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Steps to Effective

Employee Selection

Handbook

Coastal Health District

Office of Human Resource Management

October, 2004

Steps to Effective Employee Selection of

2727 Coastal Health District- OHRM

Effective Employee Selection Flow Chart

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Job Analysis forSelection PurposesLinking Competencies to Job Duties

Objectives of Selection1. Most Qualified Applicant2. Fairness3. Defend Decision

ADA

Considerations

Develop SelectionCriteriaMost to Least Important

Developing InterviewQuestionsA Behavioral Approach

RecruitmentType/Announcement/Application Management/PoolMaintenance

Develop Pre-Screen

ToolInterview Questionnaire/Application Review

The Structured

Interview

Rating of ApplicantInterview ResponsesNon-Numerical Rating Tool

Reference ChecksAttachments # 1:CHD Policy 602

Interview

Questions Core & Probe

Areas to Avoid inthe selectionProcess

MonitoringRecord KeepingFinalizing theMinimum of 3 Years

Finalizing theSelection ProcessReview with LocalPersonnel



STEPS TO EFFECTIVE EMPLOYEE SELECTION

TABLE OF CONTENTS

SELECTION FLOW CHART

AMERICANS WITH DISABILITIES ACT OF 1990 …………………......................4

OBJECTIVES OF SELECTION …....................................................................... 5

JOB ANALYSIS FOR SELECTION PURPOSES ................................................ 6

SELECTION CRITERIA……………………………………………………………… 8

PRE-SCREENING............................................................................................... 9

RECRUITMENT..................................................................................................10

DEVELOPING INTERVIEW QUESTIONS .........................................................13

THE STRUCTURED INTERVIEW ......................................................................15

INTERVIEW QUESTIONS ..................................................................................17

AREAS TO AVOID IN THE SELECTION ROCESS ..........................................21

RATING OF APPLICANT INTERVIEW RESPONSES ........................................22

GUIDELINES FOR REFERENCE CHECKS ...................................................... 23

SUGGESTED CORE QUESTIONS FOR REFERENCE CHECKS .................... 26

CHECKLIST FOR FINALIZING THE SELECTION DECISION ............................27

RECORD KEEPING……………………………………………………………………28

MONITORING…………………………………………………………………………..29

Handbook Prepared by theCoastal Health District Human Resource Management

Reference: Employment Practices and Concerns SectionDHR Office of Human Resource Management - March 2000



AMERICANS WITH DISABILITIES ACT OF 1990

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The Americans with Disabilities Act of 1990 (ADA) was enacted with the purpose ofeliminating discrimination against individuals with disabilities. The guidelines containedwithin this manual help to ensure compliance, not only with the ADA, but with all anti-discrimination laws, rules, and policies.

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With regard to the ADA, particular interest should be given to the sections in this manualpertaining to the following:

. use of structured interview process

. review of performance management form prior to the interview process

being established

. use of job related questions during the interview

. objectives of selection process

. areas to avoid in the selection process

. checklist for finalizing the selection decision

OBJECTIVES OF SELECTION



There are three (3) main objectives that should be kept in mind during each selectionprocess that you conduct. These objectives are 1) Select the most suitable applicant; 2)Avoid the perceptions of unfairness; 3) Be able to defend your decision(s). Theseobjectives are explained in detail below:

SELECT THE MOST SUITABLE APPLICANT

Recruit a pool of diverse, well-qualified applicants.

Ensure accuracy of the performance management form (PMF).

Determine the various components (e.g., oral interview, written exercise,reference check) of the selection process and determine their relative weight(value).

Develop selection criteria to measure competencies necessary to perform thejob.

Ask questions to elicit information you need to know to make an informeddecision.

Include situational questions that require the applicant to discuss steps orsolutions for resolving job related problems or situations.

Evaluate quality and quantity of prior relevant experience and training.

Provide each applicant a full opportunity to express why he/she is the bestperson for the job.

AVOID PERCEPTIONS OF UNFAIRNESS

Discuss with the applicant only matters relating to the position to be filled,working conditions, benefits, organization, or other matters directly related toemployment.

Give the applicant the opportunity to review an accurate PMF and to askquestions about the job and the organization.

Exchange information with the applicant; don’t conduct an interrogation.

Present an interested, friendly, professional demeanor with each applicantcontact.

Devote approximately the same amount of interview time and otherconsiderations to each applicant at each stage of the selection process.Emphasize the structured nature of the selection process with each applicant.



BE ABLE TO DEFEND YOUR DECISION

Be able to clearly articulate the specific job-related, non-discriminatory reason(s)for your decisions.

Ensure that documentation of the selection process (e.g., interview responses,responses to written exercises, reference information) supports your reason(s).

Keep a record of all materials related to the selection process for at least three(3) years following your decision.

For positions in the same job class, avoid significant changes in selection criteriathat could lead to charges of disparate treatment; be as consistent as possible.

Review your selection process and reason(s) for your decision with yourpersonnel professional or your superior before offering the position.

The information contained in this handbook is provided as a step-by-step guideto achieving these selection objectives. While no selection process is “bullet-proof” to allegations or accusations, the intent of this handbook is to provide thegreatest level of success possible.

