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Competency based Job Selection Interviewing_CBI_Skills

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Competency based Job Selection Interviewing_CBI_Skills

  1. 1. COMPETENCY-BASED, JOB SELECTION INTERVIEWING (CBI) SKILLS DR CHARLES COTTER PhD, MBA, B.A (Hons), B.A www.slideshare.net/CharlesCotter PHALABORWA 23-26 MARCH 2021
  2. 2. 1-DAY TRAINING PROGRAMME OVERVIEW • L/O 1: Introduction to Competency-based Job Selection Interviews (CBI) • L/O 2: HR Planning and Job Analysis processes • L/O 3: The fundamentals of CBI • L/O 4: The CBI process steps • L/O 5: Role play: CBI practical activity • L/O 6: Job Selection Reporting
  3. 3. Learning Objective 1: Introduction to Competency-based Job Selection Interviews (CBI)
  4. 4. AGREE OR DISAGREE? WHY?
  5. 5. INTRODUCTION TO COMPETENCY-BASED JOB INTERVIEWS (CBI) Defining selection Job selection critical success factors Job selection of candidates process The cost of poor job selection The fundamentals of competence
  6. 6. DEFINING JOB SELECTION • Selection means the exercising of a choice, by means of objective and valid selection tools, of the most suitable applicant relative to a number of pre-determined job requirements/criteria.
  7. 7. JOB SELECTION CRITICAL SUCCESS FACTORS • Selection decisions should be made after using a range of tools appropriate to the time and resources available. • Care should be taken to use techniques which are relevant to the job and the business objectives of the organisation. • All tools used should be validated and constantly reviewed to ensure their fairness and reliability.
  8. 8. JOB SELECTION OF CANDIDATES PROCESS • Human resources management (HRM) Planning; • Job Analysis (to develop Job Descriptions; Job Specifications and Competency Profiles); • Determining of job selection criteria; • Utilisation of Competency-based Interviews (CBI) and other appropriate job selection tools (to determine the best fit job candidate) and • Job selection Governance and Reporting.
  9. 9. THE COST OF POOR JOB SELECTION • Research by Boushey & Glynn (2012) has shown that unfocused interview techniques lead to huge numbers of unsatisfactory hires every year, each one costing the equivalent of around 20% of the position's salary. • Hiring the wrong person can result in sub-standard work and missed deadlines, causing team overload, as other people are forced to pick up the slack. • You may find that you need to spend on more training and development than you'd planned. • Even a second recruitment drive.
  10. 10. DEFINING COMPETENCE • Competencies help to describe an aspect of an individual’s ability to perform their job as they focus on behaviours relevant to job performance. • The level of performance will be affected by how easily and effectively an individual can carry out the necessary behaviours and these behavioural dimensions are the output of a thorough job analysis process. • Competencies express performance criteria in a way that is more understandable to non-HR employees’ thereby making competency-based systems easier to manage and to integrate into the organisation. • Competencies should form the foundation not only for the definition of these performance contributions (i.e.job/performance descriptions), but also for the processes associated with measuring and managing performance.
  11. 11. SUB-COMPONENTS OF COMPETENCE
  12. 12. Learning Objective 2: HR Planning and Job Analysis
  13. 13. HR PLANNING PROCESS Step 1: Environmental Analysis Step 2: Forecasting HR Demand (Futuring) Step 3: Analyzing (Current) Supply Step 4: Reconciling Step 5: HR Action Planning Step 6: Monitoring and Evaluating the HR Action Plan
  14. 14. THE NATURE OF THE BUSINESS ENVIRONMENT – V-U-C-A
  15. 15. STEP 2: FORECASTING HR DEMAND • 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
  16. 16. STEP 3: ANALYZING CURRENT SUPPLY • 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 ❖ Employee 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
  17. 17. STEP 4: RECONCILING/GAP ANALYSIS
  18. 18. STEP 5: IMPLEMENTING - INTERVENTIONS • Develop and initiate a Resourcing Strategy • Matching strategy (intervention) with scenario (surplus or deficit) • Action plan-based implementation methodology
  19. 19. HR ACTION PLANS • There are five HR strategies for meeting your organization's needs in the future: ❑ Restructuring strategies ❑ Training and development strategies ❑ Outsourcing strategies ❑ Collaboration strategies ❑ Recruitment strategies
  20. 20. RECRUITMENT STRATEGIES
  21. 21. JOB ANALYSIS PROCESS
  22. 22. LEARNING ACTIVITY 1 • Group Discussion: • In the context of Foskor Phalaborwa mine, apply the 6-step, HR Planning process to identify a key position at Foskor Phalaborwa that needs to be filled in the short-term. • By referring to the identified key position, develop a (synoptic) Competency Profile of the core competencies i.e. knowledge; skills and attributes (behaviour, values and attitude).
  23. 23. Learning Objective 3: The fundamentals of CBI
  24. 24. 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.
  25. 25. 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.
  26. 26. CBI PROCESS FLOW
  27. 27. CBI PROCESS FLOW
  28. 28. 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 • Teamwork
  29. 29. DIFFERENT TYPES OF COMPETENCIES • Individual competencies • Managerial competencies • Analytical competencies • Interpersonal competencies • Motivational competencies • A personal competency is a combination of knowledge, skills, judgment and attributes. Examples of competencies might include teamwork, leadership or decision-making.
  30. 30. LEARNING ACTIVITY 2 • Reading article: 10 Mistakes Job Interviewers Make • Identify some of the key lessons/learning points from the article. • Describe how these lessons can be applied to Foskor Phalaborwa mine’s competency- based job selection interview process.
  31. 31. Learning Objective 4: The CBI process steps
