AIESEC in Colombia - Talent Selection Guide for Exchange

TALENT SELECTION FOR EXCHANGE

GUIDE AIESEC IN COLOMBIA 2007-2008

Content Introduction

TALENT SELECTION FOR EXCHANGE GUIDE

AIESEC IN COLOMBIA 2007-2008

Dear recruiter, This guide presents the general flow of the competency-based selection for exchange process of AIESEC in Colombia. It is a useful tool to measure the competencies we expect for exchange stage, it is important to have in mind that after exchange we should also measure competencies. Follow, step by step, the instructions of the current guide to select the high-potential people to have the best AIESEC XP. Don’t forget any detail and just do it! Best regards, Lorena Naar MCVP Talent Management 07-08 AIESEC in Colombia

1. Selection Highlights 2. Step by Step 2.1. Selection Criteria 2.2. Interviewing Process 2.3. Assessment Center 2.4. Rating Sheet 3. Tips for the Process 4. Resources & GCPs

AIESEC in Colombia – Talent Management

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Pocket recruitment is a targeted recruitment process of EPs that aims to fulfil a specific need. This is usually done when we don’t have EPs in short term based on the pipeline of our LC. The pocket recruitment satisfied a specific need but the message send to the people we are recruiting should be clear, we should guarantee we are communicating the right message and we shouldn’t forget the quality in our processes. The difference the people recruited in the pocket recruitment will have a shorter XP (in terms of introduct6ion and taking) but it doesn’t mean that they won’t have an @XP. The recruitment could be OUT OF CYCLE, which means that we do it in any time of the year, not necessary during our recruitment dates. For pocket recruitment we suggest to create an OC this OC will be conformed like this:


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1. Selection Highlights

Talent Selection refers to the process of finding the right people for the right job or function. It also refers to the process undertaken by the Talent Management teams in order to enroll people to the organization. In order to recruit high-potential people, we should take the following easy steps.

Pocket Recruitment

OCP

TM X Communication

We suggest 2 members of TM area, 2 members of exchange area, and 2 members of communication area. This people will be in charge specifically for the whole process (and not only the recruitment): planning, promotion, selection, induction, taking responsibility phase of the members, preparation for X, match process. This will guarantee a good quality on the process.

Before recruitment, the VPTM must review the Talent Pipeline of the LC in order to set recruitment goals according with their Talent Planning. Through Talent Planning, the LCEB can set these goals according with HR / OGX / Issue-Based projects needs. How many members and what kind do you need to recruit? Talent Planning is the resource that can be used for building up a general view upon what is needed in order to do Talent Planning at LC level. It gives a clear image upon the steps you should go through so that you will be able to recruit the optimum number of people according to the right criteria for your LC. According to the department, project or exchange specific needs, you have on your mind what kind of people you need to perform excellent this year to your LC. You, as EB member, must define how many people from last semesters you need in order to reach your OGX goals; but also, how many people you need to focus in the PBOXes and department needed. It’s all about right sizing!

a. Setting recruitment goals (Talent Planning)


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We need to have the right people in the organization to perform and to set up a culture of excellence. With the right people we can achieve more of our goals, involve more organizations partnering with us and build up a stronger image in the campus we are working in. With having more partnerships and a stronger brand we can offer more opportunities to our members and have a bigger impact. Promotion is one of the most important process in selection specially when we are doing a pocket recruitment, in this case it is important to promote the whole experience and not only the exchange; this will have a direct impact in the expectations of the applicants and later in their career plan. Steps for the Promotion Campaign

• Segmentation: Understanding the reality of the students at your university is the first step. What are their interests? What do they care about? What do they study? Which extracurricular activities they join? Group them based on common characteristics that will help you matching them with your Talent Planning.

• Targeting: Once you have group the students of your university, select the segments where the Talents are. Define the profile you’re looking for.