JOB ANALYSIS FOR SELECTION PURPOSES

Job analysis is the foundation for the development and use of job related, non-discriminatory selection criteria. Since the primary objective of any selection process isto select the most suitable applicant for the particular position, you must first determinewhat the job entails. Without an accurate description of the standards associated withthe job, you will: (a) have a difficult time developing criteria with which to compare thevarious applicant’s potential for successfully performing the job; and (b) significantlyreduce your ability to defend those criteria on a job-related basis should your selectiondecision be challenged. With this background in mind, consider the followingrecommendations:

1. When a vacancy occurs, make certain the PMF for the position is current andaccurate. It should define all of the regular or particular, continuing job standards andresponsibilities of the job as they are actually to be performed. A sound defensibleselection decision is just one area where the PMF is used as a key tool. It aids analystsin comparing and evaluating various jobs to ensure proper classification andcompensation. The PMF is also used in training programs and the performanceappraisal process. It also serves as documentation of the employer’s expectation, andthe employee’s responsibilities.

2. Review the responsibilities and job standards that are listed in the PMF.Responsibility statements usually describe the major activities of a job and emphasizewhy the job exists, whereas standards statements describe the distinct activitiesperformed in carrying out a responsibility. Determine what competencies are necessary



to perform the job duties effectively at the expected level of proficiency. Prioritizethem. The goal is to come up with observable competencies rather than personalitytraits. (Behavioral vs. Trait interviewing is discussed in a later section of this manual.)

3. Be able to match each competency with a job standard in the PMF. Of course, eachcompetency may be matched with more than one standard and an individual standardmay demand more than one competency.

4. Determine whether or not each competency is needed at the time of selection orwhether it can be readily learned (acquired) on the job without adverse consequencesto the work. It is seldom possible for an organization to fill a vacancy without providingsome degree of training to the new job holder so that he/she can perform the job asoutlined in the PMF.

5. Determine what methods (e.g., specific situational interview questions, education andtraining, work samples, performance appraisal) you will use to assess the applicant’scompetencies identified in items 2 and 4.

6. Develop your selection criteria based on the competencies needed to perform at thetime of selection. Your interview questions should also be developed based on youranalysis of the competencies needed to perform the job.

The following checklist will assist you in completing the important points mentioned:

Job/Competency Checklist

Review and use current Performance Management Form (PMF).

Establish Behavioral rather than Personality bases Selection/Interview criteria.

Match each criteria to relevant job duties.

Determine Acquired vs. Needed.

Selection criteria/interview questions will be based on competencies needed at the time of selection.

Determine method of assessing an applicant’s competencies and expected performance level.

Emphasize competencies from most to least important.

Determine what kind of question best fits a given competency.

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Analysis is not needed for each new vacancy in the same job class



SELECTION CRITERIA

Following the analysis of the job duties and the identification of the competenciesneeded to perform the job, the establishment of the selection criteria can begin. Theselection criteria becomes the means by which you measure competencies presentedby each applicant, and are an outline of what the “perfect” selectee would represent.

Most of your work in establishing selection criteria has already been completed as partof the job analysis.

Some important points to remember are:

Selection criteria are the foundation to any pre-screening methods to be applied.

Selection criteria are the foundation to the development of interview questions.

Selection criteria establish most acceptable at least acceptable interviewresponses.

Once you have defined the job and the qualifications that you expect your selectee tohave to successfully perform the job duties, you are now ready to begin the recruitmentprocess.

PRE-SCREENING

Pre-screening is the process of eliminating applicants prior to a structured interview onthe basis of job related criteria. The pre-screen tool can be used to either screen outapplicants who do not possess entry level competencies, or to make a secondaryscreening for preferred competencies prior to the structured interview. Since pre-screening is a fertile area for charges and complaints, prescreening should not bedone without prior consultation with your division/local/office personnel representative.

A pre-screen tool may take various forms, but must be based on job related factors. Apre-screen tool is not a substitute for conducting structured interviews.

One of the most effective pre-screen tools is a questionnaire in which the applicant isasked to provide specific information about entry level/preferred competencies. Thisprovides a more accurate picture of any competency the applicant possesses. Thestructured interview can then be used to probe further into the applicant’s understandingand ability to apply the competencies they claim to own. However, sometimes anapplication review may be an effective alternative when reviewing for entry levelcompetencies. The method you apply will depend on factors such as pool size, amountof time available to spend on pre-screening, quality of applications, etc.



Questions in a pre-screen questionnaire should take the form of general questions suchas, “What experience do you have using a personal computer?” Follow up (probe)questions would then ask the applicant to specifically describe each of the types ofcomputers and software packages used, as well as a time frame (number of years) foreach item. You may also choose to use the pre-screen questionnaire to test for referrededucation/work experience periods (i.e., a minimum of a master’s degree and four yearsexperience in a management/supervisory position) by asking the applicant to providemore detail about these specific areas. (Example: “Please describe any jobs you held inwhich you managed/supervised other employees, describing in detail yourresponsibilities and providing the years/months you held this position.”) If an applicationreview is used, the process is similar, without benefit of the applicant to respond to thequestions. However, this type of pre-screen tool is limited to how well the applicantcompleted the application or described his/her history.

