TRAINING PACK - oxfamilibrary.openrepository.com · Flipchart 1 Workshop objectives 48 ... else in the room who can act as an expert resource. ... The subject of recruitment and selection

TRAINING PACK

Managing Yourselfand Others

Edited by Andrew Baker

Recruitment and Selection

Coaching and Feedback

Time Management

oOxfam

First published by Oxfam GB in 2006

© Oxfam GB 2006

ISBN 0 85598 567 4

A catalogue record for this publication is available from the British Library.All rights reserved. Reproduction, copy, transmission, or translation of any part of this publicationmay be made only under the following conditions:

with the prior written permission of the publisher; or

with a licence from the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, LondonW1P 9HE, UK, or from another national licensing agency; or

• for quotation in a review of the work; or

under the terms set out below.

This publication is copyright, but may be reproduced by any method without fee for teachingpurposes within the purchasing institution, but not for resale. Formal permission is required for allsuch uses, but normally will be granted immediately. For copying in any other circumstances, orfor re-use in other publications, or for translation or adaptation, prior written permission must beobtained from the publisher, and a fee may be payable.

The handouts in Managing Yourself and Others are designed to be copied for use in thepurchasing institution. Purchasers are free to make copies of this material for their own use andfor teaching within the purchasing institution, provided that the material is not sold to third parties.The handouts as presented on the CDRoM are designed to be adapted for use in training sessions.The base material remains the copyright of Oxfam GB even after it has been adapted, and thecopyright notice 'Adapted from material in Managing Yourself and Others © Oxfam GB 2006'must be included on all such adapted materials.

Available from:Bournemouth English Book Centre, PO Box 1496, Parkstone, Dorset, BH12 3YD, UKtel: +44 (0)1202 712933; fax: +44 (0)1202 712930; email: [email protected]

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For details of local agents and representatives in other countries, consult our website:www.oxfam.org.uk/publications

or contact Oxfam Publishing, Oxfam House, John Smith Drive, Cowley, Oxford, OX4 2JY, UKtel: +44 (0)1865 473727; email: [email protected]

Our website contains a fully searchable database of all our titles, and facilities for secureon-line ordering.

Published by Oxfam GB, Oxfam House, John Smith Drive, Cowley, Oxford, 0X4 2JY, UK

Printed by Oxfam GB

Oxfam GB is a registered charity, no. 202 918, and is a member of Oxfam International.

This book converted to digital file in 2010

ContentsPreface 4

Recruitment and Selection 5Facilitator's notes 9Handouts 30Flipcharts 48

Coaching and Feedback 55Facilitator's notes 59Handouts 86Flipcharts 94

Time Management 105Facilitator's notes 109Handouts 140Flipcharts 159

Preface

Oxfam GB currently employs more than four thousand staff in more thanseventy countries. Some of them are based in remote locations with limitedcommunication links. This geographical dispersal presents many challenges.Among them is the question of how to provide opportunities for learningand development, to enable local staff to achieve all the ambitious anddiverse aims and objectives of Oxfam's many programmes.

Pick-up-and-Go training packs represent one of the solutions that Oxfam GBhas developed to address that challenge. They contain all the guidance andmaterials that facilitators will need in order to present some of the basicprinciples and processes of Oxfam's work, in the form of training that canbe delivered where and when it is most needed by local staff.

These training materials have been written in a structured, standardisedformat. They are designed to give the facilitator as much support aspossible, and to require as little preparation work as possible. Facilitatorswho have more time and/or particular expertise are invited to adapt thematerial to the particular needs of the learners. Staff in organisationsother than Oxfam are welcome to adapt the resources to their ownparticular circumstances.

The packs are comprehensive, containing facilitators' notes, handouts,flipchart headings, and PowerPoint slides and additional background informationin some cases. Depending on the subject matter, the workshops last fromtwo hours to one whole day. They are designed to be participative and toengage learners' interest through a mix of activities and a range of media.

In introducing these packs into Oxfam GB, we have consciously challengedthe conventional assumption that workshops can be run only by 'experts'.Non-specialist staff have run pilot courses using these materials withgood results, and a commitment to use the Pick-up-and-Go resourcesis already included in the performance objectives of some managers.

We would be pleased to receive feedback from users of these packs.Please contact us by email on [email protected]

Andrew BakerOxfam GBOxfam House, Oxford, UK

PICK-UP-AND-ftR


8 hours / one day

Written by Andrew Baker

(Oxfam GB International Learning and Development Manager)

with help, support, and contributions from many Oxfam staff around the world


ContentsFacilitator's notesIntroduction 9Session 1: Introductions 14Session 2: Steps in recruitment 15Session 3: Diversity 16Session 4: Agreeing the vacancy 17

Session 5: Deciding how and where to advertise 19Session 6: Criteria for short-listing 20Session 7: Practice in short-listing 21Session 8: Interviewing and assessing candidates 22Session 9: Practice in interview skills (part 1) 24Session 10: Practice in interview skills (part 2) 27Session 11: Completing a recruitment 28Session 12: Review and summary 29

HandoutsHandout 1 Checklist for agreeing a vacancy 30Handout 2 Oxfam model of behavioural competency 31Handout 3 Attracting suitable applicants 32Handout 4 Advice on short-listing 33Handout 5 Job profile, Logistics Administrator 34Handout 6 Job applications for short-listing 36Handout 7 Short-listing form 39Handout 8 Assessment methods 40Handout 9 Interview questions 41Handout 10 Role-play brief for'candidates' 42Handout 11 Role-play brief for 'interviewers' 43Handout 12 Role-play brief for observers 44Handout 13 Checklist for completing a recruitment 46Handout 14 Evaluation of Recruitment and Selection course 47

FlipchartsFlipchart 1 Workshop objectives 48Flipchart 2 Agenda for today 49Flipchart 3 Diversity 50Flipchart 4 Our criteria for shortlisting 51Flipchart 5 Funnelling 52Flipchart 6 Instructions for the role-play 53

Facilitator's notes

Introduction

Information for managers

Length of module8 hours including breaks = one day

Facilitation skills• This module requires presentation skills and the ability to manage facilitated

discussion and small-group activities, including role-plays.

• The level of facilitation skills required for this course will be determined by theextent of the behavioural change that the workshop will be promoting.

• The module includes questions about the Oxfam recruitment and selectionprocesses. The facilitator needs to be able to answer these or to have someoneelse in the room who can act as an expert resource.

• This course should be run by someone who has had direct experience ofrecruiting staff. It does not need to be run by Human Resources staff, providedthat questions can be referred to them as appropriate.

• Managers are responsible for ensuring that this workshop is delivered by asuitably competent and experienced member of staff.

LearnersThis module is intended for all who will be involved in recruiting and selecting staff.

Preparation by learnersNo prior knowledge or preparation is required.

Size of groupThis course could be run for groups of 2-25, but note that it is easier to meetlearning aims with smaller groups; most facilitators prefer to work with groupsno larger than 12.

Information for facilitators

RoomThis module requires space for the whole group to be working together in a room,sitting in such a way that they can all see one another. It also requires sufficientspace for participants to work in smaller groups.

Equipment needed• Flipchart stand, paper, and pens.

10 Pick-up-and-Go Training Pack • Managing Yourself and Others

Preparation of material• Photocopy handouts• Write up flipcharts in advance. (Examples are given at the end of these notes.)

Preparation by the facilitatorThe facilitator will need to read and become familiar with the material, and managethe preparation of the materials and the room.

Linked learning(For Oxfam staff) Intranet:

• Business-process pages on the Oxfam GB intranet athttp://homepage/procedures/ihrhowto/default.htm

• Oxfam GB Human Resources ManualOther internal resources:

• If you need any other support on recruitment and selection, ask theHuman Resources team in your Country, Region, or Department.

• Share learning with your colleagues. Discuss how to decide the short-listingcriteria; challenge their criteria for short-listing candidates; practise the interview ina role-play with a colleague, to test whether the questions are appropriate.

TranslationsThis module is currently available in English, Spanish, French, and Portuguese.If it would help learners, please feel free to translate all or part of this into additionallanguages - but please send a copy to the Oxfam Publishing Team at Oxfam House.

Support and feedbackPlease send any questions, ideas, and feedback to [email protected]

Workshop objectivesDuring this workshop learners will:

Know...• Oxfam GB processes and good practice for recruitment and selection• the importance of diversity in our workforce

Feel...• confident to run a recruitment and selection process.