• Positioning: Understanding the segment that you are targeting will help you to:

- Package AIESEC XP attractively for the talents - Find the right elements of the brand promise to promote AIESEC

- Use the right channels to reach the talent. - Use I’m an AIESECer campaign; you can use stories of people in your LC.

b. Targeted promotion campaign


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• It helps us in getting the right people for the organization – who have right expectations, who are the high potential, and who we will be sure of, if we put our efforts would be able to retain and nurture them

• We want people to come into AIESEC with a mindset that AIESEC is a professional organization and there are some standards we want to have, IT is not a party organization

• It helps us in creating a culture of Excellence

• Selections puts the organizations we partner with, in a mind frame that AIESEC’s Talent is Top Talent.

c. Structured Selection Process


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2. Step by Step

In order to have a successful selection process, we need to take the following steps:

• Define Selection Criteria

• Design the Selection Process

• Assign role and responsibilities

• Prepare applications and handouts

• Train the selection board

• Execute the designed process

• Select the top talents ☺

• Contact selected and non-selected people

• And… celebrate!!!

For exchange selection has been defined some competencies and levels of evidence based on the Global membership definition:

Based on this, the selection process should let us evaluate if the people we are selecting has the required profile. The competencies we are going to evaluate are:

• Self Awareness • Awareness of others

• Effective Communication • Flexible thinking.

• Personal effectiveness.

• Resilience. • Commitment to results.

And we are also going to evaluate:

• IS Skills.

• English Level.

• Leadership Skills.

2.1. Step by Step: Define Selection Criteria


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Interview is a really important step of the selection process, but it is important to have in mind that during the interview you will be representing AIESEC, and if the applicant is not selected this image will constitute an important part in the image this person will have of AIESEC.

The application process is a learning experience for the applicant, so don’t forget:

• Listen carefully each answer of the candidates.

• Be professional not only during the interview, but also with the info you will manage about each aspirant.

• Be impartial and respectful during the interview, in that way the candidate can feel the confidence to be honest.

• Explain candidates how this part of the process contributes to the whole.

Selection Process

2.2. Step by Step: Interviewing Process


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The selection process will be composed by:

• Application.

• Interview.

• Assessment center.

With the interview you will be evaluating:

• Self awareness • Awareness of others

• Effective Communication • Flexible thinking.

• English Level.

• Leadership Skills. • Resilience.

• Personal effectiveness.

General questions

• How the exchange will contribute to your personal and professional goals?

• What is necessary to happen in your exchange to fulfil your expectations?

• If you could decide, which country will you decide to go and why? And which country won’t you like to go to and why?

• Which do you think will be the main challenges you could live on your exchange?

• Have you being in other country or met a foreigner? How was the experience?

Questionnaire for Interview


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Commitment to results

• What would you do if you have a lot of tasks in your job, but not enough time?

• What was the most difficult goal achieved in your life? • If you were responsible for organizing a project, how would you start?

• Mention a situation where your results were a big contribution for the

common goal of a group and in the end you obtained the expected results.

Self Awareness

• What was the major responsibility you took, but you were scared of? What was your action? What have you learned from it?

• Please mention a situation where you made a big mistake. What did you do and what did you learn from it?

• Please mention 3 of your weaknesses and 3 of your strengthen.

• If all the Job and roles had the same remuneration and the same social status. What would you do?

• Do you have a personal vision? What do you want to achieve in your life? How do you see yourself in 5 years?

Awareness of others

• Please mention a experience from the past, where you were new in a group, you didn’t know anybody and your contribution and participation was essential. What did you do?

• How are you reacting, if somebody in your team is telling something he thinks is true but you know is wrong?


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Effective Communication

• Please comment a situation where communication was a key factor. What was it? How did you manage the situation?

Flexible thinking

• How do you react during a debate or discussion, when you realize, that the other person shows a very good point against yours and you never have considered this perspective yet?

• How do you make decisions? Tell an example of an important decision you have taken in your life.

Personal effectiveness

• Please mention a situation where you achieve your task or goal before the deadline but it was really difficult

Resilience

• Mention a difficult situation in which you want to quit but in the end you didn’t.

• Please mention a situation where you have to work under really big pressure how did you deal with it?


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Issue based questions

• Please mention a topic of social relevance that interests you a lot and why?

• Which of the issues that we worked in AIESEC are you interested in? Why?

Leadership Skills

• Which do you think are the critical success factor when someone is leading a team?