The pre-screen tool is rated using a non-numerical scoring method similar to thatdescribed in this handbook. Both entry level and preferred competencies are ratedusing this method, allowing for a more expanded review and the possibility of providinganother level of application management. For example, after screening for an entry levelcompetency, four (4) year college degree or equivalent work experience, the reviewermay discover that a sufficient number of applicants possess this entry level competencyat the excellent rating level, and may choose to eliminate all applicants that fall belowthat level. The reviewer may also assign qualitative ratings to the satisfactory andexcellent ratings (relevant vs. critical) in order to separate the various ways thatapplicants will satisfy the same competency requirement.

The difference in this rating system versus the structured interview is the process oflooking for the existence of competencies, rather than an evaluation of the applicant’srelative skill in performing the competency.

RECRUITMENT

One aspect of the selection process that is often given only limited consideration but isessential is the recruitment of applicants. In many cases, the recruitment process isviewed as providing limited options; however, there are many recruitment concerns thatneed to be considered.

First Steps

The first step to creating a localized recruitment program is to identify what resourcesare available to best serve your situation.

1. What local/community institutions, such as “career day” or job placement offices atyour local high school, college, or vocational school can be used to increase awarenessof employment opportunities within your organization?



2. What support, guidance and assistance will you need from the Planning andEmployment Services Section in OHRM?

3. What government agencies, such as the Georgia Department of Labor or the StateMerit System, can be utilized?

4. Is there opportunity to combine resources by entering into a collaborative effort withother local DHR organizations?

5. What media resources are available, local as well as nationwide, to provide access toapplicants with the needed level of competency (i.e., newspapers, magazines,professional periodicals, television, cable access, Internet, etc?)

6. What privately owned recruitment organizations are locally available, provide goodservices, and can be utilized?

7. What staff will need to be committed to these efforts in order to maintain a consistentapproach?

8. What record keeping procedures/mechanisms will need to be implemented in order tokeep track of the vast amount of information/documentation that will be handled on alocal level?

At each stage of this process, some of these questions will be answered for you by yourorganization or by the Planning and Employment Services Section in OHRM. You willprovide other answers based on your individual recruitment needs.

Recruitment should be viewed as an ongoing process, building resource contacts,developing public relations, and not something you do only when a vacancy occurs.Handouts or pamphlets that describe your organization, the types of jobs you offer, andpotential salary are valuable tools for informing/attracting applicants to yourorganization.

Competency Analysis

When you begin a recruitment effort, you must first review the competencies (i.e.,knowledge, skills and abilities) that provide the best match for the vacant position forwhich you are recruiting. With the implementation of GeorgiaGain, there is no need to“create” new competencies. However, it will still be your responsibility to determine thatthe competencies are still applicable and decide how you will test for the competencies.The job analysis you perform at this time will satisfy elements of both the recruitmentand selection process. Please refer to Job Analysis for Selection Purposes, for acomplete discussion of how to conduct a competency analysis.

Type of Recruitment



Along with the job analysis, you will need to decide what type of recruitment effort willbe conducted in a particular selection process. Keeping in mind the analysis you havealready completed, consider the following points:

Should this be an open competition, or should recruitment be restricted internallyin order to provide promotional opportunity?

What has been your past experience in recruiting an adequate applicant pool?

Is there a need to expand the advertising area in order to provide a more diverse applicant pool? (Pre-recruitment activity, i.e., school, community organizations?)

Are there any selection goals currently in place (resulting from consultation withOHRM)?

Will a panel or individual interviewer be used?

Based on your answers to these questions, and your established criteria, you willprepare and distribute a job announcement that will increase your changes of attractingqualified applicants.

Job Announcement

After you have conducted the job analysis, you are equipped with the information youneed to prepare job announcements/advertisements or communicate with othersregarding the needed/required competencies. Be careful not to post the same jobannouncement you have used for other vacancies in the job class if there are anyparticular preferred competencies you are recruiting for, or if there has been a change inthe responsibilities. Any job announcement/ advertisement you write or any discussionsyou have with OHRM Planning and Employment Services, placement agencies orpotential applicants should be based on the analysis you have completed. Any jobannouncement that is prepared should include the following elements:

1. Job title, code, salary range, application number, posting dates (including a closingdate), location/division and classified or unclassified service.

2. General description of the range, scope and nature of the primary duties of theposition.

3. Indicate entry level (minimum qualifications) and preferred competencies.

4. Include a statement providing interview accommodations (ADA), and include thename of a contact person and a phone number.

5. Indicate the type of recruitment involved (i.e., internal/facility only, DHR wide,statewide, nationwide).



6. Special requirements of the position (i.e., drug testing, certification, license, use of acar, etc.).

Applicant Management

In order to obtain a manageable applicant pool, it may be necessary for you to applymore than one level of applicant screening. Pre-screen tools, such as questionnaires orsome other type of pre-interview tests are used to eliminate those applicants that do notpossess entry level or preferred competencies. Also, using a two or three tieredinterview process, one in which the applicants are interviewed and called back for thenext interview only if they possess pre-established job related criteria may help tonarrow a pool of applicants with diverse qualifications. Please refer to the importantpoints concerning the use of pre-screening tools.

