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SELECTION SKILLS
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PROGRAMME OBJECTIVES
Create an understanding of Selection tools and techniques and their appropriateness
Understand competency based selection
Learn interviewing skills
Understand the need for psychometric testing
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LEARNING GRID
Unconscious Incompetence
Conscious incompetence
Conscious competenceUnconscious competence
I II
IIIIV
Awareness
Learning/Training
Practice
Unlearning/Review
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RECRUITMENT & SELECTION
Manpower Planning Setting Specs Advertising/Consultant/Online/Referral Shortlisting CV’s Calling candidates Group Process/Psychometric Testing Interviews Offer letter Joining Induction Training Grooming for productivity
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COMMON ERRORS IN RECRUITING
Selected
Not selected
Right person Wrong Person
A
B
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Selection Techniques Interviews Tests - General Ability,special aptitudes Simulation exercise Work Sample Tests Personality questionnaires Interest questionnaires Bio Data Reference Checks Group Discussions Handwriting Analysis etc. Case discussions Presentations On - field accompaniment In tray exercises Assessment Centres (combination of above items)
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Perfect Prediction - Validity
Smith, Gregg & Andrews - 1987Chance
Astrology/Graphology
ReferencesTypical InterviewsStructured Interviews
Work sample Tests
Ability Tests
Assessment Centers (development)
Assessment Centers (selection)
Personality Tests
0
0.1
0.2
0.3
0.4
0.7
0.6
0.5
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RANKING OF SELECTION METHODOLOGIES
1 Patterns of past behaviour
2 TESTS - reported present behaviour
3 Interviews - with many ‘How would you behave in the future’ questions
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WHY DIFFERENT SELECTION TOOLS ?
Any one tool cannot get all the data
Need a set of different tools, which involve testing different faculties and behavior of candidates
Each tool is effective for for a specific set of relevant attributes
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Critical Attribute
Physical attribute : e.g. 6 feet tall
Attainment : e.g. B.Tech
Competency/Talent/Traits :
e.g. Achievement Orientation
Intuition
Charisma
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Competency
Any quality or characteristic of a person, which underpins
recurring successful performance
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Skills, Knowledge & Talent Skills :
• The How - to’s of the role • Capabilities that can be transferred from one person to
another
Knowledge• ‘What you are aware of ‘• Factual ( things you know) Can & should be taught• Experiential (understandings you have picked up along
the way). Less Tangible and therefor much harder to teach
Talent• Recurring patterns of thought feeling behavior,that carve
individual minds• If someone does not have the talent as part of his filter , then
very difficult for others to inject it.
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The three levels of competencies are
DISTINGUISHING
THRESHOLD
FUNCTIONAL
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A CHECK LIST FOR BEHAVIOURAL INDICATORSEach indicator should:
Describe directly observable behavior, or other specific evidence of an individual’s competency
Describe just one piece of behavior of evidence
Not to be duplicated under two or more competencies
Include a verb phrase i.e. describe action
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THE COMPETENCYPLANNING & ORGANISING
Definition : Level 1 - Junior Manager
Manages own time and personal activities
Breaks complex activities into manageable tasks
Identifies possible obstacles to planned achievements
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THE COMPETENCYPLANNING & ORGANISING
Definition : Level 2 - Middle Manager
Produces contingency plans for possible future occurrences
Estimates in advance the resources and time scales needed to meet objectives
Co-ordinates team activities to make the best use of individual skills and specializations
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THE COMPETENCYPLANNING & ORGANISING
Definition : Level 3 - Senior Manager
Identifies longer term operational implications of business plans
Effectively plans utilization of all resources
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THE 12 MOST COMMON COMPETENCIES Communication Achievement orientation Customer Focus Team work Leadership Planning and organising Commercial awareness Flexibility Developing others Problem solving Analytical thinking Building relationships
Source: Competency based Recruitment & Selection by Robert Wood and
Tim Payne
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Competencies & Trainability
TRAITSMOTIVESVALUESCOGNITIVECAPBILITIES
SKILLS
KNOWLEDGE
More conscious
More trainable
Less Conscious
Less Trainable
E.g.: Has contacts
E.g.: Results orientation,planning abilities
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Critical Attributes for Sales Managers( Example)
Interpersonal Skills
Influencing Skills Results
orientation Customer
Concern Technical
expertise Providing
direction Analytical
Thinking
Conceptual thinking Information seeking Staff development Team building Planning Decision Making
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Interview
Entrevoir ( French)
to have a glimpse of
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WHAT IS AN INTERVIEW?