Do. . .

• practise short-listing skills• practise interviewing skills

... then be able to• undertake recruitment and selection of staff in accordance with Oxfam policies

and good practice.

Recruitment and Selection • Facilitator's Notes 11

TimetableStart Finish Session00.00 00.10 1. Introductions

3.35

00.35 01.25

QU25- 01.45

(3Z0Q 02.20

02.20 03.00

§fy&k. Q3.40

03.40 04.05

07.40 08.00

2. Steps in recruitment

3. Diversity

4. Agreeing the vacancy

01.45 02.00 BREAK

5. Deciding how and where to advertise

6. Criteria for short-listing

7. Practice in short-listing

8. Interviewing and assessing candidates

MM •••;• 05.00 LUNCH

05.00 06.15 9. Practice in interview skills (1)

: $ f * $ f ^ • Q6-30 BREAK

06.30 07.25 10. Practice in interview skills (2)

11. Compteting a recruitment

12. Review and summary

The timings for this eight-hour event are shown as starting from 00.00. The actual start-timewill depend on the group's normal working hours.


Note to facilitatorThe subject of recruitment and selection will stimulate many questions and debates,which may generate many useful lessons. But it is important that you move thecourse along and delay questions until the relevant part of the course (when theymight be covered anyway).

• Pay careful attention to the timings of the course and be prepared to chair theevent. Tell participants that not every question can be asked or answered ifthe group is going to complete the course.

• Have a page of flipchart on the wall to 'park' questions that arise. This is a wayof acknowledging a question without having to answer it at that time; but youneed to ensure that by the end of the course you have answered all of thequestions - or at least that you have established a clear mechanism foranswering them (for example: announce that you will ask your regionalhuman resources team for an answer, which you will then email to all of theparticipants).

In order to maintain the pace of the course, it is important for the facilitator to provideenergy to the group. This can be done by being really clear about timings andinstructions: for example, if you give 10 minutes for groups to do an exercise,after five minutes you should tell them 'You have five minutes left'; after nine minutes,tell them 'You have one minute left' - and then finish after 10 minutes. You will findthat a sense of pressure often helps groups to produce better results.

Recruitment and Selection • Facilitator's Notes 13

Preparation material for facilitatorsWrite out each of the recruitment steps below on to separate pieces of card. They will be used inSession 2. You will need a full set of cards for each group of 4-5 participants. The arrows are intendedto guide you through the exercise; they should not appear on the cards that you draw.

Agree the vacancy Sign off job profile

Decide where and how toadvertise

Advertise

Decide short-list criteria Short-list

Decide methods forinterview and assessment

Interview

Make selection decision Offer the job subject toreferences and medicalexamination

References and medical Contracts

New employee startswork

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2 (

'Oxf

am c

ompe

tenc

ies'

) an

d re

min

d th

egr

oup

that

job

prof

iles

shou

ld i

nclu

de a

list

of

key

skill

s an

dco

mpe

tenc

ies.

Ide

ntify

ing

key

com

pete

ncie

s w

ill b

e a

part

of th

e pr

oces

s of

dec

idin

g th

e st

rate

gies

for

adv

ertis

ing

and

inte

rvie

win

g.

• A

sk t

he g

roup

: W

hy a

re c

ompe

tenc

ies

impo

rtan

t in

recr

uitm

ent

and

sele

ctio

n?

Ans

wer

: B

ecau

se t

he w

ay th

atso

meo

ne b

ehav

es i

s a

bette

r in

dica

tor

of s

ucce

ss t

han

thei

r01

.45

expe

rienc

e or

qu

alifi

catio

ns.

Wha

t the

LE

AR

NE

RS

do

01.3

5

Res

ourc

es

Han

do

ut

1:'C

heck

list

for

agre

eing

ava

canc

y'

Ans

wer

que

stio

ns.

Ask

que

stio

ns i

f the

y do

n't

unde

rsta

nd.

Sug

gest

def

initi

ons

for

a co

mpe

tenc

y.H

and

ou

t 2:

'Oxf

am m

odel

of

beha

viou

ral

com

pete

ncy'

Sug

gest

ans

wer

s.

TO CD q CD CD.

CD O 21 3" CD

01

.45

-02

.00

BR

EA

K

Enc

oura

ge t

he g

roup

to

mov

e fr

om t

heir

chai

rs a

nd ta

ke s

ome

refr

eshm

ents

. W

hile

we

are

lear

ning

, it

isim

port

ant

to h

ave

time

to r

efle

ct.

Tel

l the

gro

up t

hat,

whe

re p

ossi

ble,

they

sho

uld

not

use

the

brea

k as

an

oppo

rtun

ity t

o m

ake

tele

phon

e ca

lls o

r re

turn

to

thei

r de

sks.

o'

Q. o o 3 CQ "• 01 o 01 (Q CO 0) Q.

CD 55

Ses

sio

n 5

D

ecid

ing

how

an

d w

her

e to

ad

vert

ise

Pu

rpo

se:

to e

xpla

in t

he p

roce

ss o

f id

entif

ying

an

appr

opria

te p

ool o

f ca

ndid

ates

and

way

s in

whi

ch t

hose

gro

ups

coul

d be

targ

eted

.Le

arne

rs w

ill c

onsi

der

how

Oxf

am c

an a

ttrac

t ap

plic

ants

fro

m a

ran

ge o

f di

vers

e ba

ckgr

ound

s.

TO

TA

L T

IME

:20

min

utes

Tim

ing

02.0

0

02.2

0

Wha

t YO

U d

o

• T

ell t

he g

roup

: le

t us

now

ass

ume

that

we

have

agr

eed

wha

t th

eva

cant

rol

e is

, and

hav

e ob

tain

ed a

ppro

val f

or i

t. W

e ar

e no

w g

oing

to m

ove

on a

nd lo

ok a

t w

ays

to a

ttrac

t su

itabl

e ap

plic

atio

ns.

• G

ive

out

Han

dout

3.

Tal

k th

e gr

oup

thro

ugh

the

stag

es o

f de

cisi

onm

akin

g. A

sk if

they

hav

e an

y qu

estio

ns.

Fac

ilita

te a

sho

rt,

bris

k br

ains

torm

to

iden

tify

way

s of

rea

chin

gca

ndid

ates

.

Rec

ord

thei

r an

swer

s on

a b

lank

flip

char

t an

d en

cour

age

part

icip

ants

to

reco

rd t

hem

in th

e sp

ace

on H

ando

ut 3

.F

ill in

any

gap

s yo

urse

lf: n

ewsp

aper

and

mag

azin

e ad

vert

s,w

ebsi

tes,

age

ncy

head

-hun

ters

, di

rect

tar

getin

g of

sui

tabl

eca

ndid

ates

, ne

twor

ks (

team

/ pa

rtne

rs/

allie

s/ o

ther

Oxf

ams)

,re

crui

tmen

t fa

irs o

r ev

ents

, po

ster

s/le

afle

ts.

Em

phas

ise

to th

e gr

oup

that

the

y ca

n as

k th

e H

uman

Res

ourc

este

am fo

r ad

vice

and

sup

port

. T

he H

R te

am w

ill p

lace

the

adve

rtis

emen

ts.

Ask

the

gro

up:

Whi

ch o

f the

se m

etho

ds w

ill h

elp

you

to a

chie

ve a

mor

e di

vers

e w

orkf

orce

? A

nsw

er:

all o

f the

m,

but

it is

the

task

of

the

recr

uitin

g m

anag

er t

o de

cide

whe

ther

to

try

som

ethi

ng d

iffer

ent

inor

der

to r

each

a d

iffer

ent

audi

ence

.

Tel

l the

gro

up:

Eac

h of

the

se m

etho

ds r

equi

res

us t

o de

sign

attr

activ

e m

essa

ges

to e

ncou

rage

app

licat

ions

. D

on't

assu

me

that

you

have

this

ski

ll. A

sk f

or s

uppo

rt f

rom

you

r H

R t

eam

, w

hich

has

som

e st

anda

rd t

empl

ates

ava

ilabl

e fo

r yo

u to

use

in a

dver

tisin

g.

Wha

t the

LE

AR

NE

RS

do

Rea

d th

e ha

ndou

t.A

sk q

uest

ions

.

Sug

gest

way

s of

sou

rcin

g ca

ndid

ates

.

