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SELECTION SKILLS
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OBJ ECTIVES
Create an understanding of Selection tools
and techniques and their appropriateness
Understand competency based selection
Learn interviewing skills
Understand the need for psychometric testing
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LEARNING GRID
Unconscious
IncompetenceConscious
incompetence
Conscious competenceUnconscious
competence
I II
IIIIV
Awareness
Learning/Training
Practice
Unlearning/Review
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RECRUITMENT & SELECTION
Manpower Planning
Setting Specs
Advertising/Consultant/Online/Referral
Shortlisting CVs
Calling candidates
Group Process/Psychometric Testing
Interviews
Offer letter
Joining
Induction
Training
Grooming for productivity
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COMMON ERRORS IN RECRUITING
Selected
Not selected
Right person Wrong Person
A
B
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Selection Techniques
Interviews
Tests - General Ability,special aptitudes Simulation exercise
Work Sample Tests
Personality questionnaires
Interest questionnaires
Bio Data
Reference Checks
Group Discussions
Handwriting Analysis etc.
Case discussions Presentations
On - field accompaniment
In tray exercises
Assessment Centres (combination of above items)
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Perfect Prediction - Validity
Smith, Gregg & Andrews - 1987
Chance
Astrology/Graphology
References
Typical Interviews
Structured Interviews
Work sample Tests
Ability Tests
Assessment Centers (development)
Assessment Centers (selection)
Personality Tests
0
0.1
0.2
0.3
0.4
0.7
0.6
0.5
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RANKING OF SELECTION METHODOLOGIES
1 Patterns of past behaviour
2 TESTS - reported present behaviour
3 Interviews - with many How would you
behave in the future questions
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WHY DIFFERENT SELECTION TOOLS ?
Any one tool cannot get all the data
Need a set of different tools, whichinvolve testing different faculties and
behavior of candidates
Each tool is effective for for a specific
set of relevant attributes
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Critical Attribute
Physical attribute : e.g. 6 feet tall
Attainment : e.g. B.Tech
Competency/Talent/Traits :
e.g. Achievement OrientationIntuition
Charisma
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Competency
Any quality or characteristic of
a person, which underpins
recurring successful
performance
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Skills, Knowledge & Talent Skills :
The How - tos of the role
Capabilities that can be transferred from one person to
another
Knowledge What you are aware of
Factual ( things you know) Can & should be taught
Experiential (understandings you have picked up along
the way). Less Tangible and therefor much harder to
teach
Talent Recurring patterns of thought feeling behavior,that carve
individual minds
If someone does not have the talent as part of his filter , then
very difficult for others to inject it.
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The three levels of competencies are
DISTINGUISHING
THRESHOLD
FUNCTIONAL
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A CHECK LIST FOR BEHAVIOURAL
INDICATORS
Each indicator should:
Describe directly observable behavior, or
other specific evidence of an individualscompetency
Describe just one piece of behavior of
evidence
Not to be duplicated under two or more
competencies
Include a verb phrase i.e. describe action
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THE COMPETENCY
PLANNING & ORGANISING
Definition : Level 1 - Junior Manager
Manages own time and personal
activities
Breaks complex activities into
manageable tasks
Identifies possible obstacles to planned
achievements
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THE COMPETENCY
PLANNING & ORGANISING
Definition : Level 2 - Middle Manager
Produces contingency plans for possible
future occurrences
Estimates in advance the resources and time
scales needed to meet objectives Co-ordinates team activities to make the best
use of individual skills and specializations
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THE COMPETENCY
PLANNING & ORGANISING
Definition : Level 3 - Senior Manager
Identifies longer term operational
implications of business plans
Effectively plans utilization of all
resources
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THE 12 MOST COMMON COMPETENCIES Communication
Achievement orientation Customer Focus
Team work
Leadership
Planning and organising
Commercial awareness
Flexibility
Developing others
Problem solving
Analytical thinking
Building relationships
Source: Competency based Recruitment & Selection by Robert Wood and
Tim Payne
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Competencies & Trainability
TRAITS
MOTIVESVALUES
COGNITIVE
CAPBILITIES
SKILLS
KNOWLEDGE
More conscious
More trainable
Less Conscious
Less Trainable
E.g.: Has contacts
E.g.: Results orientation,planning abilities
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Critical Attributes for Sales Managers
( Example)
Interpersonal Skills
Influencing Skills
Results orientation Customer Concern
Technical expertise
Providing direction
Analytical Thinking
Conceptual thinking
Information seeking
Staff development Team building
Planning
Decision Making
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Interview
Entrevoir ( French)
to have a glimpse of
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WHAT IS AN INTERVIEW?
