Competency-based Recruitment and Selection Interviewing (CBI) Skills

Competency based Recruitment and Selection Interviewing (CBI) Skills - best practice principles, tools, process and methods

1. RECRUITMENT AND COMPETENCY-BASED, JOB SELECTION INTERVIEWING (CBI) SKILLS CHARLES COTTER 1-3 FEBRUARY 2017 UIF, PRETORIA www.slideshare.net/CharlesCotter

2. HR Planning – principles and process Recruitment – principles and process Employee Selection principles and practice Competency-based Job Selection Interviewing (CBI) skills – theory and practical Employment contract negotiations – theory and practical 3-DAY, TRAINING PROGRAMME OVERVIEW

3. Individual activity: Complete the statement by inserting one (1) word only . In order to be an effective, competency-based recruiter at UIF , I need to/to be .………………………………….. Now find other learners with the same word as you. Jot these words down on the flip-chart. Each learner will have the opportunity to elaborate on their chosen word. INTRODUCTORY ACTIVITY

4. DEFINING HR PLANNING

5. WFP - GETTING IT “RIGHT”

6. INTEGRATING HRM AND BUSINESS PLANNING

7. #1: Aligned with the UIF’s strategic business plans and priorities. #2: Future-focused, adopting a strategic, medium to long-term forward-looking approach. #3: Pro-active, sensitive and responsive to (internal and external) environmental change and trends. #4: Provides accurate and reliable (clear view) talent planning/management information for the UIF e.g. available core competencies; scarce skills; critical jobs and employee segments and talent gaps. #5: Collaborative, well coordinated and partnering effort (HRM has co-opted business partners e.g. line managers to the process). DIAGNOSIS: 10 BEST PRACTICE GUIDELINES FOR EFFECTIVE SWP

8. #6: Integrated (bundled) with other HRM value chain processes e.g. Recruitment, Succession Planning, Retention and Leadership Development. #7: Generates meaningful business intelligence for the UIF which shapes, informs and influences business planning and supports strategic decision-making. #8: Integrates both scientific (HRM metrics, predictive analytics and strategy maps) with artistic ( planning ) principles. #9: Dynamic - regularly and systematically monitored , reviewed, evaluated and adapted (committed to continuous improvement processes). #10: Yields a positive ROI, with tangible/demonstrable outcomes and impact for the UIF i.e. creates sustainable HCM competitive advantages DIAGNOSIS: 10 BEST PRACTICE GUIDELINES FOR EFFECTIVE SWP

9. Individual Activity : Diagnose your current Workforce Planning practices against the ten (10) best practice criteria . Group Discussion: Identify gaps and recommend improvement strategies. LEARNING ACTIVITY 1

10. LEVELS OF SWP MATURITY

11. Although 92% of companies have some level of workforce planning, only 21% take a strategic, long-term approach to addressing the talent demand, talent supply and the actions necessary to close the gap between the two . Only 11% of organizations have currently reached Level 3 of Maturity. Only 10% have reached Level 4 . Although best-practice companies align workforce planning as an integral part of their business and financial planning , 67% of companies at every level still conduct workforce planning on an “as-needed” basis . Only 25% of workforce plans are effective at helping business leaders forecast revenue and operating budgets . Only 27% of workforce planning processes are conducted by recruiting and staffing departments . The majority of workforce planning processes are owned by individual business leaders – so they are disjointed from recruiting and even HRM. RESEARCH-BASED (BERSIN) REALITY CHECK

12. THE NATURE OF THE BUSINESS ENVIRONMENT – V-U-C-A

13. Reviewing current HRM and organizational strategies (Strategic Direction and Intent) Conducting an environmental scan Identifying workforce trends and challenges Benchmarking Preferred Scanning tools – SWOT and PESTEL Analyses STEP 1: ENVIRONMENTAL ANALYSIS

14. ENVIRONMENTAL SCANNING TOOLS PESTEL Analysis

15. STEP 2: FORECASTING HR DEMAND (FUTURING)

16. Forecasting should consider the past and the present requirements as well as future organizational direction/s Number of employees Type of employees Skills requirements of these employees Consider and assess the challenges and constraints Preferred Scanning tools –”What If” and Scenario Planning FORECASTING HR DEMAND