Res

ourc

es

Han

do

ut

3:'A

ttrac

ting

suita

ble

appl

ican

ts'

Bla

nk f

lipch

art

Ans

wer

the

ques

tion

73 CD O CD Q)

Q.

2L CD o Tl

Q] O CD Cfl

Ses

sio

n 6

C

rite

ria

for

sho

rt-l

isti

ng

TO

TAL

TIM

E:

40 m

inut

esP

urp

ose

: to

giv

e pa

rtic

ipan

ts p

ract

ice

in d

ecid

ing

on c

riter

ia f

or s

hort

-list

ing

and

give

the

m a

n op

port

unity

to

refle

ct o

n th

e w

ays

in w

hich

the

crit

eria

may

affe

ct t

he d

iver

sity

of

shor

t-lis

ted

cand

idat

es.

Tim

ing

W

hat

YO

U d

o

o

Wh

at t

he

LE

AR

NE

RS

do

Res

ourc

es02

.20

02,3

0

02.4

5

Rem

ind

the

grou

p ab

out

the

card

s th

at r

epre

sent

ed t

he s

teps

inth

e re

crui

tmen

t an

d se

lect

ion

proc

ess.

Tel

l the

m t

hat

the

next

exer

cise

will

con

side

r th

e pr

oces

s of

sho

rt-li

stin

g ca

ndid

ates

.

Ask

the

gro

up:

Wha

t is

the

aim

of

shor

t-lis

ting?

Ans

wer

: T

o se

lect

from

the

app

lican

ts t

he b

est

poss

ible

can

dida

tes

for

the

job,

and

to

give

the

inte

rvie

w p

anel

a d

iver

se (

but n

ot t

oo la

rge)

gro

up o

fca

ndid

ates

to

sele

ct f

rom

. (3

-6 c

andi

date

s is

the

usua

l siz

e.)

Giv

e ou

t H

ando

ut 4

. Allo

w t

he g

roup

tim

e to

rea

d it.

Tel

l the

m th

at t

hey

will

be

doin

g an

exe

rcis

e in

gro

ups.

The

y w

illde

cide

on

the

key

crite

ria f

or a

par

ticul

ar jo

b an

d th

en d

raw

up

ash

ort-

list

from

som

e ap

plic

atio

ns.

Div

ide

the

part

icip

ants

int

o gr

oups

of 3

—4.

Giv

e ou

t H

ando

ut 5

. Tel

l the

gro

ups

that

the

y ha

ve 1

0 m

inut

es t

ode

cide

thr

ee k

ey c

riter

ia a

gain

st w

hich

the

y w

ill b

e sh

ort-

listin

g.A

fter

10 m

inut

es b

ring

the

grou

ps b

ack

toge

ther

and

ask

eac

hgr

oup

to q

uick

ly r

epor

t th

e th

ree

shor

t-lis

ting

crite

ria t

hat

they

hav

ese

lect

ed.

Writ

e th

em a

ll up

on

Flip

char

t 4.

Ask

the

gro

up if

thes

e cr

iteria

are

rea

lly e

ssen

tial t

o th

e jo

b.

(Ask

abo

ut d

iver

sity

e.g

. D

o an

y of

the

se c

riter

ia e

xclu

de p

eopl

ew

ho h

ave

not w

orke

d in

an

NG

O b

efor

e? D

oes

that

mat

ter?

)C

an a

ll th

e cr

iteria

be

asse

ssed

fro

m a

n ap

plic

atio

n?B

ewar

e: s

ome

com

pete

ncie

s, s

uch

as i

nter

pers

onal

ski

lls,

cann

otbe

ass

esse

d on

pap

er.

Tel

l the

gro

up: t

o sa

ve t

ime,

you

hav

e be

en a

sked

for

onl

y th

ree

key

crite

ria.

How

man

y sh

ould

you

nor

mal

ly l

ook

for?

Ans

wer

: It

depe

nds

on t

he r

ole

and

on th

e av

aila

ble

pool

of

cand

idat

es.

Ans

wer

the

que

stio

n.

Get

into

gro

ups.

Dis

cuss

and

agr

ee t

hree

key

crit

eria

for

shor

t-lis

ting.

Gro

ups

call

out t

heir

chos

en c

rite

ria.

Dis

cuss

.

Ans

wer

que

stio

ns.

Han

do

ut

4: '

Adv

ice

on s

hort

-list

ing'

Han

do

ut

5:'J

ob p

rofil

e'

Flip

char

t 4:

'Our

crit

eria

for

shor

t-lis

ting'

o I" •? CD 3 Q. 6 O CD 3' T)

CD O • CD 3 CD CQ

CO -<

<S>

CD

.

EU Q.

O CD

CO

Ses

sio

n 7

P

ract

ice

in s

ho

rt-li

stin

g

TOTA

L T

IME:

40 m

inut

es

Pu

rpo

se:

to p

ract

ise

shor

t-lis

ting

skill

s.

Tim

ing

Wha

t YO

U d

o W

hat t

he L

EA

RN

ER

S d

o R

esou

rces

03,0

0 •

Tel

l the

gro

up t

hat

they

will

now

do

som

e sh

ort-

listin

g,us

ing

the

crite

ria t

hat

they

hav

e se

lect

ed. A

s th

is is

an

exer

cise

to

prac

tise

skill

s, w

e w

ill o

nly

look

at

a sm

all

num

ber

of a

pplic

ants

and

ran

k th

em in

ord

er o

f pr

efer

ence

,ra

ther

tha

n de

cidi

ng w

hom

we

wou

ld li

ke to

inte

rvie

w.

j?•

Ask

the

m to

ret

urn

to t

he s

ame

smal

l gro

ups

as in

*

Ret

urn

to th

e»r

grou

ps.

|se

ssio

n 6.

jjj

• G

ive

out

Han

dout

6 a

nd te

ll th

e gr

oups

tha

t th

ey h

ave

* C

onsi

der

the

cand

idat

es.

"Job

app

licat

ions

I

20 m

inut

es t

o ra

nk t

he a

pplic

atio

ns i

n or

der

of in

tere

st.

for

shor

t-lis

tina'

°~

Giv

e ou

t H

ando

ut 7

and

exp

lain

tha

t fil

ling

in a

grid

to

show

c£

each

can

dida

te a

nd e

ach

crite

rion

can

help

them

to

mak

e a

Han

do

ut

7:

^cl

ear

com

paris

on.

'Sho

rt-li

stin

g fo

rm'

g • Tl

03.2

6 •

Afte

r 20

min

utes

, br

ing

the

grou

ps b

ack

toge

ther

and

ask

•

Sha

re th

eir

resu

lts a

nd th

eir

lear

ning

fro

m th

is

|.ea

ch g

roup

to s

ay h

ow t

hey

have

ran

ked

the

cand

idat

es.

expe

rienc

e.

§pA

sk t

hem

to s

ay o

ne t

hing

tha

t th

ey h

ave

lear

ned

abou

t ?

shor

t-lis

ting

thro

ugh

this

pro

cess

, an

d to

rai

se a

nyqu

estio

ns t

hat

they

now

hav

e.o C

DC

O

• T

ell t

he g

roup

tha

t it

is g

ood

prac

tice

to h

ave

mor

e th

an o

nepe

rson

invo

lved

in th

e sh

ort-

listin

g, s

o th

at d

ecis

ions

can

be

03

4O

chal

leng

ed.

Ses

sio

n 8

In

terv

iew

ing

an

d a

sses

sin

g c

and

idat

esT

OT

AL

TIM

E:

25 m

inut

esJO PO

Pu

rpo

se:

to c

onsi

der

vario

us m

etho

ds o

f se

lect

ion

and

deci

de w

hen

they

are

app

ropr

iate

. T

o pr

esen

t a

rang

e of

que

stio

ning

tec

hniq

ues.

Tim

ing

W

hat Y

OU

do

Wha

t the

LE

AR

NE

RS

do

Res

ourc

es

03.4

0

03.4

5

04.0

5

Rem

ind

the

grou

p ab

out

the

card

s th

at r

epre

sent

ed t

he s

teps

in

the

recr

uitm

ent

and

sele

ctio

n pr

oces

s. T

ell t

hem

tha

t th

e ne

xt e

xerc

ise

conc

erns

int

ervi

ewin

g an

d as

sess

men

t.