Pool Maintenance

Because of the increased access that applicants will have to your organization, you mayfind yourself having to handle many more applicants for each recruitment youundertake. Consequently, this will heighten the need to find ways of maintaining thevariety of information you will be handling. It will correspondingly heighten the need tokeep accurate and comprehensive records of each recruitment and selection process.

So there is no confusion over which announcement an applicant is responding to, it isrecommended that you code each recruitment effort and require the applicant to usethat code in any correspondence. Also, it is important to strictly adhere to open andclose dates of application periods and to accept applicants for specific vacancies only.

For those applicants that contact you during times when no vacancies exist or for theapplicants that are qualified but were not chosen, you may want to maintain a computerbased skills database so that you can contact them should a vacancy occur in their areaof expertise. This is especially important in jobs that have specialized skills or are hardto recruit. The large this database grows, the less you will have to repeat efforts andspend additional money during your recruitment efforts. At this stage, it will be importantto inform the applicant how long you will maintain their name/application in yourdatabase. A standard practice should be in place for such responses.

Finally, record keeping remains an important part of the selection process. It will beincreasingly important for you to maintain accurate records to justify or explain thedecisions that you have made in each selection process. These records are to bemaintained for three years.

DEVELOPING INTERVIEW QUESTIONS



A Behavioral Approach

Asking open-ended questions designed to elicit information in behavioral terms is animportant part of any selection process. Behavioral interviews aid managers in gettingpertinent, usable information about the candidates in a more objective format.

Some managers still persist in soliciting information regarding the competencies for aposition in subjective character trait terms. Such questions have commonly been viewedwith suspicion by enforcement agencies and courts in employment discrimination cases.Terms such as motivation, tenacity, decisiveness, and integrity refer to abstractconcepts that actually may contribute to successful performance in a job. However, tobe useful in an interview setting, hiring managers need to identify the behavior thatdefines these traits within an employment context.

One of the main ideas behind this behavioral approach is that a good predictor of futurebehavior is that which has already been demonstrated (i.e., past behavior). Applicant“faking” is also reduced as an applicant quickly learns that he/she will be asked to givespecific examples of past actions. This past behavior is used as a way to measure skillsfor the job.

The following are examples of questions that would be considered ineffective, followedby the same question re-written to gain specific, job related behavioral examples fromjob candidates. The italicized portions indicate “lead in” phrases which you may wish touse when developing your own open-ended questions.

Old What kinds of people do you work with best as supervisors, co-workers, peers and/or subordinates? Are there types of people you feel you’d be unable to work with?

Revised How do you go about building relationships with supervisors, co-workers and/or subordinates?Give some examples of times you had to work with someone who was very difficult to get along with. What was that person difficult? How did youhandle that person?

Old What makes you really angry on the job, and how do you deal with this anger?

Revised Tell me about a situation in which you became frustrated/impatient/angry when dealing with subordinates, supervisors and/or co-workers. What did you do? What was the result?

Old What’s the biggest mistake you’ve made and what have to done about it?

Revised When you realized you had made a mistake in a job situation, how did youreact? What steps did you take to rectify the error?

Old We’re all defensive about some things. What do you get defensive about?



Revised Can you give me an example of a work situation in which you became defensive? Looking back on the situation now, evaluate what you might have done differently?

Contrary Information---------------------------------------------------------------------------------------------------------------------It is important to obtain samples of both positive and negative information abouta candidate. This is really just a behavioral approach to some old favorites suchas “What are your strengths and weaknesses?” As an interviewer, you are tryingto obtain balanced information about an applicant. There is no such thing as theperfect applicant.

Examples:

• Can you tell me about some past work experience in which you felt you gainedsomething because you persisted for a length of time?

• Can you relate some experience in which you persisted too long? How could thesituation have been improved?

• Tell me about a particular presentation you made and why it was a success?

• What about a not-so-successful one? What went wrong?

• Describe a situation in which your initial attempt to gain yoursupervisors/subordinates’ support or cooperation failed. Did you try again? Whatapproach did you use the second, third, or fourth time? What was the outcome?

THE STRUCTURED INTERVIEW

The structured interview is a forum for obtaining job related information from applicantsin a manner which is fair to each applicant. If conducted well, it should help you selectthe most suitable applicant for the position, (i.e., successful performance during theinterview will likely correlate closely with successful performance on the job.)

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Before discussing the important elements of a structured interview, it is important tounderstand what a structured interview is not. First, it is not an interrogation. A goodinterview will be much more like a conversation, with both the interviewer and applicantobtaining sufficient job related information to determine whether there is a good matchbetween the person and the job. Second, its purpose is not to select the applicant withthe best interviewing skills, but rather the applicant who will perform the job most



successfully. An interview in which the interviewer asks a question, receives an answer,then must move on to the next question with no follow-up is more like a test than aforum for obtaining job related information. Very often, the applicant’s initial answerdoes not reflect the applicant’s full knowledge, skills and abilities. The flexibility to askfollow-up or probe questions enables the interviewer to get a much more completepicture of the applicant as a potential employee. Finally, the structured interview is not acure for EEO problems in a selection. If the interviewer is engaging in unlawfuldiscrimination, the structured interview can neither correct nor disguise it. The interviewis a legitimate forum only when the interviewer maintains an open mind and evaluateseach applicant as an individual, without regard to race, sex, group, or other non-jobrelated characteristics.