A selection procedure designed to predict future job performance on the basis of applicants oral responses to oral enquiries
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OBJECTIVES OF SELECTION IN INTERVIEW
1 Selecting people for jobs by:8 Informing applicants about the job8 Gaining unbiased factual information against the
criteria8 Influencing suitable candidates to accept
2 Demonstrating that the company operates a fair and equitable selection procedure (Public Relations)
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Goodwill Bank Need a process that will enhance
company stature– Fair– Friendly– Rigorous – Respect for individual - Time bound
How will a candidate not selected speak of your organisation?
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SELECTION INTERVIEW - EFFECTIVENESS
Bottom line Test - Answering Three key questions
Can he do the job (Competence)
Will he do the job ( Motivation)
Will he fit in ( Team / Organisation)? ( Match)
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SELECTION INTERVIEW
IF EFFECTIVE Saves Time Better job/person
matching Satisfied
interviewers/Interviewees Good image / PR Tightening of recruitment
process
IF INEFFECTIVE May end up recruiting
unfit candidates
Missing suitable candidates
Demotivating suitable candidates from joining
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UNDERSTANDING YOUR APPLICANTS
According to research, students have listed the following Organisational characteristics as important to them:
Type of work you would do Type of people you would like to work with Training & development opportunities Chances of promotion Salary Job security Working condition Reputation/image of the organisation Geographical location Hours expected at work Benefits ( Company car, Pension , Loans etc.)
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INTERVIEW PROCESS - REQUIREMENTSVenue
INTERVIEW PROCESS
CANDIDATEExpects• Professionalism• Realistic picture of job
& company/organisation
• Input on where he stands (process, time scale etc.)
• Minimal Wait• Objectivity
INTERVIEWERNeeds:• Purpose of I/V• Agreed Criteria• Application form• Time to prepare and judge job and company knowledge• Skills to obtain & evaluate information and make effective judgements• Relaxed and open minded • Right attitude
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List the things you would like to have seen when you last went for
an interview.
What did you expect from the company ?
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SETTING THE ENVIRONMENT
No disturbance No phone Calls Seating - Neutral ( Perhaps an L shape ) No distraction in the vicinity No ‘Power Statements’ Having water available on the table ( for
candidate ) Have stationary ready ( for candidate )
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Remember
Note taking - minimal , with permission
Stress Interviews - Try to avoid
Politeness - specially to ‘bad’
Airtime - 80 - 20
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INTERVIEW STRUCTURE
1 Opening, rapport building
2 Current & previous roles
3 Aspirations & awareness
4 Education & upbringing 5 Circumstances & interests
6 Closing , wrap up
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Interview - An Information Sorting Model
Opening & Rapport Building
Current & Previous Roles
Aspirations & Awareness
Education & Upbringing
Circumstances & Interest
Closing/Wrap up
CA 1
CA2
CA3
CA4
CA5
Information Sorting
Assessment
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OPENING, RAPPORT BUILDING
Appropriate recognition
Relaxed Approach
Introduce yourself
Share - Interview purpose» Recruitment process» Job Role ( briefly)» Interview structure & Time
Check Understanding
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Things to look out for in a CV
Organisation of events - Priority accordance
Clarity of depiction and succinctness
Unexplained breaks in Service and Education
Extent of customisation to the job applied
Quality of the CV: mode , spelling errors,
verbosity
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QUESTIONING SKILLS
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TYPE OF QUESTIONS
Factual recall Comparison Opinion Case Problems Hypothetical Rhetorical Leading Pumping
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PAST BEHAVIOUR is the single best predictor of
future behaviour
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Structure of Questions Open ended QuestionsHow - What - When - Where - Who - Why
Close ended QuestionsDo you - Did you - Can you - Will you - Could you -
Would you - Should you
Prompting/ encouraging expressionsTell me…, Describe …
For example?, For instance?, In what sense?