Tel

l the

gro

up t

hat

ther

e is

no

time

toda

y to

con

side

r al

l of

the

way

sin

whi

ch th

ey c

ould

ass

ess

cand

idat

es;

toda

y w

e w

ill c

once

ntra

te o

nin

terv

iew

tec

hniq

ues.

Giv

e ou

t H

ando

ut 8

, lis

ting

sele

ctio

n m

etho

ds a

nd t

he q

uest

ions

tha

tre

crui

ting

man

ager

s sh

ould

ask

bef

ore

deci

ding

whi

ch t

o us

e.E

mph

asis

e th

e ne

ed t

o th

ink

abou

t ho

w k

ey s

kills

and

com

pete

ncie

sca

n be

st b

e m

easu

red

with

in t

he li

mita

tions

of t

ime,

bud

get,

etc.

The

re is

no

time

toda

y fo

r a

deta

iled

disc

ussi

on. T

ell t

he g

roup

tha

tan

y qu

estio

ns c

an b

e an

swer

ed la

ter

by th

eir

HR

team

.

Tel

l the

gro

up t

hat

they

will

now

con

side

r ho

w to

con

duct

an

inte

rvie

w.

Giv

e ou

t H

ando

ut 9

and

giv

e th

e gr

oup

time

to r

ead

it.

Use

Flip

char

t 5.

Tel

l the

gro

up t

hat

good

int

ervi

ewer

s st

art w

ith a

ver

yop

en q

uest

ion

whi

ch g

ets

cand

idat

es t

o re

coun

t so

met

hing

tha

t th

eydi

d in

the

past

; an

d th

ey f

ollo

w t

hat

by a

skin

g op

en p

robi

ng q

uest

ions

whi

ch n

arro

w t

he p

roce

ss d

own

to s

peci

fic d

etai

ls.

Ask

the

gro

up f

orex

ampl

es o

f ver

y op

en a

nd f

airly

ope

n qu

estio

ns,

and

add

them

to

the

flipc

hart

. A

sk f

or e

xam

ples

of

clos

ed q

uest

ions

.

Tel

l the

gro

up t

hat

they

will

now

des

ign

one

sam

ple

ques

tion

toge

ther

,to

exp

lore

the

com

pete

ncy

'Ada

ptab

le a

nd F

lexi

ble'

. A

sk t

he g

roup

to

sugg

est

a w

ide

open

que

stio

n w

hich

wou

ld le

t a

cand

idat

e te

ll a

stor

yab

out

how

they

hav

e de

mon

stra

ted

this

com

pete

ncy

in th

e pa

st.

Thi

s m

ay b

e a

diffi

cult

conc

ept

for

som

e gr

oups

. S

pend

tim

e en

surin

gth

at t

he m

essa

ge is

cle

ar:

we

wan

t to

exp

lore

rea

l exp

erie

nces

fro

mth

e ca

ndid

ate'

s ba

ckgr

ound

, to

help

us

to fi

nd o

ut w

heth

er t

heca

ndid

ate

has

show

n th

is c

ompe

tenc

y in

the

past

.

Giv

e ex

ampl

es o

f ve

ry o

pen,

op

en

, an

dcl

osed

que

stio

ns.

Ask

que

stio

ns if

the

y do

n't

unde

rsta

nd.

Offe

r ex

ampl

es:

e.g.

Tel

l me

abou

t a

time

whe

n yo

u ha

ve h

ad t

o be

fle

xibl

e to

get

a jo

b do

ne,

... D

escr

ibe

a tim

e w

hen

you

had

to c

hang

e th

e w

ay y

ouap

proa

ched

som

ethi

ng a

t sho

rt n

otic

e.

Han

do

ut

8:'A

sses

smen

tm

etho

ds'

Han

do

ut

9:'In

terv

iew

ques

tions

'

Flip

char

t 5:

'Fun

nelli

ng'

o'

c-up-a

-pu o o Trainir CO "0 0) o.

Q} 3 0) CQ —j"

CQ O self Q

. Oth CD

04.0

5-05

.00

LUN

CH

BR

EA

K

Whe

n w

e ar

e le

arni

ng, i

t is

impo

rtan

t to

hav

e tim

e to

ref

lect

. T

ell t

he g

roup

tha

t, w

here

pos

sibl

e, th

ey s

houl

d no

tus

e th

e br

eak

as a

n op

port

unity

to

mak

e te

leph

one

calls

or

retu

rn t

o th

eir

desk

s.

z CD o CD CD Q.

U) 2L <D T!

0) Q. 5T 3 CD Cfl

Ses

sio

n 9

P

ract

ice

in in

terv

iew

ski

lls (

part

1)

Pu

rpo

se:

to p

ract

ise

inte

rvie

win

g, u

sing

app

ropr

iate

que

stio

ning

tec

hniq

ues,

and

to

get

som

e fe

edba

ck f

rom

oth

er l

earn

ers.

2 pa

ges

TO

TA

L T

IME

:30

min

utes

Tim

ing

W

hat

YO

U d

o

05.0

0 •

Tel

l the

gro

up t

hat

they

will

be

prac

tisin

g in

terv

iew

s, a

nd t

hat

will

requ

ire t

hem

to d

o so

me

role

-pla

ying

. T

he b

enef

it of

this

is th

at it

allo

ws

prac

tice

in a

saf

e en

viro

nmen

t an

d w

ith f

eedb

ack.

• S

plit

the

part

icip

ants

int

o gr

oups

of

4. I

f the

gro

up d

oes

not

divi

de e

xact

ly i

nto

four

s, a

llow

som

e gr

oups

of

3 or

5.

(You

may

wan

t to

sel

ect

the

grou

ps i

n ad

vanc

e to

ens

ure

a m

ixof

abi

litie

s, s

o th

at i

nexp

erie

nced

mem

bers

can

lear

n fr

om m

ore

expe

rienc

ed c

olle

ague

s.)

• A

sk e

ach

grou

p to

dec

ide

thei

r ro

les:

one

can

dida

te t

o be

inte

rvie

wed

, tw

o in

terv

iew

ers

(or

thre

e in

a la

rger

gro

up),

and

one

obse

rver

to

prov

ide

feed

back

(or

no

obse

rver

if th

ere

are

only

thr

ee in

a g

roup

). T

ell t

he g

roup

tha

t th

ey w

ill e

xcha

nge

role

s an

d re

peat

the

exe

rcis

e af

ter

the

brea

k, s

o th

at e

very

one

gets

a tu

rn a

s an

inte

rvie

wer

. S

how

Flip

char

t 6

with

ins

truc

tions

for

the

role

-pla

y.

05.1

0 •

Onc

e ro

les

are

clea

r, a

sk a

ll of

the

'can

dida

tes'

to

get t

oget

her

ina

grou

p, a

ll of

the

'inte

rvie

wer

s' t

o ge

t to

geth

er in

a g

roup

, an

d al

lof

the

obs

erve

rs t

o ge

t to

geth

er i

n a

grou

p.

• G

ive

the

cand

idat

es H

ando

ut 1

0. G

ive

the

inte

rvie

wer

sH

ando

ut 1

1. G

ive

the

obse

rver

s H

ando

uts

10,

11

, and

12.

Tel

l the

m th

at t

hey

have

20

min

utes

to

prep

are.

Wor

k w

ith t

hegr

oup

of in

terv

iew

ers

to h

elp

them

thi

nk a

bout

que

stio

ns(s

ee th

eir

hand

out)

tha

t w

ill i

nves

tigat

e th

e ke

y co

mpe

tenc

ies

that

the

y ha

ve b

een

give

n. A

sk t

he in

terv

iew

ers

to p

lan

who

will

05.3

0 as

k w

hich

que

stio

n.

Wha

t th

e L

EA

RN

ER

S d

oR

esou

rces

Div

ide

into

sm

all g

roup

s.

Dec

ide

role

s in

thei

r sm

all g

roup

.

Get

into

gro

ups

acco

rdin

g to

the

ir ro

les.

Pre

pare

for

thei

r ro

le.

Flip

char

t 6:

'Inst

ruct

ions

for

role

-pla

y'

Han

do

ut

10:

'Rol

e-pl

ay b

rief

for

cand

idat

es'

Han

do

ut

11

:'R

ole-

play

brie

ffo

r in

terv

iew

ers'

Han

do

ut

12:

'Rol

e-pl

ay b

rief

for

obse

rver

s'

o 7 01 o 3 CO CD O 7? CO (Q CO O C 53 (0.

