Interviewing Skills

SELECTION SKILLS

PROGRAMME OBJECTIVES

Create an understanding of Selection tools and techniques and their appropriateness

Understand competency based selection

Learn interviewing skills

Understand the need for psychometric testing

LEARNING GRID

Unconscious Incompetence

Conscious incompetence

Conscious competenceUnconscious competence

I II

IIIIV

Awareness

Learning/Training

Practice

Unlearning/Review

RECRUITMENT & SELECTION

Manpower Planning Setting Specs Advertising/Consultant/Online/Referral Shortlisting CV’s Calling candidates Group Process/Psychometric Testing Interviews Offer letter Joining Induction Training Grooming for productivity

COMMON ERRORS IN RECRUITING

Selected

Not selected

Right person Wrong Person

A

B

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)

Perfect Prediction - Validity

Smith, Gregg & Andrews - 1987Chance

Astrology/Graphology

ReferencesTypical InterviewsStructured Interviews

Work sample Tests

Ability Tests

Assessment Centers (development)

Assessment Centers (selection)

Personality Tests

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0.3

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0.7

0.6

0.5

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

WHY DIFFERENT SELECTION TOOLS ?

Any one tool cannot get all the data

Need a set of different tools, which involve testing different faculties and behavior of candidates

Each tool is effective for for a specific set of relevant attributes

Critical AttributePhysical attribute : e.g. 6 feet tall

Attainment : e.g. B.Tech

Competency/Talent/Traits :

e.g. Achievement Orientation

Intuition

Charisma

Competency

Any quality or characteristic of a person, which underpins

recurring successful performance

Skills, Knowledge & Talent Skills :

• The How - to’s 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.

The three levels of competencies are

DISTINGUISHING

THRESHOLD

FUNCTIONAL

A CHECK LIST FOR BEHAVIOURAL INDICATORSEach indicator should:

Describe directly observable behavior, or other specific evidence of an individual’s competency

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

THE COMPETENCYPLANNING & ORGANISING

Definition : Level 1 - Junior Manager

Manages own time and personal activities

Breaks complex activities into manageable tasks

Identifies possible obstacles to planned achievements

THE COMPETENCYPLANNING & 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

THE COMPETENCYPLANNING & ORGANISING

Definition : Level 3 - Senior Manager

Identifies longer term operational implications of business plans

Effectively plans utilization of all resources

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

Competencies & Trainability

TRAITSMOTIVESVALUESCOGNITIVECAPBILITIES

SKILLS

KNOWLEDGE

More conscious

More trainable

Less Conscious

Less Trainable

E.g.: Has contacts

E.g.: Results orientation,planning abilities

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

Interview

Entrevoir ( French)

to have a glimpse of

WHAT IS AN INTERVIEW?

A selection procedure designed to predict future job performance on the basis of applicants oral responses to oral enquiries

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 company operates a fair and equitable selection procedure (Public Relations)

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?

SELECTION INTERVIEW - EFFECTIVENESS

Bottom line Test - Answering Three key questions

Can he do the job (Competence)

Will he do the job ( Motivation)

Will he fit in ( Team / Organisation)? ( Match)

SELECTION INTERVIEW

IF EFFECTIVE Saves Time Better job/person

matching 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

UNDERSTANDING YOUR APPLICANTS

According to research, students have listed the following Organisational characteristics as important to 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.)

INTERVIEW PROCESS - REQUIREMENTSVenue

INTERVIEW PROCESS

CANDIDATEExpects•Professionalism•Realistic picture of job & company/organisation•Input on where he stands (process, time scale etc.)•Minimal Wait•Objectivity

INTERVIEWERNeeds:• Purpose of I/V• Agreed Criteria• Application form•Time to prepare and judge job and company knowledge•Skills to obtain & evaluate information and make effective judgements• Relaxed and open minded • Right attitude

List the things you would like to have seen when you last went for

an interview.

What did you expect from the company ?

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 ( for

candidate ) Have stationary ready ( for candidate )

Remember

Note taking - minimal , with permission

Stress Interviews - Try to avoid

Politeness - specially to ‘bad’

Airtime - 80 - 20

INTERVIEW STRUCTURE

1 Opening, rapport building

2 Current & previous roles

3 Aspirations & awareness

4 Education & upbringing 5 Circumstances & interests

6 Closing , wrap up

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

OPENING, RAPPORT BUILDING

Appropriate recognition

Relaxed Approach

Introduce yourself

Share - Interview purpose

» Recruitment process» Job Role ( briefly)» Interview structure & Time

Check Understanding

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

QUESTIONING SKILLS

TYPE OF QUESTIONS

Factual recall Comparison Opinion Case Problems Hypothetical Rhetorical Leading Pumping

PAST BEHAVIOUR is the single best predictor of

future behaviour

Structure of Questions Open ended QuestionsHow - 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...

