Welcome to DAY I!

Competency-based Recruitment in UNICEF

“Getting Results for Children”

“Why are we here?”

The learning objective of this workshop is to enable participants to:

Understand the importance of competencies as a framework against which to assess people; Learn the key skills of competency-based interviewing; Practice interview skills and receiving feedback; Learn how to evaluate candidates and make fair, objective decisions.

- 0 - Understand the structure and design of an Assessment

Centre (Optional)

Agenda Welcome Introductions Objectives Introduction to the competency framework Core interviewer skills before and during the interview Competency-based interviewing: OPEN-BACK Practicing skills Core interviewer skills during and after the interview ORCE Panel interview Practicing skills Assessment centre (Optional) Wrap up and evaluation

DAY I

DAY II

Introductions

Please say your:• Name,• What you do at UNICEF• “A great strength of mine…?”• “A great joy of mine is …”

“There is no single set of decisions that affects an organization's

long-term viability more than the decision who is hired!”

The 12 Most Important Recruitment Traps(!)1. Focusing on previous incumbent2. Halo-effect 3. Not checking references4. Political pressure5. Unstructured interview6. Not doing proper preparation7. Not sticking to the agreed process8. Focusing only on technical knowledge 9. Delegating the recruitment to others10. Too ambitious for the selection11. Candidate does not fit the overall team 12. One quality outshining everything else

“Why do we need job-interviews ?”

Assessment Centres

Reference checking

Ability Tests/Job Samples

Job Previews

Group Exercises/Personality Questionnaires

Highly Structured Competency-based Interviewing

Bio-data

Typical Employment Interviews

Education Qualifications

Graphology/Astrology/Phrenology

Highly Structured Competency-based Interviewing is the most widely used selection tool!

Perfect prediction

Random Prediction

Exercise

Think of a time when you were successful Professionally:

What behaviors did you display? What could you have done differently in terms of

behaviors? Ex. “I could have sought feedback from other team-members”.

Draw a picture of your Professional Self during that period.

“What are competencies ?”

Competencies are the combination of knowledge, skills, traits and attributes that collectively enable a person to perform successfully in a given job.

The UNICEF competencies identify and describe the competencies and associated behaviors required for effective performance in UNICEF.

Link to Competencies and related behaviors on the Learning Web

“Why are competencies important ?”

Competencies are essential to the way we work effectively at UNICEF.

A competency-based approach will be used for Personal and Professional Development (P2D), Human Resources Planning, Recruitment and Selection, Performance Appraisal, Succession Management, Learning and Development.

“What is a competency profile ?”

A competency profile identifies and describes the competencies critical for successful performance in a job, within a specific functional area and at a specific level.

Each competency in the profile is defined and accompanied by statements of behaviour which describe standards of performance to which the incumbent should aspire.

1. Link to Professional Competency Profiles on the Learning Web2. GS Competency Profiles

GS Category Competency Profile

GS 1 – 2GS 1 – 2 GS 3- 4GS 3- 4 GS 5 – 6GS 5 – 6 GS 7GS 7

6 Foundational CompetenciesApplies to all staff at all levels and categories!

Functional competencies

Depends on level!

Technical Knowledge:

Generic and

Functional

Professional Category Competency Profile

6 Foundational CompetenciesApplies to all staff at all levels and categories!

Functional competencies

Depends on level and functional area!

Technical Knowledge:

Generic and

Functional

Junior LevelJunior Level Mid LevelMid Level Senior LevelSenior Level

“What do we know about job-interviewers?”

Use different evidence for their assessments; Have different views on the person they are looking for; Decide intuitively and early in the interview; Overweight negative and academic qualifications; Raise ratings if pressurised to select; Prefer candidates like themselves.

Group Exercise

Consider the three stages of selection/interview:

Before interview During interview After interview

cont’d

Exercise (cont’d)

A) Write down the things you liked the most As interviewer/assessor (Before/During/After) As interviewee/candidate (Before/During/After)

B) Write down the things you liked the least, and turn them into positive.Ex. “JD was not available to me before the interview”

(neg.). “JD was shared with me prior to the interview “(pos.)

cont’d

“Liked Most…”As Interviewer As Interviewee

….