A selection procedure designed to predict
future job performance on the basis ofapplicants oral responses to oral enquiries
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OBJECTIVES OF SELECTION IN INTERVIEW
1 Selecting people for jobs by:
Informing applicants about the job Gaining unbiased factual information against the
criteria
Influencing suitable candidates to accept
2 Demonstrating that the companyoperates a fair and equitable selection
procedure (Public Relations)
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Goodwill Bank
Need a process that will enhance
company stature
Fair
Friendly
Rigorous
Respect for individual - Time bound
How will a candidate not selected speak of
your organisation?
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SELECTION INTERVIEW - EFFECTIVENESS
Bottom line Test - Answering Three keyquestions
Can he do the job (Competence)
Will he do the job ( Motivation)
Will he fit in ( Team / Organisation)? ( Match)
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SELECTION INTERVIEW
IF EFFECTIVE
Saves Time
Better job/personmatching
Satisfied
interviewers/Interviewees
Good image / PR Tightening of recruitment
process
IF INEFFECTIVE
May end up recruiting
unfit candidates
Missing suitable
candidates
Demotivating suitable
candidates from
joining
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UNDERSTANDING YOUR APPLICANTS
According to research, students have listed the
following Organisational characteristics as importantto them:
Type of work you would do
Type of people you would like to work with
Training & development opportunities
Chances of promotion
Salary
Job security
Working condition
Reputation/image of the organisation
Geographical location
Hours expected at work
Benefits ( Company car, Pension , Loans etc.)
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INTERVIEW PROCESS - REQUIREMENTSVenue
INTERVIEW
PROCESS
CANDIDATEExpects
Professionalism
Realistic picture of job &
company/organisation
Input on where he
stands (process, timescale etc.)
Minimal Wait
Objectivity
INTERVIEWERNeeds: Purpose of I/V
Agreed Criteria
Application form
Time to prepare and judge job
and company knowledgeSkills to obtain & evaluate
information and make effective
judgements
Relaxed and open minded
Right attitude
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List the things you would like tohave seen when you last went for
an interview.
What did you expect from the
company ?
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SETTING THE ENVIRONMENT
No disturbance
No phone Calls
Seating - Neutral ( Perhaps an L shape ) No distraction in the vicinity
No Power Statements
Having water available on the table ( forcandidate )
Have stationary ready ( for candidate )
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Remember
Note taking - minimal , with permission
Stress Interviews - Try to avoid
Politeness - specially to bad
Airtime - 80 - 20
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INTERVIEW STRUCTURE
1 Opening, rapport building
2 Current & previous roles
3 Aspirations & awareness
4 Education & upbringing
5 Circumstances & interests
6 Closing , wrap up
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Interview - An Information Sorting
Model
Opening & Rapport Building
Current & Previous Roles
Aspirations & Awareness
Education & Upbringing
Circumstances & Interest
Closing/Wrap up
CA 1
CA2
CA3
CA4
CA5
Information
Sorting
Assessment
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OPENING, RAPPORT BUILDING
Appropriate recognition
Relaxed Approach
Introduce yourself
Share - Interview purpose
Recruitment process Job Role ( briefly)
Interview structure & Time
Check Understanding
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Things to look out for in a CV
Organisation of events - Priority accordance
Clarity of depiction and succinctness
Unexplained breaks in Service and Education
Extent of customisation to the job applied
Quality of the CV: mode , spelling errors,
verbosity
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QUESTIONING SKILLS
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TYPE OF QUESTIONS
Factual recall
Comparison
Opinion Case Problems
Hypothetical
Rhetorical Leading
Pumping
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PAST BEHAVIOUR is the
single best predictor offuture behaviour
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Structure of Questions Open ended Questions
How - What - When - Where - Who - Why
Close ended QuestionsDo you - Did you - Can you - Will you - Could you -
Would you - Should you
Prompting/ encouraging expressionsTell me, Describe
For example?, For instance?, In what sense?