Questioning Pattern

Broad Open ended

Probe

Narrow

Close

Summarise

Characteristics of Good Questions

Purposeful Relevant Clear & concise Limited to one idea Neutral in tone & substance

The quality & value of answer depends on

the quality of the question

QUESTIONS COVERAGE

WHAT Q’s - Elicit information about knowledge, facts/data, opinions

WHY Q’s - Analytical skills , reasoning, logic etc. motivations( what else…How else…, Where else….)

HOW Q’s - Knowledge of functional skills, process/steps ( also analytical skills)

HOW MUCH/HOW WELL Q’s - validating achievements

THE INTERVIEW FUNNELSTART WITH AN OPEN ENDED QUESTION

LISTENNARROW DOWN TO SPECIFIC AREA

LISTEN

HOW DID THE PERSON GO ABOUT ITLISTEN

FIND OUT MOTIVATIONS

LISTEN

ACHIEVEMENTS

LISTENSUMMARISEAND SEEKAGREEMENT

START WITH NEW AREA

INTERVIEW STRUCTURE

1. Opening -

2. Current & Previous roles

What, why, How well Trends, people are not static

3. Aspiration / Awareness

What, why, how realistic

4. Education & Upbringing

What, why, how well

5. Circumstances & Interest

What, why, how well implication

Causes – relate past to present

6. Closing -

Description Motivation Achievement

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 questions around other key areas and observe non verbal behavior

Follow up at end of a section

Questioning Technique

SSituation

TTask

AAchievement

RReview

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

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

Management Interviewing Less emphasis on background : more on role and

work

Ask about aspirations before role

Easy for candidate to obscure track record through

jargon 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 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 with colleagues

Time perspective

Breadth of perception of job relative to entire

organisation

Perceived freedom to act

Ability to influence the organisation

Management skills How results are achieved and how the candidate

handles 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

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

TYPES OF INTERVIEWS Unstructured Interview

Situational Interview

Behaviour Description interview

Comprehensive structured interview

Structured behavioural interview

Oral Interview boards

INTERVIEWING FOR TALENT

TALENT

What is Talent?

A recurring pattern of thought, feeling or behavior

that can be productively applied

TALENT

According to Gallup there are 3 kinds of talent:

1. Striving : Why of the person

2. Thinking: How of the person

3. Relating : Who of the person

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 )

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 (Listen for specifics)

1. Always listen for a specific example

2. Give credit only to the person’s top of the mind response

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.

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 and employment studies of groups and for individuals

TEST - VARIATIONS

Achievement / Attainment Aptitude Personality Interest Attitude IQ ( Intelligence quotient)

APPLICATIONS OF PSYCHOMETRIC TESTING

Placement Personnel selection Training & development Career & Succession Planning Diagnosis & recommendation of

Performance problems Vocational education and career

counseling

WHY TESTS

To reduce errors

• Standardized set of questions

• Objective evaluation

SELECTING TESTS

SOURCES

METRICS

INTERPRETATION

ONLINE TESTING

Standardization Easy to administer across locations Quick Automatic Reports Does not need interpretation expertise Still requires to be anchored by qualified

persons

REFERENCE CHECKS Verify claims made by the candidate Confirm selectors perceptions, sensing and

inferences Clarify doubts that may have arisen during

the selection process Add to understanding through input from

referee or any specific area of concern Hear first hand from referee or anything

significant about the candidate ( positive or dysfunctional)

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 referee’s 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

ASSESSMENT

Behavior Assessment Process

ObserveCarefully watch and listen to what has happened

StoreAccurately store in memory what happened

ClassifyCategorize behavior and other

data into critical attributes

EvaluateRate data & behavior to agreed standard

ASSESSMENT GUIDELINES

People tend to behave in a consistent way

Understand the context of people’s behavior

Relate information from one source to another

RATINGS

Excellent - 4

Tremendous amount of data across all sections supporting the indicators. Goes beyond the indicators. A big strength area. This is where the candidate operates from,as a psychological platform ( will be an adjective for him )

RATINGS

V Good - 3

A lot of data from at least two three sections, or overwhelmingly in at least one section supporting the indicators. This is the way the indicators are defined. Supports with examples

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

RATINGS

Not acceptable - 1

Shows definite evidence of lack of the indicators. Falls short

COMMON FAILINGS IN ASSESSMENT

Leniency

The Halo effect

Mirror image

Contrast

Projection

Happy Interviewing