“Liked Least…”As Interviewer As Interviewee

….

“… Turned Positive!” “… Turned Positive!”

Exercise (cont’d)Let’s compare notes!

“What do we need to know about interviewing ?”

3 Simple Steps!1-2-3!

1-2-3!1-2-3!

cont’d

“What do we need to know about interviewing ?”

1. Before the Interview : 1. Identify critical competencies2. Develop questions3. Send relevant info to

candidate

2. During the Interview: 1. Manage the process2. Ask questions3. Listen and take notes

3. After the Interview: 1. Write up evidence2. Check references3. Make decision

Before the Interview

1. Before the Interview : 1. Identify critical competencies2. Develop questions3. Send relevant info to

candidate

2. During the Interview: 1. Manage the process2. Ask questions3. Listen and take notes

3. After the Interview: 1. Write up evidence2. Check references3. Make decision

1. Before the Interview : 1. Identify critical competencies2. Develop questions3. Send relevant info to candidate

1. Understand the Job1. Identify Critical Important Competencies2. Job Description3. Person Specifications

2. Understand the Person1. Resume (CV)2. Background Information3. Performance Management (PER)

3. Preparation1. Develop Questions(!)2. Brief the Candidate3. Domestics

1. Before the Interview

1. Understand the Job1. 2. Job Description3. Person Specifications

2. Understand the Person1. Resume (CV)2. Background Information3. Performance Management (PER)

3. Preparation1. 2. Brief the Candidate3. Domestics

Identify Critical Important Competencies

Develop Questions(!)

1. Before the Interview

Foundational Competencies are always important(!) Additional Functional Competencies through:

Critical incidences/Frequent occurring situations; Ask previous job incumbent; Ask supervisor

For each identified competency based on … OPEN – BACK principles(!)

Identify Critical Important Competencies

Develop Questions(!)

1. Before the Interview

During the Interview

1. Before the Interview : 1. Identify critical competencies2. Develop questions3. Send relevant info to

candidate

2. During the Interview: 1. Manage the process2. Ask questions3. Listen and take notes

3. After the Interview: 1. Write up evidence2. Check references3. Make decision

2. During the Interview : 1. Manage the process2. Ask questions3. Listen and take notes

The OPEN-BACK Technique:

• “Past performance is the best indicator of future performance!”

• Is reliable

• Is objective

• Is behavioural and situational based

• Is easy(!) to use

2. During the Interview

Let’s take a look at the model…

OPportunity

ExperieNce

Behavioural description

Appraisal

Comparison

Knowledge

2. During the InterviewO

PE

N -

BA

CK

COMPETENCY PROBING

BEHAVIOURAL DESCRIPTION

APPRAISALS / FEEDBACK FROM OTHERS

COMPARISONS WITH OTHERS

KNOWLEDGE / ATTITUDES

OPPORTUNITIES / EXPERIENCE

EXAMPLES

2. During the Interview

Useful Questions: Open Closed (sparingly!) Identification Probing

2. During the Interview

Examples of Probing

• “I decided that it was time to move on …” Probe “Why was that?”

• “I did have some problems in that job …” Probe “What sort of problems?”

• “I see my strengths as being good with people …” Probe “In what way do you mean good

with people?”

Questions to Avoid: Leading Multiple choice Double Marathon Ambiguous Irrelevant Discriminatory Hypothetical (!)

2. During the Interview

Group Exercise

Set up a group of three Decide which competency to explore – not

the same competency! Identify questions that would help you explore

that competency (Individually, 30 minutes) Follow the OPEN-BACK funnel: Take turns in

asking questions; third person is observer and provides feedback (15 minutes interview, 5 minutes feedback)

Questions?

See you tomorrow!

Welcome to DAY II!