• Have you ever lead a team? (In case you don’t: imagine). What would you do if you are leading a team and one of your members is not motivated and is delaying the accomplishment of the goals and the execution of your plan? What would you do?

Assessment center are one of the tools that can be used for selecting new members; assessment center use hypothetical situations and activities to evaluate competencies and skills. Activities will evaluate:

• Leadership skills

• Teamwork

• Marketing skills.

• Self Awareness.

• Awareness of others.

• Effective Communication.

• Flexible thinking.


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2.3. Step by Step: Group Assessment Center

The group assessment center will be divided in diverse activities that will let us evaluate the aspects we mention before. These are some activities you can use in the assessment center:

• Team Puzzle Race

• Persuasion

• The Island

• Challenging your worldview

Team Puzzle Race Timing: 15 minutes Competencies you will evaluate: Awareness of others, flexible thinking, and teamwork.

For groups of 8-100 people, even more with suitable adaptation - this is a very adaptable game. Divide the group into a number of teams. Give each team some pieces of a puzzle and instruct them to assemble the puzzle as quickly as possible. Ensure each team's pieces appear initially as though they could be an entire puzzle in their own right.

Say, "The task of each team is to assemble the puzzle as quickly as possible. Each team has the same puzzle. No further instructions will be given," (other than options explained below; the point is for teams to resolve the exercise for themselves working together in teams, not by asking the facilitator).

The teams will assume they are competing against each other, but in fact there is only one jigsaw puzzle, and the pieces are shared out among the teams. If the teams are in the same room they soon find out, and begin to cooperate. If they are in different rooms the realisation takes a little longer, but eventually the teams understand that the pieces are held by all the teams and the only way to do the puzzle is to work together.


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The facilitator's preparation for this exercise is there therefore to obtain or create a jigsaw puzzle whose complexity and numbers of pieces are appropriate for the group numbers and time available for the activity. Ensure there are sufficient pieces to occupy the total number of team members, and obviously each team needs a suitably sizes table or floor space to work on, so that all team members can be involved. Larger teams (upwards of five people) will be additionally challenged in areas of team organisation and 'work allocation' to ensure everyone is involved.

The exercise can be made easier and quicker for the teams by describing or giving clues as to the shape or image on the puzzle, for example, (if using the template below) "It's a square," or "It's a geometric shape," etc., as appropriate.

Offering a prize in the event that the puzzle is completed within a timescale of say 10 minutes (or during the session, day, whatever, depending on the situation), adds extra

interest. The prize is obviously given to the whole group, so be mindful of the budget... Use these words or similar: "In the event that the puzzle is completed (within...) a prize will be awarded," rather than referring to 'the winning team," which is not technically correct, because the activity is one of cooperation not competition.

Exercises based on this theme demonstrate that all the people and all the teams make up the whole, and no team or individual can do it alone.

Source: Alan Chapman 2006. A free resource from businessballs.com.


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Persuasion

This is the most expensive of my cash games for training purposes because it requires you to give away $100. However, the instructional and motivational effectiveness of the activity are definitely worth the cost. Many participants claim that they have never been as intensely involved in a training activity as in this one.

Timing: 30 minutes

Competencies you will evaluate: Awareness of others, flexible thinking, and Communication skills.

Key Idea

Participants come up with ideas for spending $100 from you. They work individually and in teams to persuade their own team members, individual members of other teams, and the entire group.

Participants

Minimum: 4 Maximum: 50 Best: 25-35

Room Setup

Arrange the room to seat teams around tables. Leave plenty of space for participants to walk around, pair up, and talk to each other.


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Flow

1. Display a $100 bill. Pass the bill around so participants can verify that it is the genuine article.

2. Individual brainstorming. Explain that any participant can win the $100 if she (or her team) comes up with the most popular idea for spending it. Ask each participant to independently and silently think of an idea for spending the $100 that would appeal to most others in the room.

3. Form teams. Organize participants into 3 to 7 equal-sized teams, each with 3 to 7 members. Ask members of each team to briefly introduce themselves to the others.

4. Select team idea. Ask each team to discuss different ideas for spending the $100. Ask teams to select the most appealing idea suggested by its members.