17. " Futuring is the field of using a systematic process for thinking about, picturing possible outcomes, and planning for the future. Futurists are people who actively view the present world as a window on possible future outcomes . They watch trends and try to envision what might happen .“ (Kirkwood, 2011) F uturing is a broader concept than the forecasting traditionally done in Workforce Planning and enables organizations to look at the future in four different ways ( Cillie -Schmidt, 2013): The possible future - what could happen? The plausible future - what could realistically happen? The probable future - what is likely to happen? The preferred future - what we want to happen? FUTURING

18. Assess the current HR capacity of the organization by means of the Skill inventories/audits method The knowledge, skills and abilities of your current staff need to be identified E mployee experience, education and special skills Certificates or additional training should also be included A forecast of the supply of employees projected to join the organization from outside sources HRM indicators, metrics and indices e.g. turnover rates STEP 3: MEASURING CURRENT SUPPLY

19. STEP 4: RECONCILING/GAP ANALYSIS

20. Develop and initiate a Resourcing Strategy Matching strategy (intervention) with scenario (surplus or deficit) Action plan-based implementation methodology STEP 5: HRM ACTION PLANNING

21. There are five HR strategies for meeting your organization's needs in the future: Restructuring strategies Training and development strategies Recruitment strategies Outsourcing strategies Collaboration strategies HR ACTION PLANS

22. HRM ACTION PLAN (INTERVENTION) TEMPLATE

23. Tracking implementation progress – monitoring, measuring, evaluating and reporting STEP 6: MONITOR, EVALUATE AND ADJUST HR PLAN

24. Group Discussion: Apply the 6-step, HR Planning process in the context of the UIF . Outcome: Identify a key position at the UIF that needs to be filled in the short-term. LEARNING ACTIVITY 2

25. Group Discussion: Review the efficiency and effectiveness of current UIF Recruitment policy, procedure and process. Also evaluate the degree of compliance with labour legislation.   Identify gaps and recommend improvement strategies. LEARNING ACTIVITY 3

26. RECRUITMENT PROCESS Defining the role (Job Analysis) Job Specification Job Description Attracting applications Recruitment methods (internal and external) Employee value proposition (EVP) Managing the application and selection process Making the appointment

27. JOB ANALYSIS

28. FOCAL POINTS OF JOB ANALYSIS

29. JOB ANALYSIS FUNNEL

30. Objective : Magnetically attracting the “Cream of the Crop” Objective: Facilitating an optimal Person-Environment (P-E ) fit Strategy: Developing, articulating and advocating of a compelling Employee Value Proposition (EVP) Strategy: Employer B randing – (re) positioning as an “Employer of Choice” STRATEGIC TALENT ATTRACTING AND RETENTION

31. A resourcing strategy is concerned with shaping what an organization has to offer to people to join and stay in the organization. (Armstrong, 2011) EVP is a statement of what an organization will provide for people that they will value - why the total work experience at their organization is superior to that at other organizations. The EVP is an employee-centered approach that is aligned to existing, integrated workforce planning strategies because it has been informed by existing employees and the external target audience. Key Selling Points (KSP): Host of financial and non-financial benefits Non-financial benefits: The attractiveness of the organization Responsibility – corporate conduct, ethics and CSR/CSI Respect – diversity and inclusiveness Work-life balance Opportunities for personal and professional growth EMPLOYEE VALUE PROPOSITION (EVP)

32. COMPONENTS OF VIABLE EVP

33. EVP PROCESS

34. Unique Selling Points (USP) - Employer brand that is unique and special Creation of a Brand image of the organization for prospective employees Influenced by the reputation of the organization Creating an Employer Branding strategy EMPLOYER BRANDING

35. Group Discussion: Refer to the identified key position at UIF (Learning Activity 1) to develop a recruitment Strategy for this specific position/job. Focus on the following key components: Defining the role (Job Analysis ): Job description Job specification Attracting applicants: Recruitment methods (internal and/or external) Develop a job advertisement for the identified, key position/job Develop an EVP for the UIF LEARNING ACTIVITY 4

36. DEALING WITH APPLICATIONS

37. MANAGING THE APPLICATION AND SELECTION PROCESS The Curriculum Vitae (CV ) or The application form Dealing with applications The ‘candidate experience’