How come?, In simpler terms...
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Questioning Pattern
Broad Open ended
Probe
Narrow
Close
Summarise
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Characteristics of Good Questions
Purposeful
Relevant Clear & concise
Limited to one idea
Neutral in tone & substance
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The quality & value of
answer depends onthe quality of the
question
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QUESTIONS COVERAGE
WHAT Qs - Elicit information about knowledge,facts/data, opinions
WHY Qs - Analytical skills , reasoning, logic etc.
motivations( what elseHow else, Where else.)
HOW Qs - Knowledge of functional skills,
process/steps ( also analytical skills)
HOW MUCH/HOW WELL Qs - validating
achievements
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THE INTERVIEW FUNNEL
START WITH AN OPEN ENDED QUESTIONLISTEN
NARROW DOWN TO SPECIFIC AREA
LISTEN
HOW DID THE PERSON GO ABOUT IT
LISTEN
FIND OUT MOTIVATIONS
LISTEN
ACHIEVEMENTS
LISTENSUMMARISE
AND SEEK
AGREEMENT
START WITH NEW AREA
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INTERVIEW STRUCTURE
1. Opening -
2. Current & Previousroles
What, why, How well Trends, people are notstatic
3. Aspiration /
Awareness
What, why, how realistic
4. Education &Upbringing
What, why, how well
5. Circumstances &Interest
What, why, how wellimplication
Causes relate past topresent
6. Closing -
DescriptionMotivation
Achievement
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THE PANEL INTERVIEWSOME GUIDELINES
Agree roles & structures
Stick to roles
Do not interrupt
Do not help the candidate
Select lead interviewer
The others listen,take notes ( factual) , ask questionsaround other key areas and observe non verbalbehavior
Follow up at end of a section
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Questioning Technique
Situation
Task
Achievement
Review
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Telephonic Interviews You cannot see the candidate , so you have to trust only two
senses - hearing & intuition
Do not short circuit the interview. The process should be the
same as a face-to-face interview
Follow the interview structure
Use the funnel - what, why, how,how well
Use many encouraging , prompting expressions ,like
Yes
Tell me more
Describe
I see
For example?
In what sense?
Keep sentences & discussions short
Summarise each section
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INTERVIEW TIPS
Interviewers need to be provided with job description
& specification of the requirements of the position to
minimize the influence of stereotypes
Interview questions need to be job related
Avoid making quick decisions about an applicant
Avoid giving too much weight to a few characteristics
Try to put the applicant at ease during the interview Communicate clearly with the applicant
Maintain consistency in the questions asked
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Management Interviewing Less emphasis on background : more on role and
work
Ask about aspirations before role
Easy for candidate to obscure track record throughjargon and generalities
A look good, talk good candidate may land up
interviewing the interviewer - superficial interview
may take place
Hence be specific - focus on Critical attributes
Focus on Roles
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Focus on Roles Job titles can be misleading
Main areas of job . Principal tasks that you do
personally? Why? How do you divide your time?
Performance criteria,targets,priorities,performance
ratings,informal reviews
Focus on relationships - up, down , or withcolleagues
Time perspective
Breadth of perception of job relative to entire
organisation
Perceived freedom to act
Ability to influence the organisation
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Management skills
How results are achieved and how the candidatehandles the process of management
Setting objectives for self and team
Decision making style - alone or team
Resolving conflicts - how and when
Handling customers - relationship based and task
based
Resolving issues between internal demands and
customer expectations
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Management focus Motivational style - sort of environment in
team. Leading team front or back
Grooming others - spending time for
developing people
Investing in self - learning & growing
Monitoring work of self and team
Handling communication & consultation Influencing others through meetings and
presentations
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TYPES OF INTERVIEWS Unstructured Interview
Situational Interview
Behaviour Description interview
Comprehensive structured interview
Structured behavioural interview
Oral Interview boards
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INTERVIEWING FOR TALENT
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TALENT
What is Talent?