Important elements of a structured interview process are as follows:

A core group of questions or exercises that are clearly related to the job to be performeddeveloped in advance of the first interview.

An opportunity for each of the interviewed applicants to respond to each of the corequestions or exercises.

The flexibility for the interviewer to ask individual probe or follow-up questions based onthe applicant’s responses to the core questions.

An opportunity to actively use the application as a valuable information tool during theinterview, (such as providing valuable qualitative insights to information provided by theapplicant about past employment and/or training.)

An opportunity for the applicant to learn about what the job entails and to ask questionsabout the job and the organization.

An emphasis on open-ended questions - ones that require the applicant to describe,discuss, explain and provide detail, rather than responding “yes” or “no” with just asentence or two.

Identification of behaviors of the applicant which can be correlated with successful jobperformance, as opposed to traits.

An interested, friendly professional demeanor at all times.

A uniform method for evaluation of the applicants.

Careful filing and retention of all materials used in the process.

If possible, an opportunity for the interviewer to discuss the tentative selection with apersonnel representative or superior to evaluate the rationale for the selection.

---------------------------------------------------------------------------------------------------------------------There are no shortcuts to good interviewing. If interviews are viewed as the hindrance



and conducted hurriedly, or without proper preparation, they will more often result inpoor selections. The investment which an interviewer makes in careful planning andpreparation pays off in the long run with a process that is highly predictive of successfulperformance on the job.

INTERVIEW QUESTIONS

There are two (2) general categories of interview questions: 1) Core Questions, whichare developed in advance of the interview process and are asked of each applicant, and2) Probe Questions, which are either follow-up questions to core questions, or inquiriesconcerning the application materials the applicant has submitted. Core questions areuniform for each applicant; probe questions are individual by nature.Core Questions

There are five (5) basic types of core questions that should be used in a structuredinterview:

Introductory Questions Self-Assessment Questions Situational Questions Knowledge of Eliciting Questions Closing Questions

A discussion and examples of each type of core question follows.

Introductory Question

Introductory questions are used for several purposes, including helping the applicant torelax, setting the tone for the interview, and obtaining useful information. Examples ofintroductory questions are:

1) Why did you apply for this position?2) Why are you interested in working for this organization, unit, or section?3) What do you know about the work of our organization, unit, or section?4) In your judgment, what should be the goals of a human services agency

(describe your particular agency)?

Introductory questions, unlike self-assessment, situational, and knowledge elicitingquestions, are usually not directly tied to job standards or tasks in the PMF. They arelegitimate, however, because they elicit information which can be very important inassessing the likelihood of a successful match between the applicant and theorganization.

Self Assessment Questions



Self-Assessment questions require the applicant to describe and provide detailconcerning past training and experience, achievements, successes, and failures, inrelationship to the duties of the position. The application/résumé will usually inform youof the quality and general content of past experience. The self-assessment questionis designed to elicit information regarding the quality and specific content of thatexperience.

Examples of self-assessment questions are:

1) What do you consider to be examples of your strengths (weaknesses) as asupervisor? Describe a situation in which this strength (weakness) resulted in asuccess (unsuccessful) handling of a problem.

2) Detail for me your three most significant achievements in the last year, and howthey relate to your ability to perform this job.

3) How has your training and experience prepared you to _______________? (Listany important standard of the job.)

There are many forms of self-assessment questions. The important consideration is tolearn as much as you can about the applicant’s job-related background. Too often,interviewers give too much weight to longevity or quantity of experience. The mostimportant predictor of future successful performance, however, is often the quality ofthe past experience as demonstrated by actual work accomplishments.

Situational Questions

Situational questions provide the applicant an opportunity to describe how he/she wouldhandle important parts of the job. These questions are substitutes for actually havingthe applicant perform the duty (e.g., a secretary-typist applicant types a sample letter),where performing the job standard is not practical.

Examples of situational questions are:

1) You are a supervisor of several direct care staff. They have expressed concernsto you about being overworked. You have just learned that one of the staff has aserious health problem that will prevent him from working for at least a month.What would you do to ensure coverage without further burdening your staff?

2) One of the important responsibilities of this position is communicating effectivelywith local legislators, advocacy groups, and client family members. What stepswould you take to establish a good working relationship with these individualsand groups?

The advantage of situational questions is that they require an applicant to relate toactual job situations, think on his/her feet, and present a plan of action.



Knowledge Eliciting Questions

A number of jobs require that the incumbent have a particular background, and it isappropriate to ask questions to determine the extent of the applicant’s knowledge.

Examples of knowledge eliciting questions are:

1) This position requires that the incumbent be very knowledgeable of divisionpolicy regarding eligibility for benefits. Describe your knowledge of this policy.

