Preparing for the Interview

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Preparing for the Interview Powered By Docstoc
					Recruitment and Selection

        Module 2:
Behavior-based Interviewing
       Name
       Division/Section
       Logistics:
              Parking
              Breaks
              Refreshments
This Session

Module 1: Posting and Screening

Module 2: Behavior-based Interviewing

Module 3: Setting Salaries

   Write effective behavioral interview
   Use the STAR technique to assess
    applicant responses
   Make a fair and informed selection
Career-banding system
           Human Resources System
 Planning:       Business Need
 Workforce,                       Posting and
 Training etc.                    Screening

Performance                       Behavioral
Evaluation and                    Interviewing
Training &       KSA/Competency
Development      Assessment and
                 Salary Setting
A Helpful Resource…

       List of E-Learning Programs

            “Effective Hiring”
A Model Structured Interview
   Uses past behavior to predict future
   Uses job’s key KSAs/competencies
   Evaluates behavior against target job
   Requires applicant to focus on job-
    related behavior
   Uses planned questions
Why Behavioral?
   Increase quality of hire
   Direct link to KSAs/competencies
   Use questions that effectively evaluate
   Assess candidates consistently
Develop Questions
“Tell me about a recent problem that
came up in your job for which old
solutions would not work. How were
you able to solve this problem?”
“Describe a situation where you were
  successful in getting people to work
  together effectively.”
“Summarize the key principles of adult
education and explain how to use them
in instructional design.”
Use the “STAR”
   Situation or Task – the situation or
    problem leading to the candidate’s
   Action – active attempts to effect
    change or influence events
   Result – the outcome of the candidate’s
Unusable STARs
   “Non” STARs
       Feelings or opinions
       Theoretical statements
       Future-oriented statements
       Vague statements

   Incomplete STARs
       Missing one or more components
Behavioral Questioning

   Focus on “why, how, what” candidates
    have learned from their experience
   Use active listening skills to assess
    candidate’s credibility genuineness
Questioning Sequence

              Incomplete        Follow-up to
                 STAR          Complete STAR

Behavioral    False STAR      Follow-up to Get
 Question                          STAR

             Complete STAR   Follow-up to Get
                             Another STAR
Develop benchmarks
   Framework to assess candidates’
    responses objectively and consistently
   Defines 3 levels – High, Medium, Low
   Work with SMEs to develop benchmarks
Benchmark Examples
   Q: Describe some projects that you
    have been largely responsible for in
    your previous work experiences.
   High Benchmark = Responsible for
    initiating and completing several major
    projects or developments. Candidate
    describes how projects were
    accomplished and the results.
   Medium Benchmark = Responsible for
    initiating or completing several major
   Low Benchmark = Worked on projects,
    but had no part in their initiation or
    responsibility for their completion.
   Q: Suppose you had many important
    projects with rigid deadlines, but your
    manager kept requesting various types
    of paperwork, which you felt were
    totally unnecessary. Furthermore, this
    paperwork was going to cause you to
    miss your deadlines. What would you
   High Benchmark = Present the conflict
    to the manager. Suggest and discuss
    alternatives. Establish a mutually
    acceptable plan of action. Communicate
    frequently with the manager.
   Medium Benchmark = Tell the manager
    about the problem.
   Low Benchmark = Do the best I can.
Selecting the Candidate
   Use High, Medium, Low scale

       More significant behavior
       More recent behavior
       More related behavior
Make the Selection Decision
   Relative importance of competencies
   Quality/Quantity of behavioral
   Consistency of behavior
   Trainability
A Model Structured Interview

Behavioral Questions
Skill Development Activities