Competency-based Recruitment in UNICEF

“Getting Results for Children”

Agenda Welcome Introductions Objectives Introduction to the competency framework Core interviewer skills before and during the interview Competency-based interviewing: OPEN-BACK Practicing skills Core interviewer skills during and after the interview ORCE Panel interview Practicing skills Assessment centre Wrap up and evaluation

DAY I

DAY II

OPportunity

ExperieNce

Behavioural description

Appraisal

Comparison

Knowledge

2. During the Interview

Remember OPEN – BACK ?

Objective Assessment:Observe

Record

Classify Only after the Interview (!)

Evaluate

2. During the Interview

O

R

C

E

During

the Interview (!)

Observe and Record:

Listen to WHAT is said

Listen to HOW it is said

Watch what the candidate DOES

Take notes (!)

2. During the Interview

Base notes on observed behaviour rather than evaluations or judgements

rather than:

eg. described how she asked others for their opinions on how the task should be tackled

eg. is a good leader (!)

2. During the Interview

Observe and Record:

Defer judgements

Avoid being selective

Quote where possible

REMEMBER: Initial impressions may bias subsequent views (!)

2. During the Interview

Observe and Record:

Role-Play

Let’s simulate an interview:

Observe &

Record Behaviors (!)

Let’s compare notes!

After the Interview

1. Before the Interview : 1. Identify critical competencies2. Develop questions3. Send relevant info to

candidate

2. During the Interview: 1. Manage the process2. Ask questions3. Listen and take notes

3. After the Interview: 1. Write up evidence2. Check references3. Make decision

3. After the Interview : 1. Write up evidence2. Check references3. Make decision

Objective Assessment:Observe

During the Interview

Record

Classify

Evaluate

3. After the Interview

O

R

C

E

After

the Interview (!)

Review notes Ensure recorded behaviours are relevant to the competency Decide and indicate if the behaviour is a + or ÷ indicator Summarize and …

3. After the Interview

Classify and Evaluate:

Competency: Candidate A Candidate Ba. WD Db. OD Dc. NE ODd. D D

WD = Well Developed, D = Developed, OD = Opportunity for Development, NE = No Evidence

3. After the Interview

Classify and Evaluate:

“Who is the better Candidate ?” Consider both Foundational and Functional Competencies …

Rating:

Inadequate data Problems with the Evaluator:

Halo Central tendency Leniency Contrast effects

3. After the Interview

Classify and Evaluate:

Unreliability of the Assessment (!)

Interview protocol (Link)

Candidate comparison matrix (Link)

Reference Checking (Link)

Final Recommendation

3. After the Interview

Final Assessment:

Facilitator’s Role:

1. Before the interview:1. Confirm venue and agenda2. Facilitate identification of critical important

competencies with the panel3. Agree conduct of interview and selection process

2. During the interview: 1. Introduction2. Controlling3. Concluding

3. After the interview:1. Chairing the assessment discussion2. Recording the agreed assessment3. Write recommendation

Panel Interviews

REMEMBER:Each panel member develop own set of questions for the

interview (!)

Reduces risk of bias Uninvolved observations Functional Area representation:

For questioning For decision making

Management development experience Allows for further probing and clarification

Advantages:

Panel Interviews

Stress to candidates Hard to control Lack of fluency / continuity Uneven balance of power Heavy demands on senior managers

Disadvantages:

Panel Interviews

Simulation of Panel Interview

In groups of five identify a competency you want to explore (5 minutes)

Individually develop questions for the competency (15 minutes)

Each group identifies a person of the group to be interviewed (5 minutes)

Group A interviews the person identified by group B; the rest of group B observes (10 minutes per competency, roughly 50 minutes. 10 minutes debrief by observers, panel interviewers and interviewee)

Change roles: Group B interviews person identified by Group A

Remember: OPEN – BACK (!)

OPEN

BACK

Ask for evidence of behaviour OPEN BACK Do not leap to a decision Make sure questions are fair and relevant Weigh up evidence objectively Support decisions with evidence

Conclusions

Good Interviewers:

GOOD SELECTION

IS

FAIR SELECTION (!)

Written test Assessment centre Role play

Assessment Centre (Optional)