How come?, In simpler terms...
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Questioning Pattern
Broad Open ended
Probe
Narrow
Close
Summarise
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Characteristics of Good Questions
Purposeful Relevant Clear & concise Limited to one idea Neutral in tone & substance
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The quality & value of answer depends on
the quality of the question
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QUESTIONS COVERAGE
WHAT Q’s - Elicit information about knowledge, facts/data, opinions
WHY Q’s - Analytical skills , reasoning, logic etc. motivations( what else…How else…, Where else….)
HOW Q’s - Knowledge of functional skills, process/steps ( also analytical skills)
HOW MUCH/HOW WELL Q’s - validating achievements
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THE INTERVIEW FUNNELSTART WITH AN OPEN ENDED QUESTION
LISTENNARROW DOWN TO SPECIFIC AREA
LISTEN
HOW DID THE PERSON GO ABOUT ITLISTEN
FIND OUT MOTIVATIONS
LISTEN
ACHIEVEMENTS
LISTENSUMMARISEAND SEEKAGREEMENT
START WITH NEW AREA
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INTERVIEW STRUCTURE
1. Opening -
2. Current & Previous roles
What, why, How well Trends, people are not static
3. Aspiration / Awareness
What, why, how realistic
4. Education & Upbringing
What, why, how well
5. Circumstances & Interest
What, why, how well implication
Causes – relate past to present
6. Closing -
Description Motivation Achievement
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THE PANEL INTERVIEWSOME GUIDELINES
Agree roles & structures
Stick to roles
Do not interrupt
Do not help the candidate
Select lead interviewer
The others listen,take notes ( factual) , ask questions around other key areas and observe non verbal behavior
Follow up at end of a section
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Questioning Technique
Situation
Task
Achievement
Review
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Telephonic Interviews You cannot see the candidate , so you have to trust only two
senses - hearing & intuition Do not short circuit the interview. The process should be the
same as a face-to-face interview Follow the interview structure Use the funnel - what, why, how,how well Use many encouraging , prompting expressions ,like …
• Yes• Tell me more• Describe• I see• For example?• In what sense?
Keep sentences & discussions short Summarise each section
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INTERVIEW TIPS Interviewers need to be provided with job description
& specification of the requirements of the position to
minimize the influence of stereotypes
Interview questions need to be job related
Avoid making quick decisions about an applicant
Avoid giving too much weight to a few characteristics
Try to put the applicant at ease during the interview
Communicate clearly with the applicant
Maintain consistency in the questions asked
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Management Interviewing Less emphasis on background : more on role and
work
Ask about aspirations before role
Easy for candidate to obscure track record through
jargon and generalities
A ‘look good, talk good’ candidate may land up
interviewing the interviewer - superficial interview
may take place
Hence be specific - focus on Critical attributes
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Focus on Roles Job titles can be misleading
Main areas of job . Principal tasks that you do
personally? Why’? How do you divide your time?
Performance criteria,targets,priorities,performance
ratings,informal reviews
Focus on relationships - up, down , or with
colleagues
Time perspective
Breadth of perception of job relative to entire
organisation
Perceived freedom to act
Ability to influence the organisation
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Management skills How results are achieved and how the candidate
handles the process of management
Setting objectives for self and team
Decision making style - alone or team
Resolving conflicts - how and when
Handling customers - relationship based and task
based
Resolving issues between internal demands and
customer expectations
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Management focus Motivational style - sort of environment in
team. Leading team front or back
Grooming others - spending time for
developing people
Investing in self - learning & growing
Monitoring work of self and team
Handling communication & consultation
Influencing others through meetings and
presentations
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TYPES OF INTERVIEWS Unstructured Interview
Situational Interview
Behaviour Description interview
Comprehensive structured interview
Structured behavioural interview
Oral Interview boards
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INTERVIEWING FOR TALENT
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TALENT
What is Talent?
