleagues in the team.Analysis PresentationAnalysis Presentation: Candidates are required to make a : Candidates are required to make a formal presentation to a number of assessors.formal presentation to a number of assessors.In-Tray ExerciseIn-Tray Exercise: Involve working from the contents of a : Involve working from the contents of a manager's in-tray, which may consist of letters, memos and manager's in-tray, which may consist of letters, memos and background information. background information.

Ability Tests Self Reports:

Personality MotivationInterest Questionnaires

Simulation Exercises

Assessment ToolsAssessment Tools

®

Ability TestsAbility Tests

Standardized samples of human behavior, Standardized samples of human behavior, covering a range of human behaviors and covering a range of human behaviors and abilities such as numerical, verbal, spatial, abilities such as numerical, verbal, spatial, diagrammatic, clerical checking, and filing diagrammatic, clerical checking, and filing skills and visual estimation. All candidates are skills and visual estimation. All candidates are tested in the same conditions and their results tested in the same conditions and their results interpreted using norm (reference) groups.interpreted using norm (reference) groups.

Inventories and QuestionnairesInventories and Questionnaires

These are self-reports aiming to depict as These are self-reports aiming to depict as accurate a picture as possible about an accurate a picture as possible about an individual’s individual’s personalitypersonality, occupational , occupational interestsinterests, or , or motivationmotivation profile. profile.

Simulation Exercises and Business GamesSimulation Exercises and Business Games

They attempt to simulate performance on the job:They attempt to simulate performance on the job:

In-tray exercisesIn-tray exercises Group discussionsGroup discussions Problem-solvingProblem-solving Presentation exercisesPresentation exercises Fact-finding scenarios.Fact-finding scenarios.   

The Role of Technical & CBI Interviews in The Role of Technical & CBI Interviews in Competency -Based assessmentCompetency -Based assessment

In competency –based assessment a matrix is used where In competency –based assessment a matrix is used where assessment tools are mapped on key competencies .assessment tools are mapped on key competencies .

Some assessment tools and methods are regarded as primary Some assessment tools and methods are regarded as primary source of evidence while others considered as secondary sources source of evidence while others considered as secondary sources of evidence on specific competencies.of evidence on specific competencies.

The technical interview usually qualifies as a primary source of The technical interview usually qualifies as a primary source of evidence.evidence.

CBI also provide valuable information.CBI also provide valuable information.

  Aptitude Tests

Verbal Nume. Log. Thin

Person.Quest.

Tech. Interv

AnalysisPres.

Job Know.T.

Business Develop.

  

  

  

  

  

     Customer

Orient.     

  

  

  

 

PersuasiveComm.

 

 

 

  

 

 

 

Credit Know.

   

   

  

  

  

   

 

Problem Solv & Dec.Mak.

 

 

 

  

   

   Handling

Info. 

 

 

 

   

 Team Work

       

   

. 

Thank YouThank You