—1» CO CL O CD tn

Pra

ctic

e in

inte

rvie

w s

kills

(p

art

1 co

nti

nu

ed)

TO

TA

L T

IME

:45

min

utes

Pu

rpo

se:

to p

ract

ise

inte

rvie

win

g, u

sing

app

ropr

iate

que

stio

ning

tec

hniq

ues,

and

to

get

som

e fe

edba

ck f

rom

oth

er l

earn

ers.

Tim

ing

Wha

t YO

U d

o

05.3

0 •

Ask

the

par

ticip

ants

to

retu

rn to

thei

r in

terv

iew

gro

ups.

• T

ell t

hem

to

arra

nge

the

spac

e as

if fo

r an

int

ervi

ew(w

ith t

he o

bser

ver

sitti

ng t

o on

e si

de)

and

to p

lan

how

the

yw

ill w

elco

me

the

cand

idat

e.

05,3

5 •

Tel

l the

gro

ups

to s

tart

the

ir ro

le-p

lay

in a

ccor

danc

e w

ithth

e ha

ndou

ts.

The

y ha

ve 2

0 m

inut

es f

or t

he r

ole-

play

and

10 m

inut

es f

or f

eedb

ack.

(If

they

fin

ish

early

, th

ey s

houl

dre

peat

the

rol

e pl

ay in

res

pons

e to

som

e of

the

fee

dbac

k.)

• G

o ar

ound

the

gro

ups

to o

bser

ve, t

akin

g no

tes

so t

hat

you

can

give

fee

dbac

k to

the

int

ervi

ewer

s.

05.5

5 •

Afte

r 20

min

utes

tel

l the

gro

ups

to s

top,

no

mat

ter

how

far

they

hav

e go

t w

ith t

he e

xerc

ise.

The

y no

w h

ave

10 m

inut

esfo

r fe

edba

ck.

The

obs

erve

r sh

ould

man

age

the

feed

back

proc

ess

in e

ach

grou

p, fi

rst

aski

ng t

he i

nter

view

er(s

) ho

wth

ey f

elt

it ha

d go

ne, t

hen

aski

ng t

he c

andi

date

how

it fe

ltfo

r th

em, a

nd fi

nally

add

ing

thei

r ow

n co

mm

ents

as

anob

serv

er.

The

fee

dbac

k sh

ould

foc

us o

n th

e in

terv

iew

er(s

)an

d th

eir

beha

viou

rs,

not

on th

e ca

ndid

ate.

08.1

0 •

Ask

eac

h in

terv

iew

gro

up t

o sh

are

with

the

who

le g

roup

just

one

thi

ng t

hat

they

hav

e le

arne

d ab

out

aski

ng g

ood

00 IS

in

terv

iew

que

stio

ns:

som

ethi

ng t

hat

they

int

end

to d

odi

ffere

ntly

nex

t tim

e.

Wha

t fo

e L

EA

RN

ER

S do

* R

etur

n to

thei

r in

terv

iew

gro

ups.

• A

rran

ge t

he s

pace

aro

und

them

for

an

inte

rvie

w.

Con

duct

an

inte

rvie

w.

Res

ourc

es

Sha

re fe

edba

ck a

s di

rect

ed.

Sha

re le

arn

ir^

poin

ts w

ith t

ie l

arge

r gr

oup.

73 CD o CO Q. <z> CD.

CD O. 5' 01 o I CJi

06

.15

-06

.30

BR

EA

K

Whe

n w

e ar

e le

arni

ng,

it is

impo

rtan

t to

hav

e tim

e to

ref

lect

. T

ell t

he g

roup

tha

t, if

poss

ible

, the

y sh

ould

not

use

the

brea

k as

an

oppo

rtun

ity t

o m

ake

tele

phon

e ca

lls o

r re

turn

to

thei

r de

sks.

0) a. 6 o CD O 7T CD CQ 01 Q

.

Ses

sio

n 1

0 P

ract

ice

in in

terv

iew

ski

lls (

par

t 2)

TO

TA

L T

IME

:55

min

utes

Pu

rpo

se:

to p

ract

ise

inte

rvie

win

g, u

sing

app

ropr

iate

que

stio

ning

tec

hniq

ues,

and

to

get

som

e fe

edba

ck f

rom

oth

er l

earn

ers.

Tim

ing

W

hat

YO

U d

o

06.3

0 •

Brin

g th

e in

terv

iew

gro

ups

back

tog

ethe

r an

d te

ll th

em t

hat

they

are

now

goi

ng t

o re

peat

thi

s ex

erci

se,

play

ing

diffe

rent

role

s. T

he o

bser

ver

and

the

inte

rvie

w c

andi

date

now

beco

me

the

inte

rvie

wer

s; t

he in

terv

iew

ers

beco

me

the

obse

rver

and

the

cand

idat

e. E

very

one

mus

t ha

ve a

nop

port

unity

to

be a

n in

terv

iew

er.

06.3

5 •

Onc

e ro

les

have

bee

n de

cide

d, a

sk a

ll th

e 'c

andi

date

s' t

ofo

rm o

ne g

roup

, al

l of t

he 'i

nter

view

ers'

to

form

ano

ther

grou

p, a

nd a

ll of

the

obse

rver

s to

form

ano

ther

gro

up.

• G

ive

the

cand

idat

es H

ando

ut 1

0, g

ive

the

inte

rvie

wer

sH

ando

ut 1

1, a

nd g

ive

the

obse

rver

s H

ando

uts

10,

11,

and

12. T

ell t

hem

tha

t the

y ha

ve 1

0 m

inut

es t

o pr

epar

e fo

r th

ene

xt in

terv

iew

, us

ing

the

less

ons

lear

ned

in th

e pr

evio

usse

ssio

n. W

ork

with

the

'int

ervi

ewer

s' t

o he

lp t

hem

to

thin

kab

out

ques

tions

(se

e th

eir

hand

out)

tha

t w

ill in

vest

igat

e th

eke

y co

mpe

tenc

ies

that

the

y ha

ve b

een

give

n. A

sk t

hein

terv

iew

ers

to p

lan

who

will

ask

whi

ch q

uest

ion.

06.5

0 •

Get

the

grou

ps t

o co

nduc

t in

terv

iew

s fo

r 20

min

utes

and

then

sha

re fe

edba

ck f

or 1

0 m

inut

es,

exac

tly a

s be

fore

.

07.2

0 •

Onc

e th

e gr

oups

hav

e fin

ishe

d, b

ring

them

all

back

toge

ther

and

ask

the

m to

sha

re w

hat

they

hav

e le

arne

d07

25

fr°m

tn

e in

terv

iew p

ract

ice

sess

ions

. Ask

the

m w

hat

they

will

do

diffe

rent

ly n

ext

time

they

run

an

inte

rvie

w.

Wh

at t

he

LE

AR

NE

RS

do

Dec

ide

role

s.

Res

ourc

es

Get

int

o ro

le g

roup

s.

Pla

n th

e in

terv

iew

.H

and

ou

ts 1

0,1

1,

and

12

Run

the

int

ervi

ew.

Sha

re f

eedb

ack.

Sha

re t

heir

lear

ning

with

the

wid

er g

roup

.

73 CD q CD 0) Q.

W CD.

CD 5' m a CO- o" CD CO

Ses

sio

n 1

1 C

om

ple

tin

g a

rec

ruit

men

t TO

TAL

TIM

E:

15 m

inut

es

a>

Pu

rpo

se:

to e

xpla

in h

ow t

o m

ake

a jo

b of

fer

and

to e

mph

asis

e th

e im

port

ance

of t

akin

g up

ref

eren

ces

and

arra

ngin

g m

edic

al c

heck

s.Le

arne

rs w

ill b

ecom

e fa

mili

ar w

ith c

ontr

acts

, kn

ow w

here

to

go fo

r fu

rthe

r su

ppor

t, un

ders

tand

the

par

amet

ers

for

nego

tiatin

g th

e re

war

d pa

ckag

e,an

d be

aw

are

of t

he i

mpo

rtan

ce o

f pl

anni

ng a

nd c

ondu

ctin

g a

thor

ough

ind

uctio

n.