A recurring pattern of thought, feeling or behavior
that can be productively applied
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TALENT
According to Gallup there are 3 kinds of talent:
1. Striving : Why of the person
2. Thinking: How of the person
3. Relating : Who of the person
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Talent ( some examples) Striving
• Achiever ( A drive that is internal, constant & self imposed )
• Mission ( a drive to put your beliefs into actions)
Thinking• Responsibility (A need to assume personal
accountability for your work )• Numerical ( An affinity for numbers )
Relating • Relator ( a need to build bonds that last )• Command ( an ability to take charge )
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Talent Interview (Points to remember)
This should stand alone
It should be more structured , more
focussed, less banter , more questions
Ask him about choices he makes
Let him reveal himself to you
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Talent Interview (Listen for specifics)
1. Always listen for a specific example
2. Give credit only to the person’s top of the mind response
3. Do not probe too much to get response
Clues for talent:
Rapid learning ability
Source of satisfaction
After they have been hired , check back to see if the people who subsequently performed well answered your question in a consistent way.This will take time and focus , but are essential to the art of interviewing for talent.
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PSYCHOMETRIC TESTING
Psychological tests have been devised and are used primarily for the determination and analysis of individual differences in general intelligence,specific aptitudes , educational achievement , vocational fitness,and non intellectual personality traits.
These tests have been used for a variety of psychological , educational cultural , sociological and employment studies of groups and for individuals
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TEST - VARIATIONS
Achievement / Attainment Aptitude Personality Interest Attitude IQ ( Intelligence quotient)
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APPLICATIONS OF PSYCHOMETRIC TESTING
Placement Personnel selection Training & development Career & Succession Planning Diagnosis & recommendation of
Performance problems Vocational education and career
counseling
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WHY TESTS
To reduce errors
• Standardized set of questions
• Objective evaluation
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SELECTING TESTS
SOURCES
METRICS
INTERPRETATION
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ONLINE TESTING
Standardization Easy to administer across locations Quick Automatic Reports Does not need interpretation expertise Still requires to be anchored by qualified
persons
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REFERENCE CHECKS Verify claims made by the candidate Confirm selectors perceptions, sensing and
inferences Clarify doubts that may have arisen during
the selection process Add to understanding through input from
referee or any specific area of concern Hear first hand from referee or anything
significant about the candidate ( positive or dysfunctional)
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Effective Reference Checks - the Steps
Ensure that the candidate gives references that know him well
Be clear on what you wish to ask the referee
Let the referee know
– That his/her input is important
– that you care about the candidates career choice / direction
– the context of the job that the candidate has applied for
Confirm referee’s extent of familiarity with the candidate
Ask open ended questions to start with
Follow through with pointed questions in your areas of concern
THANK THE REFEREE for the time invested
Do a 360 degree reference check
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ASSESSMENT
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Behavior Assessment Process
ObserveCarefully watch and listen to what has happened
StoreAccurately store in memory what happened
ClassifyCategorize behavior and other
data into critical attributes
EvaluateRate data & behavior to agreed standard
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ASSESSMENT GUIDELINES
People tend to behave in a consistent way
Understand the context of people’s behavior
Relate information from one source to another
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RATINGS
Excellent - 4
Tremendous amount of data across all sections supporting the indicators. Goes beyond the indicators. A big strength area. This is where the candidate operates from,as a psychological platform ( will be an adjective for him )
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RATINGS
V Good - 3
A lot of data from at least two three sections, or overwhelmingly in at least one section supporting the indicators. This is the way the indicators are defined. Supports with examples
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RATINGS
Acceptable - 2
Evidence from at least one section of the interview. Supports at least 2/3 of the indicators. Will do. Exhibits data with some examples
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RATINGS
Not acceptable - 1
Shows definite evidence of lack of the indicators. Falls short
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COMMON FAILINGS IN ASSESSMENT
Leniency
The Halo effect
Mirror image
Contrast
Projection
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Happy Interviewing
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Dear Colleague,
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Be in touch with the best brains in the hrcommunity.To join send a blank e-mail to [email protected]
Warm regards,Jayesh & ArunaModerators – hrcommunity