38. SELECTION PROCESS

39. Short-listing Assessing applicants to decide who should be offered a job Making the employment appointment (offer) References Medical examinations Psychometric testing Performance tests Employment offer SELECTION PROCESS AND METHODS

40. Group Discussion: Develop a Selection Strategy for the UIF. Focus on the following key components: Process     Selection methods     LEARNING ACTIVITY 5

41. 10 MISTAKES JOB INTERVIEWERS MAKE - ARTICLE LEARNING ACTIVITY 6 Refer to pages 49-51 Identify some of the key lessons/learning points from the article. Describe how these lessons can be applied to the UIF’s competency-based job selection interview (CBI) process .

42. DEFINING COMPETENCY-BASED INTERVIEWS Competency-based interviews (also called structured interviews) are interviews where each question is designed to test one or more specific skills . The answer is then matched against pre-decided criteria and marked accordingly . For example, the interviewers may want to test the candidate's ability to deal with stress by asking first how the candidate generally handles stress and then asking the candidate to provide an example of a situation where he worked under pressure.

43. DIFFERENTIATING BETWEEN COMPETENCY-BASED INTERVIEWS AND NORMAL INTERVIEWS Normal interviews are essentially a conversation where the interviewers ask a few questions that are relevant to what they are looking for but without any specific aim in mind other than getting an overall impression of you as an individual. Questions are fairly random and can sometimes be quite open. Competency-based interviews are more systematic , with each question targeting a specific skill or competency . Candidates are asked questions relating to their behaviour in specific circumstances , which they then need to back up with concrete examples . The interviewers will then dig further into the examples by asking for specific explanations about the candidate's behaviour or skills.

44. CBI PROCESS FLOW

45. CBI PROCESS FLOW

46. SKILLS AND COMPETENCIES FOR CBI Adaptability Compliance Communication Conflict management Creativity and Innovation Decisiveness Delegation External awareness Flexibility Independence Influencing Integrity Leadership Leveraging diversity Organisational awareness Resilience and tenacity Risk taking Sensitivity to others Team work

47. SUB-COMPONENTS OF COMPETENCE

48. COMPETENCE “Applied Competence is the union of practical, foundational and reflexive competence” Practical Competence - the demonstrated ability to perform a set of tasks in an authentic context. A range of actions or possibilities is considered and decisions are made about which actions to follow and to perform the chosen action. Foundational Competence - t he demonstrated understanding of what the learner is doing and why. This underpins the practical competence and therefore the actions taken. Reflexive Competence - the learner demonstrates the ability to integrate or connect performance with understanding so as to show that s/he is able to adapt to changed circumstances appropriately and responsibly, and to explain the reason behind an action . Thus competence is understood as including the individual’s learning, understanding and ability to transfer and apply learned skills and knowledge across a wide range of work contexts.

49. HOW COMPETENCY-BASED INTERVIEW QUESTIONS ARE MARKED Positive indicators Negative indicators Demonstrates a positive approach towards the problem. Considers the wider need of the situation Recognises his own limitations Is able to compromise Is willing to seek help when necessary Uses effective strategies to deal with pressure/stress Perceives challenges as problems Attempts unsuccessfully to deal with the situation alone Used inappropriate strategies to deal with pressure/stress

50. HOW COMPETENCY-BASED INTERVIEW QUESTIONS ARE MARKED

51. S-T-A-R CBI QUESTIONING PROCESS

52. PROBING - It may be necessary to probe with additional, relevant questions at all stages of the process. “CBI HAS A CLEAR FOCUS ON ESTABLISHING JOB FIT” CBI INTERVIEW – CRITICAL SUCCESS FACTOR

53. CBI CHECKLIST Prepare for the interview Follow a logical sequence Create a proper environment Relax the candidate Let the candidate do the talking Perfect your questioning

54. CBI CHECKLIST Become a better listener Keep your reactions to yourself Stay in control Take notes Sell but don’t oversell the position Conclude on a proper note

55. HOW TO MASTER ASKING BEHAVIOURAL INTERVIEW QUESTIONS - ARTICLE LEARNING ACTIVITY 7 Refer to pages 61-64 Identify some of the key lessons/learning points from the article. Describe how these lessons can be applied to the UIF’s competency-based job selection interview (CBI) process .