2) One of the major responsibilities of this position is the referral of drug and alcoholabusers to appropriate private treatment centers. Please describe yourknowledge of available referral sources and the factors to consider in making areferral.

An important consideration in using knowledge eliciting questions is whether, or to whatdegree, knowledge is needed upon entering the job. If knowledge can be gainedthrough orientation or on-the-job training, giving significant weight to a knowledge-eliciting question may act to the disadvantage of an applicant who may be very capablebur unaware of specific policy or factual information used by the organization. Judgmentshould be exercised to ensure that knowledge at the time of appointment is trulyimportant to performance.

Closing Questions

Closing questions are used as an opportunity for the applicant to provide any job relatedinformation not already provided.

Examples of closing questions are:

1) You have learned a good deal about what this job entails. Is there any additionalinformation you can provide to assist us in making a decision?

2) I have asked you quite a few questions, but I’m sure I have not covered all job-related information. Is there anything you would like to add that you believe isimportant to my decision?

3) Based on our discussion, can you provide me with three important reasons Ishould select you?

The closing questions should help to ensure that the job-related information you receiveis as comprehensive as possible. Remember, the interview is not a test that theapplicant passes or fails - it is a forum for obtaining job-related information.

Probe Questions



Unlike core questions that are developed in advance of the interview and asked of eachapplicant, probe questions are simply questions asked based on the applicant’s corequestion responses, or questions based on some unique characteristics of the individualapplicant’s application materials.

Why are probe questions important? As discussed earlier, the interview is a forum forexchanging job-related information, not a test. Without the flexibility to ask probequestions, the chances are greater that the interview will measure interviewing skills ofthe applicant, rather than the likelihood of successful job performance. Many very goodcandidates may not have particularly good interviewing skills. The skillful use of probequestions enables these applicants to overcome, at least to some degree, the inherentlimitations of the interview as a predictor of successful performance.

Examples of probe questions are as follows:

1) You indicated that one of your most important achievements in your currentposition was the development of a computer program for measuring hospitalexpenditures. Can you describe in detail what this program entails?

2) You said (in response to a core situational questions dealing with handling anabusive, threatening patient) you would try to calm the patient. How would you dothis?

3) You responded you would rate your knowledge of eligibility policy a “9" on ascale of 1 0. Can you specifically describe the key elements of this policy?

4) You said one of your most difficult experiences as a trainer was handling aparticipant who confronted you. How would you handle the situation differently ifyou were selected for this position?

--------------------------------------------------------------------------------------------------------------------Probe questions have occasionally been viewed with suspicion because, bydefinition, they are not uniformly asked of each applicant. The response to thisis that a structured interview need not be a rigid, mechanical process in orderto ensure basic fairness. The basic fairness of the interview is established bythe use of uniform core questions, the focus on job-related information, andmost importantly, the maintenance of an open mind by the interviewer.

Interview Question Checklist

As a summary to the sections on Developing Interview Questions, the StructuredInterview, and Interview Questions, the following checklist is provided:

Interview Questions are based on Selection Criteria.

Interview Questions used best fit each competency being measured.



Open-ended Questions were used.

The interviewer(s) are prepared to ask Probe Questions.

Minimal/Maximum response values have been established for each CoreQuestion.

Minimal/Maximum response values are to be rated in non-numerical terms. The ratingof applicant interview responses will be discussed in more detail later in this handbook.

AREAS TO AVOID IN THE SELECTION PROCESS

The following rule should govern inquiries made of all applicants.

Do not inquire about information that you do not need to make an informeddecision regarding the applicant’s qualifications/suitability for the job.

Rather than a “Can I ask?” vs. “Can’t I ask?” approach, the prevailing thought shouldbe, “Why am I asking for this information?” “Is this information necessary for me todetermine if this person has the knowledge, skills and abilities needed to perform thisjob?”

Some areas in particular that you should avoid are:

Marital StatusChild CareArrest Record*Spouse’s Occupation or IncomePregnancyReligious Preferences or PracticesPersonal FinancesMembership in Organizations Unrelated to the JobBirthplacePolitical Views or AffiliationsPhysical or Mental Disabilities**

* In some cases, a pattern of arrests or a pending serious charge can be considered.Consult your personnel office or OHRM if this situation occurs.

** You may ask whether an applicant can perform the required job-related functions. Aquestions such as, “Is there anything that would prevent you from doing this job as ithas been described to you?” is acceptable when asked of all applicants.

If an applicant raises the issue of reasonable accommodation during the interviewprocess, inform the applicant that any discussion of his/her disability or any need for



accommodation will take place should the applicant be selected for the position.Under no circumstances should inquiries be made concerning an applicant’s disabilityprior to an offer of employment being made.

RATING OF APPLICANT INTERVIEW RESPONSES

Contrary to previous practices within the department, it is no longer supported to rateapplicant interview responses using numerical ratings. Numerical ratings have beenfound to be too restrictive and difficult to defend when challenged. Non-numericalratings allow the interviewer to assign relative weights to applicant responses without“locking” the interviewer into a situation in which there is no other option but to selectthe applicant with the highest numerical score. The following nonnumeric rating scaleshould be used.

Excellent The answer contains all of the critical issues, elements, or concernsthat are considered essential to fulfilling the competencies of the position and is qualitatively excellent.