Tim

ing

Wha

t YO

U d

o W

hat t

he L

EA

RN

ER

S d

o R

esou

rces

"

07.2

5 •

Tel

l the

gro

up t

hat

for

recr

uitin

g m

anag

ers

ther

e ar

e a

?nu

mbe

r of

cru

cial

ste

ps t

o ta

ke b

efor

e a

new

mem

ber

of

Han

do

ut

13:

o.st

aff

can

star

t w

ork.

'C

heck

list

for

g>•

Giv

e ou

t H

ando

ut 1

3 an

d go

thr

ough

it w

ith t

he g

roup

. .

Re

a<j t

he h

ando

ut a

nd a

sk q

uest

ions

. co

mpl

etin

g a

Hre

crui

tmen

t' 5'

• T

ell t

he g

roup

tha

t in

duct

ions

for

new

mem

bers

of

staf

f ar

eth

e re

spon

sibi

lity

of t

he li

ne m

anag

er;

for

Oxf

am s

taff,

the

07 4

0 O

xfam

int

rane

t ca

rrie

s in

form

atio

n ab

out

how

to d

o th

em.

CD O 7T 0}

CO

(Q C CD

_

—h

CD Q. g C

D

W

Ses

sio

n 1

2 R

evie

w a

nd

su

mm

ary

TO

TA

L T

IME

:20

min

utes

Pu

rpo

se:

to s

umm

aris

e an

d co

llate

the

less

ons

lear

ned

so f

ar.

Tim

ing

Wha

t YO

U d

o

07.4

0 •

Rem

ind

the

grou

p ab

out

the

card

s th

at p

rese

nted

the

esse

ntia

l ste

ps i

n re

crui

tmen

t an

d se

lect

ion.

Go

thro

ugh

them

in th

e co

rrec

t or

der,

ask

ing

the

grou

p at

eac

h st

ep t

oid

entif

y th

e m

ost

impo

rtan

t po

ints

.

• R

efer

the

gro

up t

o th

e ob

ject

ives

on

Flip

char

t 1

and

ask

them

if th

ey f

eel t

hat

the

sess

ion

has

met

the

orig

inal

obje

ctiv

es.

• A

sk if

ther

e ar

e an

y fu

rthe

r qu

estio

ns.

If yo

u ca

nnot

ans

wer

them

by

usin

g th

e re

sour

ces

in th

e ro

om, t

ell t

he g

roup

tha

tyo

u w

ill f

ind

the

answ

ers;

tel

l the

m h

ow y

ou w

illco

mm

unic

ate

the

answ

ers

to t

hem

.

• T

ell t

he g

roup

abo

ut t

he a

dditi

onal

lea

rnin

g m

ater

ial a

ndop

port

uniti

es (

liste

d un

der

'Lin

ked

lear

ning

' in

'Info

rmat

ion

for

Fac

ilita

tors

' at

the

fron

t of

the

se n

otes

). F

or O

xfam

sta

ff,dr

aw t

heir

atte

ntio

n in

par

ticul

ar t

o th

e H

R b

usin

ess-

proc

esse

s pa

ges

on th

e In

tran

et.

• G

ive

out

Han

dout

14

(the

fee

dbac

k fo

rm)

and

ask

the

grou

pto

fill

it in

and

ret

urn

it to

you

bef

ore

they

lea

ve.

Tel

l the

grou

p th

at f

eedb

ack

is im

port

ant

in th

at it

will

hel

p us

toim

prov

e th

e co

urse

in

futu

re.

08,0

0 •

Col

lect

the

fee

dbac

k fo

rms.

The

y m

ust

be c

opie

d to

you

rR

egio

nal

HR

team

, tog

ethe

r w

ith a

list

of

nam

es o

f th

ose

who

atte

nded

.

• T

hank

the

gro

up f

or t

heir

inpu

ts o

f tim

e, e

nerg

y, a

nd id

eas.

Wha

t the

LE

AR

NE

RS

do

Ans

wer

the

que

stio

ns.

Say

whe

ther

the

y th

ink

that

have

bee

n m

et.

Ask

que

stio

ns.

Fill

in fi

e fe

edba

ck f

orm

.

Res

ourc

es

Car

ds o

n w

all

Flip

char

t 1

:'O

bjec

tives

'

Link

ed l

earn

ing

info

rmat

ion

Han

do

ut

14:

'Eva

luat

ion

ofR

ecru

itmen

t an

dS

elec

tion

Cou

rse'

CD q CD 03 Q.

U)

2L CD o. o' 01 o Si- s' en"

CD en


Handout 1Checklist for agreeing a vacancy

Do we need someone?• If this is a new role, then you will have to write a business case in order to

get a budget for this role.• If replacing a member of staff who is moving on, then you should still

ask yourself if you need the same role again, or if the needs of theorganisation have changed.

What do we want the post holder to do?• A job profile needs to be agreed and signed off, describing what the job is

and what the post holder will be responsible for.• The job profile should identify key competencies and skills for the role.

See handout 2 for Oxfam GB's Behavioural Competencies.

3. How much will it cost?• Once you know what role you are trying to fill, you need to evaluate the

job and decide (with the agreement of appropriate colleagues) on themarket salary and package for this role.

• You need to ensure that you have sign off for both the salary costs andthe costs of recruitment.

When do we need someone in post?• Think about how long it will take to get a new member of staff in place: for

some posts the process could take six months.o How could you plan to start the process earlier?o What interim arrangements do you need to make?

You cannot proceed with a recruitment until the following havebeen signed off and agreed:

s Job profiles Job family and levels National/National+/Global designations Recruitment budgets Salary budget

There are detailed procedures and rules for deciding these issues. Oxfamstaff, consult your Human Resources team, or the Oxfam GB intranet athttp://homepage/procedures/ihrhowto/default.htm

© Oxfam GB 2006 All rights reserved

Recruitment and Selection • Handouts 31

Handout 2Oxfam model of behavioural competency

Behaviours associated with effective performance in Oxfam

ACHIEVING RESULTS

Organisationto workeffectively

\Tenacity <— i — •

Decisionmaking

Drive toachieveresults

Initiative

SELF MANAGEMENT

Managingemotions

\Adaptable

and /flexible

Self-awareness

Respect\ for

others

LEADING OTHERS

Motivatingothers

Delegation

Developingothers

Takingcharge

THINKING AND UNDERSTANDING

Organisational Conceptualawareness thinking

Knowledgemanagement

Criticalinformationgathering

Analyticalthinking

WORKING EFFECTIVELYWITH OTHERS

Following

\

Supportingothers

Influencing / \ Interpersonalothers I awareness

Communications

JOB-SPECIFIC

Application ofunderpinningknowledge

Specificskills



Handout 3

Attracting suitable applicants

Once you have decided on the role and level of the post, you need toconsider how to find the right candidates.

1. Are there sufficient internal candidates?• Oxfam is keen to encourage internal promotion so that staff can build

careers within the organisation.• Think about the staff whom you know, and ask your HR team about

possible candidates elsewhere in Oxfam.

2. Where could you go to find suitable external candidates?• How could you attract diverse applicants and applicants from groups who

are under-represented in your team?• Who are your target applicants? How do they search for jobs (if they are

actively looking)? What do they read (if they are passive jobseekers)?• Are recently used methods working well, or do you need to experiment

with new methods?• What is your budget for this recruitment?• What is the cost-effectiveness of the various methods? (Note that the

cheapest method may not be the most effective.)

3. What options are there?• You may wish to make notes from the group brainstorm session.

In making these decisions, talk to your Human Resources team.They will know about the options that are being used elsewhere, and they cangive you an idea about the costs and relative successes of various options.Whichever way you choose to advertise, don't forget to plan theadministration of the application process: who will be responsible for it?

Oxfam staff, see http://homepage/procedures/ihrhowto/default.htm



Handout 4Advice on short-listing

What is the purpose of short-listing?To select from the applicants the best possible candidatesfor the job.• To give the interview panel a diverse group of candidates from which

to select.

Who should short-list?• More than one person.• Must include the recruiting manager.• Short-listing needs to be done by staff who have the skills to spot the

unusual but interesting candidate as well as the obvious ones.• If there are very large numbers of applicants, it may be necessary to

do this in two stages - first a 'long-list' based on minimal criteria,and then a more refined short-list.

How should you decide on criteria for short-listing?• Think about the skills and competencies that are essential to good

performance in the role, as identified in the job advert.• Some criteria (for example, interpersonal skills) that may be absolutely

key to the role cannot be easily assessed from application forms.Therefore they should not be included in the short-listing criteria.