56. LEARNING ACTIVITY 8 Role Play: Divide into syndicate groups. Conduct a competency-based job selection interview with a prospective job applicant. Each group member will play a defined role. De-briefing : Review and evaluate the efficiency and effectiveness of this competency-based job interview. Identify improvement areas and recommend strategies to improve future interviews at the UIF.

57. PRIMARY EMPLOYMENT NEGOTIATION OBJECTIVE

58. PHASES OF EMPLOYMENT NEGOTIATION

59. PHASE 1: PREPARATION Preparatory points to consider Key to preparation – setting ground rules and other guidelines etc. Identifying your Hot Buttons   Doing Research Identifying Your Walk Away Position (WAP ) Identifying Your Best Alternative to a Negotiated Agreement (BATNA ) Working within the Zone of Possible Agreement (ZOPA)

60. PREPARATORY POINTS TO CONSIDER Goals Trades Alternatives Relationships Expected outcomes Consequences Power Possible solutions

61. DOING YOUR RESEARCH When doing research and preparing for employment negotiations , there are 3 important considerations: Collecting facts Knowing priorities Knowing principles

62. WORKING WITHIN THE ZONE OF POSSIBLE AGREEMENT (ZOPA)

63. STEP 2: EXCHANGING INFORMATION – KEY ACTIONS This is not a step that many negotiators consider consciously, except perhaps in legal situations (where it is referred to as disclosure ), but it makes sense, even in negotiations at home, and, certainly, in the workplace. Exchanging information is really an extension of preparation , and allows both parties the opportunity to consider all of the available information before a bargaining meeting takes place.   The strength of these answers could put you in a much stronger bargaining position when you present your ideas to the boss.

64. STEP 3: BARGAINING Responding to Challenges Creating win-win solutions

65. PARENT-ADULT-CHILD (PAC) MODEL

66. STEP 4: COMMITMENT AND CLOSING Once the parties have completed bargaining, made all the adjustments, and agreed upon the least uncomfortable result, the negotiation is ready for commitment and closure. Developing a Sustainable Agreement What is a Sustainable Agreement ? Getting everyone’s Perspective Reviewing the Information Outlining the Options Gaining Consensus

67. DEFINING A SUSTAINABLE AGREEMENT A sustainable agreement can be said to reflect the reality of the business i.e. the reality of business and economic cycles, industries, and real issues that people face. It must also reflect the multiple aspects of the stakeholders who both provide input, and are affected by the results. In developing a sustainable agreement, the partners must ensure that: #1: The organizations that they negotiate on behalf of are interested in having an agreement #2: The negotiating organizations will enforce and take part in the terms of that agreement. If the agreement cannot stand on its own , and the parties who sign it refuse to use it , then the paper it is printed on is useless. An agreement also cannot focus on one aspect of the business when the business impacts other industries, cultures, or linguistic groups.

68. REACHING CONSENSUS

69. REACHING CONSENSUS Before an agreement is signed, it is important to have consensus for agreement among the parties. Consensus can be difficult during tough negotiations; generally, the more stakeholders taking part in the process, the more difficult it is to reach consensus . Persuasion , that ability to have people recognize the value in what we are saying, is an exceptionally valuable communication skill for a negotiator. One way to secure commitment is to ask the other party to summarize their understanding of the agreement , and to get it in writing . To clarify, it can help to ask them three questions: Please explain what we have agreed to. Do you agree with what we have agreed to ? Are you committed to carry out the agreement? If not, what factors need to be clarified?

70. LEARNING ACTIVITY 9 Role Play: Divide into syndicate groups. Refer to Learning Activity 8. Conduct employment contract negotiations with the selected job applicant. Each group member will play a defined role.   De-briefing :   Review and evaluate the efficiency and effectiveness of this employment contract negotiation. Identify improvement areas and recommend strategies to improve future interviews at UIF.

71. CONCLUSION Key points Summary Questions

72. CONTACT DETAILS Charles Cotter ([phone] [email protected] LinkedIn Twitter: @ Charles_Cotter http:// www.slideshare.net/CharlesCotter