A recurringpattern ofthought, feeling or behavior
that can be productivelyapplied
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TALENT
According to Gallup there are 3 kinds of talent:
1. Striving : Whyof the person
2. Thinking: Howof the person
3. Relating : Who of the person
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Talent ( some examples) Striving
Achiever ( A drive that is internal, constant &
self imposed )
Mission ( a drive to put your beliefs into actions)
Thinking Responsibility (A need to assume personal
accountability for your work )
Numerical ( An affinity for numbers )
Relating Relator ( a need to build bonds that last )
Command ( an ability to take charge )
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Talent Interview(Points to remember)
This should stand alone
It should be more structured , more
focussed, less banter , more questions
Ask him about choices he makes
Let him reveal himself to you
Talent Interview
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Talent Interview
(Listen for specifics)1. Always listen for a specific example
2. Give credit only to the persons top of the mindresponse
3. Do not probe too much to get response
Clues for talent:
Rapid learning ability
Source of satisfaction
After they have been hired , check back to see if the
people who subsequently performed well answered
your question in a consistent way.This will take time
and focus , but are essential to the art of interviewing
for talent.
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PSYCHOMETRIC TESTING
Psychological tests have been devised and are used
primarily for the determination and analysis of
individual differences in general intelligence,specific
aptitudes , educational achievement , vocational
fitness,and non intellectual personality traits.
These tests have been used for a variety of
psychological , educational cultural , sociological andemployment studies of groups and for individuals
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TEST - VARIATIONS
Achievement / Attainment
Aptitude
Personality
Interest
Attitude
IQ ( Intelligence quotient)
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APPLICATIONS OF PSYCHOMETRIC
TESTING
Placement
Personnel selection
Training & development
Career & Succession Planning
Diagnosis & recommendation of
Performance problems
Vocational education and career
counseling
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WHY TESTS
To reduce errors
Standardized set of questions
Objective evaluation
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SELECTING TESTS
SOURCES
METRICS
INTERPRETATION
ONLINE TESTING
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ONLINE TESTING
Standardization
Easy to administer across locations
Quick
Automatic Reports
Does not need interpretation expertise
Still requires to be anchored by qualified
persons
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REFERENCE CHECKS
Verify claims made by the candidate Confirm selectors perceptions, sensing and
inferences
Clarify doubts that may have arisen duringthe selection process
Add to understanding through input from
referee or any specific area of concern
Hear first hand from referee or anythingsignificant about the candidate ( positive or
dysfunctional)
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Effective Reference Checks - the Steps
Ensure that the candidate gives references that know him well Be clear on what you wish to ask the referee
Let the referee know
That his/her input is important
that you care about the candidates career choice / direction the context of the job that the candidate has applied for
Confirm referees extent of familiarity with the candidate
Ask open ended questions to start with
Follow through with pointed questions in your areas of concern
THANK THE REFEREE for the time invested
Do a 360 degree reference check
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ASSESSMENT
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Behavior Assessment Process
Observe
Carefully watch and listen to what has happened
Store
Accurately store in memory what happened
ClassifyCategorize behavior and other
data into critical attributes
Evaluate
Rate data & behavior
to agreed standard
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ASSESSMENT GUIDELINES
People tend to behave in a consistent way
Understand the context of peoples behavior
Relate information from one source to another
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RATINGS
Excellent - 4
Tremendous amount of data across all
sections supporting the indicators. Goesbeyond the indicators. A big strength
area. This is where the candidate
operates from,as a psychologicalplatform ( will be an adjective for him )
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RATINGS
V Good - 3
A lot of data from at least two three
sections, or overwhelmingly in at leastone section supporting the indicators.
This is the way the indicators are
defined. Supports with examples
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RATINGS
Acceptable - 2
Evidence from at least one section of
the interview. Supports at least 2/3 of
the indicators. Will do. Exhibits data with
some examples
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RATINGS
Not acceptable - 1
Shows definite evidence of lack of theindicators. Falls short
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COMMON FAILINGS IN ASSESSMENT
Leniency
The Halo effect
Mirror image
Contrast
Projection
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Happy Interviewing
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