• Always look out for candidates who have transferable skills and areinteresting possibilities even though they may not fulfil every specifiedcriterion.

What are 'very minimum' criteria?• Some short-listing criteria may be so crucial to success in the role that if a

candidate does not fulfil them, then no matter how good the applicant isin other respects, he or she will not get the job. For example, for manynational posts a minimal criterion might be the legal right to work in thecountry in question.

• Judging candidates by 'very minimum' criteria is an easy way to identifyunsuitable candidates, but be very careful - are the criteria that you areusing absolutely essential in reality? Is there a risk that you will miss anopportunity to interview some potentially good candidates from diversebackgrounds by using such criteria?

Oxfam staff: for further guidance, consult your Human Resources teamor the Oxfam GB intranet athttp://homepage/procedures/ihrhowto/default.htm



Handout 5 (2 pages)

Job profile, Logistics Administrator

JOB TITLE: Logistics Administrator

DIVISION / DEPARTMENT /LOCATION: Your team

JOB FAMILY: Business Support/ Administration

SALARY: As market rates LEVEL: E1Designation: National

OXFAM PURPOSE: To work with others to overcome poverty andsuffering

DIVISION PURPOSE: To act with poor people as a force for change inaddressing the causes of poverty, suffering, and injustice, alleviatingtheir symptoms.

TEAM PURPOSE: As your team.

JOB PURPOSE: Ensuring that the Logistics team is provided withefficient and comprehensive administration support. Occasional part-time support to the rest of the country team.

REPORTING LINES:Post holder reports to: Logistics Co-ordinatorStaff reporting to this post: not applicable

BUDGET RESPONSIBILITY: not applicable

DIMENSIONS:• Draws from a number of information sources to inform individual and

group decisions.• Solves basic problems which have some variety, and takes

decisions based on a number of possible options.• Communicates widely within the team, with some Oxfam contacts

and external contacts.• Contributes to the development of improvements to the team's

services, procedures and systemsKEY RESPONSIBILITIES:1. Provide administrative support to Logistics Co-ordinator and Logistics

team. This includes creating documents or inputting into databases orspreadsheets, distributing the mail, maintaining attendance records.

2. Arranges purchase orders, procurement and logistics, co-ordinatesfreight and shipping.



3. Oversees maintenance of office equipment and seeks competitivequotes for repairs/purchases.

4. Books travel arrangements including visas, accommodation,and car hire.

5. Supports Logistics Co-ordinator in monitoring and recordingLogistics Team budgets.

6. Country-office liaison and support, including arranging per diems andfloats for visitors.

7. Arranges conferences and workshops and provides welcome packsfor meetings.

8. Indirect responsibility for one Driver.SKILLS AND COMPETENCE:1. Ability to develop procedures and solutions to administrative

challenges.2. A working knowledge of Microsoft Office 97/2000 (in particular

Word and Excel).3. A working knowledge of PeopleSoft would be an advantage.4. Attention to detail; financial and numerical skills.5. Ability to work in a team and adapt to rapidly changing external

constraints under pressure, with minimal supervision.6. Confidentiality, tact, diplomacy, and excellent interpersonal and

communication skills.7. Ability to plan and follow tasks through to completion.8. Ability to prioritise and organise own workload against competing

demands

Your task: Decide the 3 key short-listing criteria for this role

_



Handout 6: Job applications for short-listing (3 pages)

Application 1

Name: A.B. Ceedee

Qualifications and Training

2001 Microsoft Office trainer's certificate

1997 Microsoft Office advanced certificate

1996 Microsoft Office certificate. (Word, Excel, Powerpoint)

1992 Diploma in Secretarial Skills. Typing 45 words per minute

1991 Higher School Certificate. Grade B average

Plus attendance at work-place courses and workshops , including 'Excelling atCustomer Service', 'Fraud awareness' and The basics of banking'.

Employment History1999-Present: Senior Administrator, East West Bank• Manage the diary of Senior Manager• Oversee the work of 3 junior administrators, managing their workloads and

quality of output• Manage the staff database of leave and sickness absence• Responsible for ordering and maintaining stationary supplies across four

branches• Train staff across four branches in one to ones or small groups in the use

of Microsoft Office tools and manage the computer skills database

1993-1999: Junior Administrator, East West Bank• Typing up of documents ensuring accuracy and clear presentation• Filing of key documents to agreed standards• Providing cover across departments when requested« Asset management of valuable equipment

Achievements, Personal Qualities and SkillsPersonal Qualities: I am an enthusiastic team worker who enjoys performingdetailed work to high standards. Colleagues often tell me that I am veryefficient and that I always work hard to keep the customer happy.

Skills: I have very well developed computer skills across all of the MicrosoftOffice tools and in internet usage. I enjoy sharing that knowledge with othersand I run training courses for colleagues to help their skills.

Achievements: I have twice been awarded the 'Employee of the Month'award for my customer service



Handout 6Application 2

NAME: ELIZABETH. F. GEE

EMPLOYMENT HISTORY2000-Present: Office Manager, Kenya Christian Development and Relief(KCDR)• Managed an office for a small NGO based in Nairobi• Duties included managing accounts and invoices, overseeing human

resources issues, managing the maintenance and repair of the office andtwo vehicles, directly managing one part-time assistant.

1994-2000: Administrator and Bursar, Wamposi High School• Book keeping of budgets for a large girls school• Invoicing of parents for fees• Ordering and stock-taking of books and other teaching materials• Communicating with national authorities on syllabus contents and exams• Standing in for School Accountant during his absence

EDUCATION AND TRAINING

1994 BA (Hons) Business and Marketing. Lower second classUniversity of Eastern Africa Baraton, Kenya

1989 Kenya Higher School Certificate; 3 A's, 2 B's

WORKSHOPS ATTENDED

• Team building skills for NGOs• Influencing successfully• Microsoft Word• Microsoft Excel• Peoplesoft basic• Database management

ADDITIONAL QUALIFICATIONS

Languages: Kiswahili (fluent), English (fluent), French (good)Computer Skills: Windows, MS Office, Peoplesoft, and Internet proficiencyOther: International driving licence



Handout 6Application 3

Mr H.I Jakay

An enthusiastic worker with an interest in development issues and workinginternationally

Qualifications

2000-2002 Singapore School of JournalismPass year one, then left to pursue other interests

1996-2001 Cambridge International School, SingaporeFollowed UK curriculum: A Levels: English B, Maths C, History E6 GCEs at grades A-C

Work experience

2002-2004 Various short-term temporary jobs in Singapore, mostly involvedin administrative work.

2001-2002 Part-time waiter in a busy restaurant

Other qualifications

• Fluent in English and Mandarin. Basic French• Full clean driving licence• Computing skills - I am a keen computer game player and can programme

in BASIC, C++ and Alegra. I am a keen user of the internet and can usemost Microsoft and other word-processing packages.

Interests

I am interested in international events and politics and hold strong viewsabout the need to change the way in which the world's poor are treated. Thisis the main reason for my application to Oxfam.

I enjoy writing and have had articles published in several computermagazines.



Handout 7Short-listing form

Use this short-listing form to record your notes and decisions.This form should be kept as evidence of fair process in short-listing

Job title: Logistics Administrator

Selection Criteria

Decision andreasons

Candidate 1 Candidate 2 Candidate 3

Signed Date.



Handout 8Assessment methods

The following methods are commonly used in a variety of combinations as apart of the selection process:

• Initial informal interview for screening purposes• Telephone interview• Presentations• Panel interview using competency-based questions• Group exercises; for example, requiring a group of candidates

to deliver an objective within a specified time• Role-play exercises; for example, answering the telephone

or being interviewed for a radio programme• Custom-made in-house exercises; for example, a financial skills test,

or a word-processing test• Commercially produced ability tests• Personality questionnaires

Checklist to ensure the use of appropriate selection methods

Recruiting managers should ask themselves:

1. Where and how else can I objectively gain this information?2. Does this method test for a desirable or essential competency?3. Is this exercise job-related?4. What am I gaining by asking for this exercise to be completed?5. How would I feel if I were asked to do all this when applying for

this post?6. How much will this process cost Oxfam in total?7. Is there time to set up the process?8. Is there time on the day of assessment to make effective use

of these methods?9. Can I be sure of finding sufficient trained observers and assessors

to use the chosen methods correctly?