  32. 32. THE CBI PROCESS • Step 1: Develop Clear Selection Criteria • Step 2: Prepare Effective Questions • Step 3: Conduct a Structured Interview
  33. 33. STEP 1: DEVELOP CLEAR SELECTION CRITERIA • It's important to be crystal clear on the skills, attributes, knowledge, and behaviourial traits that you need a recruit to demonstrate, so that you can test and compare candidates fairly and intelligently. • So, you'll need to develop a watertight set of selection criteria. • Your organization might already have a Competency Framework and you'll likely have a team Skills Matrix. Supplement these by researching the particular role you are intending to fill. • For example, for an existing position, focus on the Job Description
  34. 34. STEP 1: DEVELOP CLEAR SELECTION CRITERIA • You'll need to start from scratch for a new post. Think about what a new recruit's responsibilities will be and how you'd like her to progress in the role. • Consult people who do similar work, or who will be in the same team as her. Look at similar roles being advertised elsewhere for further tips. • Decide what skills are essential to the role, and which are merely desirable. You may find that a candidate fulfils most but not all of your competency criteria. • This doesn't mean that you should automatically "write her off." She could still make a great addition to your team as long as she's willing to learn and you're able to provide support and training.
  35. 35. STEP 2: PREPARE EFFECTIVE QUESTIONS • The STAR technique can be particularly useful here. It stands for Situation, Task, Action and Result. It's usually used as a method for answering interview questions, but can provide an excellent framework for structuring your competency based questions. • Situation: The candidate is asked to detail a situation in which they have been called upon to exhibit a certain kind of behaviour. Example question: Tell me about a situation when you had to deliver some unwelcome news. • Task: The specific task, challenge and/or job that was faced. • Action/Approach: Here the candidate details how they set about handling the situation. It’s important that you probe to find out about the full process undertaken. Example question: How did you go about breaking the news? • Result/Outcome: Candidates must demonstrate specifically why they feel the outcome was successful. They ideally include independent feedback by someone other than themselves. If a ‘vague’ answer is received, probe beneath the answer. Example question: What was the result? How did they take it?
  36. 36. S-T-A-R CBI QUESTIONING PROCESS
  37. 37. • 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
  38. 38. 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 • In some cases, negative indicators are divided into two further sections: minor negative indicators, i.e. those which are negative but which don’t matter so much; and decisive negative indicators i.e. those for which they won’t forgive you e.g. not asking for help when needed.
  39. 39. THE CBI PROCESS • A good competency-based interview should be structured and have precisely defined goals. • So, remember to be disciplined and to keep your focus. • You're asking for a lot of information from the candidate, and you need to be able to retain, manage and use the information that she gives you, effectively.
  40. 40. CBI TIPS • Have a set structure • Listen carefully • Allow thinking time • Take notes • Evaluate and discuss
  41. 41. CBI TIPS • Tip: Don’t let the interview structure become too rigid. Give each candidate space to talk about any additional expertise, or to explain something unusual in a resumé. Otherwise, you might both miss out in a way you could never have foreseen! • Tip: No matter how well the candidate meets your selection criteria, be sure to consider wider issues, too, when you make your final decision. • Focus on your candidates’ true potential by testing their competencies.
  42. 42. HOW COMPETENCY-BASED INTERVIEW QUESTIONS ARE MARKED
  43. 43. HOW COMPETENCY-BASED INTERVIEW QUESTIONS ARE MARKED
  44. 44. LEARNING ACTIVITY 3 • Reading article: How to Master Asking Behavioural Interview Questions • Identify some of the key lessons/learning points from the article. • Describe how these lessons can be applied to the Foskor Phalaborwa mine’s competency-based job selection interview process.
  45. 45. VIDEO CLIP • LEARNING ACTIVITY 4 • https://www.youtube.com/watc h?v=2kNIlIrocrU • Hiring tutorial: Writing effective behavioural interview questions (lynda.com) • Debriefing: Extract the insights and lessons of conducting a CBI that can be applied to Foskor
  46. 46. 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
  47. 47. 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
  48. 48. Learning Objective 5: CBI Role Play activity
  49. 49. LEARNING ACTIVITY 5 • Role Play: • Divide into syndicate groups. By applying the 3-step CBI process, 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 Foskor Phalaborwa mine.
  50. 50. Learning Objective 6: Job Selection Reporting
  51. 51. JOB SELECTION REPORTING The purpose of a job selection report The scope of the job selection report The contents of the job selection report Guide to a job selection report
  52. 52. GUIDE TO JOB SELECTION REPORTING • Criteria • Options • Selection panel recommendations
  53. 53. LEARNING ACTIVITY 6 • By referring to the Guide to Job Selection Reporting, indicate how this can be applied to the role play (learning activity 5) decision.
  54. 54. CONCLUSION • Key points • Summary • Questions • Training Evaluation
  55. 55. DR CHARLES COTTER’S CONTACT DETAILS AND SOCIAL MEDIA PRESENCE • Mobile number: +2784 562 9446 • Email address: charlescotterhrdconsultant@gmail.com • YouTube: https://www.youtube.com/channel/UCMtDro7N29l3KTat-rtRuGQ • LinkedIn: https://www.linkedin.com/in/charlescotter/ and https://www.linkedin.com/company/dr-charles-cotter-and-associates • Twitter: @Charles_Cotter • Facebook: https://www.facebook.com/CharlesACotter/ • SlideShare: www.slideshare.net/CharlesCotter

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