5. Announce team selections. Ask each team to briefly explain its selected idea for spending the $100.

6. Persuade members of the other teams. Ask members of each team to stand up, move around, pair up with a member of some other team, and share their ideas for spending the $100. Also ask each participant to persuade the other to agree that her team's idea is a better one. Announce a 5 minute time limit for this activity.

7. Modify the team's idea. Ask participants to return to their seats, compare their ideas with other teams' ideas and decide if they should modify their idea to increase its appeal.

8. Prepare for a presentation. Ask each team to come up with a brief name for its new and improved idea. Also ask teams to prepare for a 30-second presentation about their ideas to persuade members of the other teams to select it as the most appealing.


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9. Make team presentations. Select a team and ask its members to present its idea in 30 seconds. Repeat this procedure until all teams have the opportunity to present their idea. During the presentations, list the title of each team's idea (along with a number) on the flip chart.

10. Poll individuals. Distribute blank index cards to all participants. Ask each participant to secretly write the number that identifies the most appealing idea presented by other teams. Emphasize that participants must not choose the idea presented by their own team. When completed, collect all the index cards.

11. Count the polling results. Give the index cards to a couple of participants and ask them to separate them by different numbers. While they are doing the vote tallying, keep the other participants engaged by asking each participant to make a prediction of which ideas will be the most popular and which one will be the least popular. After a suitable pause, ask participants to share their predictions with other members of their team.

12. Announce the results. Announce the number of votes received by each idea, beginning with the least popular idea. Finally announce the winning idea and congratulate the team that presented the idea. Give the $100 to the team to implement their idea.

13. Conduct a debriefing discussion. To obtain maximum learning outcomes from Persuasion, ask the following types of questions and encourage participants to discuss them.

• Who originally proposed the idea that ended up as the winning idea? How much of the credit goes to this person? How much of the credit goes to her team members?

• What features of the most popular idea made it so popular in comparison with the other ideas? Are these features related to the basic values of the idea or to the way it was presented?

• Did you become emotionally attached to your idea? What made you give up your idea in preference to other ideas in your team?

• How did you go about persuading individual members of the other team? What different approaches did the members of other teams use? Did you change your approach from one person to another? If so, why did you change it?

• Did you modify your team's idea at the end of individual persuasion of other team members? Was the modified idea a drastic change or just a minor adjustment?

• How critical is it to be flexible with your idea in order to make it more appealing? • What were the effective strategies for persuading members of your own team?

How do they differ from strategies used for persuading members of other teams? • What strategies did you come up with for making your 30-second presentation?

How did these differ from the strategies that you used earlier during one-on-one conversations?


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• Which persuasion approach is more effective: one-on-one conversations or large-group presentations?

• If you were permitted to, would you have voted for your own team's idea? How much does loyalty and ownership influence your choice?

• What did you learn from this activity about persuading people? • Which strategies from this activity can you apply to writing an email message in

support of your idea? Write this type of email appeal as a homework assignment. • If the endowment was $1,000 instead of $100 how would your level of motivation

have changed? • If the endowment was $10 instead of $100 how would your level of motivation have

changed? • What are some sample ideas that appeal to individual greed? What are some

sample ideas that appeal to philanthropic values? • Which type of ideas—individual or philanthropic—were more frequently offered?

Which type made it to the top?

Took from: http://www.thiagi.com/pfp/IE4H/november2006.html#CashGame

The Island Timing: 20 minutes Competencies you will evaluate: Awareness of other, flexible thinking, teamwork, communication skills and Inclusiveness.

This activity has each group determining which island a group of pirates should approach to replenish food and water supplies contaminated in a typhoon. For the activity you should select three observers that will have a role during the decision taking process there should be an observer that will node his head and show a lack of trust in the decision they are taking and someone else with be upset minded and should not answer any question.

The case:

Each of you is a highly ranked member of the crew of a pirateship. Your leader has learned over your five years together to value your opinions and rarely makes influential decisions without discussing the matter with you. It is the group’s habit to try and reach consensus mayor decisions.


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Your ship has just weathered a typhoon. Your food supplies were soaked with salt water. But more importantly, your water supplies were contaminated – you need to find fresh water before you all perish. You’ve pinpointed where you are on a map and realize that there are five islands within sailing distance.