Oxfam staff, consult your Human Resources team for advice on selection

methods. Also see the Oxfam GB intranet at

http://homepage/procedures/ihrhowto/default.htm



Handout 9Interview questions

• Plan questions that will allow the candidate to talk about occasionsin their past experience when they have demonstrated thekey competencies and skills for the role.

• Design your questions to explore the candidates' experience and tofind out about how they dealt with particular situations.

• Avoid theoretical 'what if... ?' questions.• Keep questions simple. Don't ask more than one question at a time.

Use clear language.• Give the candidate time to think.

Funnelling: a technique used by good interviewers

For each competency that you are trying to find out about, start with awide open question that will allow candidates to describe their previousexperience in general terms. Then follow up with open probing questions,gradually narrowing the focus in order to obtain more detailed information.This process is called 'funnelling', because, like a funnel, it starts wideand then narrows down.

Start with a wide open question

Open question probe

Open question probe

Tell me about...Describe ...Explain ...Talk me through

What...?When ...?Who...?Why...?How...?Where...?

Get to the details of their experiences

For example: To explore the competency Decision making, start with awide open question: Tell me about a time when you had to make a decisionabout a complex situation. Proceed to ask probing questions: How did youreach your decision? What sources of information did you use? Why?Who else did you consult? Why? What was the impact of the decision?What did you learn from this experience?



Handout 10Role-play brief for 'candidates'

In order to practise interview skills, this role-play is not concerned with aninterview for a specific job. Instead we will practise interviewing candidatesfor a list of key competencies.

These are the key competencies that your interviewers will be assessing:

• Organisational skills• Influencing others• Supporting others

Think about occasions or situations, in work or out of work, where you havedemonstrated each of these competencies. Be prepared to talk about thoseexperiences.

If you have any spare time, think of some questions that could be asked inorder to assess each of these competencies. They should be wide openquestions that will assess candidates' real experience, to see whether theyhave demonstrated the competency in question.



Handout 11 (2 pages)Role-play brief for Interviewers'

In order to practise interview skills, this role-play is not concerned withan interview for a specific job. Instead we will practise interviewing candidatesfor a list of key competencies.

These are the key competencies that you must try to assess duringthis interview:


Think about each competency and try to decide ...• How could you obtain evidence that candidates have shown

this competency before?• What question will help them to tell a story about a situation or an occasion

when they have done this in the past?• Think about wide open questions that will give the candidate

the opportunity to talk.• Think about open probing questions that could follow their answer.• Who will ask each question?• Who will take notes?

Some examples• Give me an example of a time when you ?• Could you talk me through that incident / meeting?• Give me an example of such a meeting / group.• You said 'we'. What did you do specifically? What part did you play?• What did you actually say?• What was going through your mind at that time?• What did you mean by...?• Take a minute to reflect. Then give me a quick overview of the situation.• What were you feeling when that happened to you?• What stands out in your mind as the most important issue at that time?

Keep in mind...• Don't ask theoretical questions such as 'what would you do if...?'.• Give the candidate time to think and speak.



Handout 11 continued:Assessment sheet for role-play

Use this assessment sheet to record your interview notes and decision.All interview notes must be either recorded here or attached to this form andfiled for at least one year (or longer, depending on local law).

NAME OF APPLICANT:

Selection criteria

Organisationalskills

Influencingothers

Supportingothers

MetPartlymet

Notmet Comments

Overall assessment

Reason forselection/rejection

Signed Date.



Handout 12Role-play brief for observers

Your role is to offer feedback to the interviewers so that you can alllearn about interviewing skills.

Ask yourself:• Did the questions produce evidence that the candidate had demonstrated

the competency in his or her past experience?• Were questions wide open, open, or closed?• Did the probing questions produce detailed information about

the candidate's actions?

How to give good feedback• Supply evidence: take careful notes and give examples of what you saw

or heard, not merely the vague impressions that it gave you.• Body language and tone of voice are as important as the words used -

look out for them.• Concentrate on aspects of their performance that the interviewers

can change.• Give some praise as well as some criticism.

How to structure your feedback• First of all, ask the interviewers themselves how they felt that it went,

so that they can reflect on what they thought went well or not so well.• Secondly ask the interview candidate how she or he felt about

the interviewers' effectiveness.• Finally, offer your own feedback .

You should also have copies of the interviewers' briefing handoutand of the candidate's briefing handout.

If you have any spare time, think of some sample questions that couldbe asked in order to assess each of the competencies:


Remember to make them wide open and to look for examples of the

candidate's real experience that could show whether he or she has

demonstrated the competency.



Handout 13Checklist for completing a recruitmentSuccessful candidatesThe conditional offerInform the candidate that you would like to offer him or her the job, but thatthe offer depends on satisfactory references and medical check, on securinga work permit (where applicable), and on agreeing a reward package.

ReferencesContact the referees (with the candidate's permission). The offer cannot beconfirmed until you have received two satisfactory references, which shouldinclude at least one from the present or most recent employer. With telephoneand email references, make sure that you are speaking to the real referee.

Visas and work permitCheck if the candidate has the legal right to work in the country where the jobis based. If not, start the process of applying for a work permit.

Medical checkNo appointment can be confirmed until the candidate's medical fitnessfor work has been confirmed. New staff should not start work before then.

ContractYour HR contact person will issue a contract, but you must provide all thenecessary information, so be prepared to give full details of the job,the agreed package, the candidate, the start date, etc.

Planning for inductionRecruiting a suitable person is only the first step. A well-planned inductionis essential to enable the new starter to work effectively as soon as possible.

Unsuccessful candidatesContact these as soon as possible. Tell them how and when they can receivefeedback if they want it.

Records for all candidatesSend all recruitment records to your Human Resources contact person.The information is needed in order to issue a contract and set up a personalfile for the new starter. HR keeps the records of the unsuccessful candidatesfor at least 12 months, in case the process is challenged; so make sure thatyour notes are professional and not discriminatory.Send the following documents:

Job Profile CVs/Application FormsReferences of successful candidate Interview Assessment SheetsTest records (if any) Proof of right to work (if applicable)Business case to pay above the minimum (if applicable)

Oxfam staff, see http://homepage/procedures/ihrhowto/default.htm

for further details.



Handout 14Evaluation of Recruitment and Selection Course

Name (optional): Date:

For each question where there is a scale, please circle the relevant number.

1. I understand the Oxfam processes for recruitment and selection.

Strongly Strongly

disagree agree

0 1 2 3 4 5

2. I feel confident to run a recruitment and selection process.Strongly Strongly

disagree agree

0 1 2 3 4 5

3. I feel confident to short-list and interview candidates.

Strongly Stronglydisagree agree

0 1 2 3 4 5

Is there anything that could be done differently to raise any of the scores thatyou have given?

How could the facilitator improve his or her skills in helping others to learn?

Thank you for taking the time to complete this course evaluation.



Flipchart 1

Workshop objectives

Know

• Oxfam processes and best practice forrecruitment and selection• The importance of diversity in ourworkforce

Feel

• Confident to run a Recruitment andSelection process

Do

Practise interviewingPractise short-listing

Recruitment and Selection • Flipcharts 49

Flipchart 2

Agenda for today

Introductions and objectives

Steps in recruitmentDiversityAgreeing the vacancyBREAKDeciding where and how to advertiseCriteria for short-listingPractice in short-listing skillsInterviewing and assessing candidatesLUNCHPractice in interview skills (1)BREAKPractice in interview skills (2)Finishing the recruitmentReview


Flipchart 3

Diversity

10

10

10minutes

In 4 groups, then 2,then all together for 10 minutes,record your answers on a flipchart:

- Why does diversity matter to Oxf am?- In terms of diversity, what are the

three most significant gaps in ourteam / region?


Flipchart4

Our criteria for short-listing:


Flipchart 5

FUNNELLING

Start with a wide open question

Open question probe

Open question probe


Flipchart 6

Instructions for the role-play

1) In groups of 42x interviewerlx candidatelx observer

2) Preparation - 20 minutesInterviewers togetherCandidates togetherObservers together

3) Interview - 20 minutesFeedback - 10 minutes

Documents

TRAINING PACK - oxfamilibrary.openrepository.com · Flipchart 1 Workshop objectives 48 ... else in the room who can act as an expert resource. ... The subject of recruitment and selection