RECRUITMENT AND COMPETENCY-BASED, JOB SELECTION INTERVIEWING (CBI)

SKILLS

CHARLES COTTER

1-3 FEBRUARY 2017UIF, PRETORIA

www.slideshare.net/CharlesCotter

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

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

DEFINING HR PLANNING

WFP - GETTING IT “RIGHT”

INTEGRATING HRM AND BUSINESS PLANNING

#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

#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

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

LEVELS OF SWP MATURITY

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

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

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

ENVIRONMENTAL SCANNING TOOLS

PESTEL Analysis

STEP 2: FORECASTING HR DEMAND (FUTURING)

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

"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)

Futuring 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

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

STEP 3: MEASURING CURRENT SUPPLY

STEP 4: RECONCILING/GAP ANALYSIS

Develop and initiate a Resourcing Strategy

Matching strategy (intervention) with scenario (surplus or deficit)

Action plan-based implementation methodology

STEP 5: HRM ACTION PLANNING

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

HRM ACTION PLAN (INTERVENTION) TEMPLATE

Tracking implementation progress – monitoring, measuring, evaluating and reporting

STEP 6: MONITOR, EVALUATE AND ADJUST HR PLAN

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

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

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

JOB ANALYSIS

FOCAL POINTS OF JOB ANALYSIS

JOB ANALYSIS FUNNEL

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 Branding – (re) positioning as an “Employer of Choice”

STRATEGIC TALENT ATTRACTING AND RETENTION

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)

COMPONENTS OF VIABLE EVP

EVP PROCESS

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

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

DEALING WITH APPLICATIONS

MANAGING THE APPLICATION AND SELECTION PROCESS

The Curriculum Vitae (CV) or

The application form

Dealing with applications

The ‘candidate experience’

SELECTION PROCESS

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

Group Discussion:

Develop a Selection Strategy for the UIF. Focus on the following key components:

Process    Selection methods

   

LEARNING ACTIVITY 5

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.

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.

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.

CBI PROCESS FLOW

CBI PROCESS FLOW

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

SUB-COMPONENTS OF COMPETENCE

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 - the 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.

HOW COMPETENCY-BASED INTERVIEW QUESTIONS ARE

MARKEDPositive 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

HOW COMPETENCY-BASED INTERVIEW QUESTIONS ARE

MARKED

S-T-A-R CBI QUESTIONING PROCESS

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

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

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

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.

LEARNING ACTIVITY 8Role 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.

PRIMARY EMPLOYMENT NEGOTIATION OBJECTIVE

PHASES OF EMPLOYMENT NEGOTIATION

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)

PREPARATORY POINTS TO CONSIDER

Goals

Trades

Alternatives

Relationships

Expected outcomes

Consequences

Power

Possible solutions

DOING YOUR RESEARCH

When doing research and preparing for employment negotiations, there are 3 important considerations:

Collecting facts

Knowing priorities

Knowing principles

WORKING WITHIN THE ZONE OF POSSIBLE AGREEMENT (ZOPA)

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.

STEP 3: BARGAINING Responding to Challenges

Creating win-win solutions

PARENT-ADULT-CHILD (PAC) MODEL

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

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.

REACHING CONSENSUS

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?

LEARNING ACTIVITY 9Role 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.

CONCLUSION

Key points

Summary

Questions

CONTACT DETAILSCharles Cotter

(+27) 84 562 9446

charlescot@polka.co.za

LinkedIn

Twitter: @Charles_Cotter

http://www.slideshare.net/CharlesCotter