Satisfactory The answer contains most of the critical issues, elements, or concerns that are considered essential to fulfilling the competenciesof the position and is qualitatively satisfactory.

Not Acceptable The answer contains an insufficient number or none of the issues,elements, or concerns that are considered essential to fulfilling thecompetencies of the position or is other qualitatively unacceptable.

After applicants have been rated using this non-numerical scale, the selecting officialhas the ability to evaluate the applicants based on values established previously by theselection criteria and job analysis, and the relative importance of specific areas ofemphasis (i.e., specialized competencies, essential functions vs. Marginal duties). Theperson selected will have demonstrated the greatest understanding of the criteria thatyou have established, rather than being the applicant who can amass the highestoverall score. Some important points to remember are:

Only job related information which is important to the decision should be rated.

Ratings may be given varying weight (relevant vs. Critical), depending on the relative importance of the individual question or criterion, as established by the selection criteria and job analysis, and the answer provided by the applicant.

The rating of a response should include the total response, including the response to any probe questions.

Ratings should be explained on the basis of what the applicant said in response to the question and the quality of that response.



There is an obligation on the part of the decision-maker to be able to clearly andspecifically state the reasons for the selection decision based on specific, job relatedcriteria. While it may seem that using non-numerical ratings is more time consuming,the trade-off is in the increased quality and flexibility that is incorporated into theselection process.

GUIDELINES FOR REFERENCE CHECKS

You are encouraged to use reference checks as part of your selection process.References are a valuable tool in determining the most suitable candidate for a positionwhen appropriately used. When using reference checks, adhere to the followingguidelines:

1) Determine how you will use references prior to beginning your selection process(final candidate only; top three, all applicants). The local organization/division/hospital has discretion to determine what the practice will be. However, once it isdecided how reference checks will be used, do so uniformly.

2) Inform applicants who will be checks, that a check will be done, and that it will bestrictly limited to job related inquiries. When you request references, ask for theapplicant’s current or previous supervisor(s), not the personnel representative forthe organization.

3) Conduct the reference checks in a structured method. Develop job-relatedquestions for use when you contact the references. The attached samplequestions are appropriate for any job. You may wish to supplement these withquestions directed more specifically to the skills and abilities needed for theparticular job in question).

4) Ask core questions of each reference checked. Follow-up questions can beasked based on particular information received. For example, if a referenceindicates that an applicant did not submit reports in a timely manner, you couldinquire about the frequency of this work habit. Is the reference referring to anisolated instance or to an ongoing problem regarding timeliness?

5) Do not allow the reference to digress into non-job related areas. Remind thereference that you are seeking only job related responses to your specificquestions.

6) If a reference refuses to provide information, document the effort to get theinformation. Reference information relating to an employee’s or formeremployee’s qualifications and/or job performance may be provided whenrequested by Division/Offices within the Coastal Health District, Department ofHuman Resources. However, many non-DHR organizations (other stateagencies) have adopted policies that prohibit release of any information otherthan employment verification. CHD also has such a policy (CHD Personnel



Policy #603). If you are contacted by a non-DHR employer and asked to givereference information, refer the person to your personnel office.

7) Keep notes of reference information received including name, position andorganization of the reference. Make sure your notes are legible and theinformation is accurately recorded in relatively clear and reasonably specificlanguage. Closed questions which allow “yes” or “no” responses provide scantinformation. Cite examples whenever possible. If your selection decision waschallenged, would another person be able to read and understand your notes inthe future?

8) Retain documented reference information, as well as other selection materials,for a minimum of three (3) years.

9) Do not select an applicant without performing a reference check if you haverejected another applicant based on reference information.

10) Determine how information you receive can be substantiated (e.g., performanceappraisals, report writing sample, leave record, prior disciplinary actions). If anapplicant is rejected based on unsubstantiated non-job related information, youare open to a challenge on EEO and perhaps other grounds.

11) Do not rely on or promise a guarantee of confidentiality when giving/checkingreferences. Such information is generally available to complainants through thediscovery process if a charge is filed.

12) Do not solicit or use comments that are “off the record.”

13) Be familiar with the CHD policy concerning criminal records investigations (CHDPersonnel Policy #504). Consult your personnel office concerning application ofthe policy.

14) If you choose to separate an employee for the falsification of an application orsecurity questionnaire, ensure that you are consistent for similar instances offalsification.

15) Remember that consistency and job relatedness are the keys to the gatheringand use of reference information.

SUGGESTED CORE QUESTIONS FOR REFERENCE CHECKS

Applicant______________________________________Date____________________



1. I understand that ____________________ worked for you as a (an) _______________.

2. What were the dates of employment? Beginning? __________ Ending? ____________

3. What were ____________________________’s responsibilities in order of importance?

4. How would you rate ___________________________’s volume and quality of work?

5. How would you describe the relationship between ________ and his/her co-workers?

6. What were _______________________’s principal strengths and weaknesses with

regard to his/her work?

7. How would you compare ____________________’s work habits (i.e., getting to work on

time, observing office rules, completing assignments on time)?