You must decide what to do.

Island one: Dutch fort estimated approximately 6 hours away to the west. There is a possibility that any ships in harbour may be undertaking repairs due to the typhoon. The fort is guarded by two cannons.

Island two: Inhabited island 12 hours south-west with a dense jungle terrain. It is populated by primitive head-hunting natives. It has a rocky coastline and no natural harbours.

Island three: inhabited Island 28 hours north. The island is sparsely populated with Dutch colonists who are armed with muskets and swords. There are several natural harbours.

Island four: Portuguese harlot colony 32 hours east. You’ve previously visited this island on numerous occasions. There are no defences and the harlots always welcome you and your money with open arms; however, you know from experience that diseases of all kinds are rampant on this island.

Island Five: Island inhabited by fierce, war-like tribes, 17 hours south. There is a great deal of superstition surrounding this island- your crew has refused to land there in the past. There is a natural harbour; however, it is home to the island’s sacred rock carving. This rock is always heavily guarded by native priests.

Took from: http://www.jvdcreativity.com/free_exercises.htm


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Challenging your worldview Timing: 20 minutes Competencies you will evaluate: Awareness of others, flexible thinking, and Communication skills. For this activity you should pick a topic of global interest and also a topic which can origin diverse of opinions. Avoid topics like abortion and death penalty; you could base on a topic of interest in your city. Your role as FACI should be to direct and control the participation of the people, you shouldn9t show your personal opinion and during the debate you could make some questions to promote the discussion. At the beginning you could make a brief introduction about the topic. You can also create a discussion based on possible situations people could live in their exchange experience; for example: you get to the airport in the country where you are going to have your internship and there is no one waiting for you, what would you do?. These Kinds of discussions are also good for matchability tests, so you can work together with the exchange team.

REMEMBER THAT SELECTION FOR EXCHANGE SHOULD INCLUDE ALSO A MATCHABILITY TEST AND EXCHANGE TEAM SHOULD PARTICIPATE OF THE SELECTION PROCESS (Matchability Test). FROM THE TM SIDE WE ARE RESPONSIBLE FOR COMPETENCIES AND SKILLS ASSESMENT.


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Based on the interview and assessment center you should rate the competencies based on the behaviour they showed during each activity, taking into account the specific competencies you were evaluating.

After you have finished all the evaluations, you should give a final score for each of the competencies you were measuring, based on the following rating evaluation sheet:

2.1. Step by Step: Rating Sheet


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• Put timelines and responsible for who does what, educate and prepare the

involved.

• Remember @XP is an experience not a flow. There are different ways of living the experience and pocket recruitment should not be against a quality experience.

• Prepare applications and handouts to the potential members and

recruiters. • Contact selected and non-selected people personally. Give constructive

feedback from the process.

• The members in your selection board HAVE TO be prepared to run the process. Be sure that all the members understand the process and their role.

• You can also get one professional involved, i.e. an employee of one of

your Partner Companies in the field you are making the pocket recruitment or selection. They could help you to evaluate how the

candidates will react to real situations they can face you can do it through forums of discussion.

• Evaluate the process. You must to evaluate the execution of the Pocket Recruitment Plan, execution of the budget, personal and Professional

growth of your OC for Pocket Recruitment, media coverage and other promotion strategies…etc.

• You can involve selected EPs in self matching.

• During the preparation for exchange, recruited members should take responsibility, they can work in projects due this are defined on time activities

• To get all the necessary feedback allows you to improve and won’t do the

same mistakes for the next time…!


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3. Tips for the Process

AIESEC in Colombia: Talent Pipeline Management & Talent Planning AIESEC in Colombia: Talent Promotion & Marketing Global Talent Planning Toolkit Global Competency Model 2007-2008 Talent Selection: Global Selection Systems Talent Selection: Competency-Based Interview Questions EPs Selection: EP Selection Pocket Recruitment: Pocket Recruitment Guide


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4. Resources & Good-Case-Practices (GCPs)

Resources Resources

AIESEC in Colombia - Talent Selection Guide for Exchange

Documents

Transcript of AIESEC in Colombia - Talent Selection Guide for Exchange