8. How do you recall _____________________’s attendance?

9. Would you rehire this person? If not why?

Individual giving reference ______________________________________________________

Name Title

Individual requesting reference ___________________________________________________

Name Title

Name of employer providing reference ____________________________________________

CHECKLIST FOR FINALIZING THE SELECTION DECISION

• What is/are my specific, legitimate, non-discriminatory reason(s) for this selection?

Could a potential reviewer/investigator determine my reasons from the material in theselection file?



• Did I conduct a reference check? Verify and carefully consider application

information?

• Why is the selectee the most suitable applicant? Is this in agreement with the

selection standards (qualifications) I have used in the past for positions in the same jobclass?

• Are my reasons consistent with the selection criteria I have used in the past for

positions in the same job class?

• Are my reasons for selection clearly job related and based on the competencies

needed for successful performance in this position?

• Have I retained and filed all written materials related to the selection process?

• Do these written materials (e.g., sample work tests, performance appraisals, writing

samples, reference checks) reflect consistency in the amount and type of informationobtained for each applicant within a particular category (e.g., all candidates,candidates interviewed, top three candidates?)

• Do the selectee’s answers most closely relate to prepared interview or exercise

responses (excellent, satisfactory)?

• If a panel was used, are all members in agreement with the selection? If not, have the

dissenting panelists= views been thoroughly considered?

• If I am the selecting official, have I discussed the reason(s) for the selection decision

with a personnel professional, my supervisor, or the approving authority? If my role is torecommend a specific number of top candidates, am I able to answer positively withregard to the ranking of the top candidate(s)?

• Overall, is the selection process and its various components reasonably consistent

with the process we have used in the past for positions in the same class? If not,how and why does it differ?

If the answer to any of these questions is ‘no’ or ‘not sure’, it will be well worth your timeand effort to retrace your steps and correct any problems to ensure that all questionscan be answered positively. These questions represent some of the issues/areas ofinquiry an investigator handling a charge of illegal discrimination would explore.

RECORD KEEPING

EEO charges involving selection/promotion decisions constitute a significant percentageof the unlawful discrimination charges filed against CHU/DHR. In recent years,emphasis has been placed on the importance of documentation in employmentdecisions. As a result of increased awareness, we have been able to successfully



defend our selection decisions in a large number of cases due to our manager’sconscientious efforts to document and retain selection materials. The importance ofthis practice cannot be over-emphasized.

Although in most instances state employee EEO charges must be filed within 180 days,there are exceptions to this rule. Based on this experience, all records pertaining to theselection process are to be retained for a minimum of three (3) years. Once a charge isfiled, the processing time required for a final resolution can range from less than a yearto up to five years if the case is litigated. Selection records may be requested at anytime during this process.

For each position filled, the following records are to be assembled and retained in aselection packet:

Job Announcement List of Eligibles (if used) Performance Management Form Interview Questions or Exercises (including established excellent/satisfactory

responses developed prior to the interview process) Interview Notes (signed and dated by the interviewer) All Applicable Materials of Applicants Who Were Considered Any Information Provided to the Applicant Composition of the Interview Team (if used) Reference Information Any Applicant Rating/Evaluation Materials That Were Used Any Other Material Used In This Process

Remember that for all positions at pay grade 9 and above, a CHD/DHR SelectionReport (Attachment 1) must be submitted.

This process will ensure that records needed to support the reasons for selectiondecisions are available. Remember that the defense to most charges of unlawfuldiscrimination is a job related, non-discriminatory reason for the decision, supported byadmissible evidence. Such evidence includes written records, as well as the decisionmaker’s oral testimony as the reason for a selection.

MONITORING

Selecting officials have the responsibility to choose the most suitable applicant in anondiscriminatory manner. With this responsibility comes a level of accountability for thechoices made.



The CHD Employment Practices and Concerns Section compile and analyze selectiondata by decision maker, organizational unit/division and job class. Over a period of time,this collected data forms the database, or the historical data component of themonitoring process. The selection analysis is direct comparison between selection rates(by race and sex) and applicant flow rates for a particular job class, unit or selectingofficial. Over a period of time with a sufficient number of decisions, the departmentwould expect selection and applicant flow rates to be reasonablyproportionate for race and sex if we are, in fact, providing equal opportunities. Theexpectation is that this will occur naturally if we are, in fact, making good selectiondecisions without regard to race or sex.

Significant disproportion in selection rates serve as warning signals that warrant closerscrutiny of the decision maker’s or organizational unit’s equal opportunity performance.In most instances, conclusions are not based on selection and applicant flow statisticsalone. The workforce profile (composition of all job classes within the organizational unitby race and sex) provides a meaningful context for analysis of selection data and is alsoreviewed. The decision maker’s history of previous selections is also considered duringthis analysis. It may be necessary to examine the individual decisions, which togetherhave formed the pattern of concern.

Although the selection analysis is but one indication of a potential problem area, it hasproven to be a useful tool for more than a decade since the department has collectedand analyzed such data for all organizational units within CHD. Since the accuracy ofthe selection data is directly dependent on the reported data, managers areresponsible for the completeness and accuracy of selection reports. (Theappropriate form is available from your division/local personnel officer).

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