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Rect and sel  -interviews spr 2012
 

Rect and sel -interviews spr 2012

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this is one of my Hr Guru presentations ,hope they help u out! kindly acknowledge!

this is one of my Hr Guru presentations ,hope they help u out! kindly acknowledge!

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    Rect and sel  -interviews spr 2012 Rect and sel -interviews spr 2012 Presentation Transcript

    • INTERVIEWS
    • INTERVIEWS “one reason why some managersperform poorly as interviewers is that they treat this purposeful communication too casually, as though it is merely conversation.” Lopez,1975. Martin,1980 2
    • Learning Objectives• Importance and Validity of Interviews.• Mechanics of Interviews• Utilize appropriate guidelines for employment- selection interviews © 2007 by Prentice 3 Hall B-
    • Interviews A specialized form of communication conducted for a specific task-related purpose. A selection procedure designed to predict future job performance on the basis of applicant’s oral responses to oral inquiries.© 2007 by Prentice 4Hall B-
    • WHY PEOPLE QUIT JOBS •Poor opportunity for advancement 66% •Wrong “Fit” of person to job. 47% •Displeased with Supervision 46% •Pay dissatisfaction 45% •Personal Problems 25% SOURCE: Survey 1099 personal managers WHAT RECRUITERS LOOK FOR •Experience and knowledge in field 60% •Tech skills and appropriate knowledge 22% •Ability to manage 21%09/21/12 Know more! 5 •Communication Skills 12%
    • MOST IMPORTANT SELECTION METHODS Assessm Inter Psycholo Application Refer ent N/% view gy Tests Form ences CenterMostimportant 178 / 85 7 3 5 0selection 100method (%)Secondmost 148 / 15 1 35 32 17important 100method (%)Third most 96/important 0 0 35 20 45method(%) 100
    • NUMBER OF INTERVIEWS & INTERVIEWERS Managerial Graduate Clerical Manual (%) (%) N=78 (%) N=78 (%) 102 N=93 InterviewsOne 3 18 52 73Two 49 54 36 20Three + 32 22 0 1Varies 17 5 10 2 InterviewersOne 11 24 38 41Two 46 40 41 43Three 8 17 5 2Four + 11 4 0 0Varies 22 12 14 13
    • ACID TEST OF SELECTION PROCESS Be able to predict the potential of a candidate viz-a-viz job requirement with high probability
    • ADVANTAGESUseful determining applicantcommunicative or social skillsObtain supplementary informationAssess job knowledgeAppraise candidates’verbal fluencySelection among equally qualified applicantsCompatibility between the applicant and theemployeeModified as to gather important information
    • (2) DISADVANTAGESVALIDITY IS RELATIVELY LOWRELIABILITY ALSO LOWSTEREOTYPING BY INTERVIEWERS,ADVERSE IMPACT AGAINSTMINORITIESMAY ALLOW FAVORITISM ANDPOLITICSSubjective evaluation is made
    • INTERVIEW- STAGES• Preparation• Conduct of interview• Interview Appraisal Procedure© 2007 by Prentice 11Hall
    • Iceb r Dom eakers e We Managing the Interview Pur stics pos lcom e e Wh at d o to d w e n e iscu e ss d Ref Any res t mem h your Any hing to qu ad or y Tak e not Nex estion d. t sStar es Tha steps ? n t her Goo k you e . Che d by c e Inte k your r Plan view ner List en! Wri te u p not your es ap p A s k ro que priate s ti o Fini ns sh.
    • Preparation Positions to be filled. Formation of Interview Panel Neutral settings create a relaxed climate; select a setting that will encourage communication. Gaps in the CV Dish out the Interview Assessment Form© 2007 by Prentice 13Hall B-
    • Six Step Process for Selection PEOPLE-Oriented Process Prepare Establish rapport Obtain information Provide information Lead to close Evaluate© 2007 by Prentice 14Hall B-
    • Conduct of Interview• Setting and role of HR personnels• Skills of Interviewers• Biases of Interviewers© 2007 by Prentice 15Hall
    • The IntroductionTell the interviewee,1. The purpose of the interview2. How he or she will help meet the purpose3. How the information obtained during the interview will be used © 2007 by Prentice 16 Hall B-
    • Relevance of Education, Difficult to Experience, Knowledge, Skills, develop Personal Qualities & Attitudes Criteria for Pre - Qualification Personal Traits, Habits & Attitudes Easy to develop Knowledge & skillsCriteria for ExperienceRecruitment & RelevantSelection Synergy Education 17 for impact
    • T E OF INT RVIE S YP E W 1. UNSTRUCTURED 2. STRUCTURED 3. STRESS 4. APPRAISAL 5. SITUATIONAL 6. BEHAVIORAL09/21/12 21:30 IBP PRESENTATION 18
    • Questions• Situational. What do you think you will do----------------- ?• Behavioral. Could you describe an occasion when you completed a task in the face of great difficulties?• Capability. What are the key skills you are expected to use in this job? 19
    • DEV BEHAVIORAL SPEC1. KNOWLEDGE EXPERIENCE FACTOR2. MOTIVATION FACTOR3. INTELLECTUAL FACTOR4. PERSONALITY FACTOR
    • Questions• Knowledge. What competencies are required in teaching?• Motivation. How did you deal with a situation when people around you are not committed?• Personality. What are your strengths?• Creativity. Do people come to you to solve problems? 21
    • Probing Questions• Use elaboration probe when answer seems superficial or inadequate• Use clarification probe when you need specifics from interviewee• Use reflective probe when you want to obtain elaboration in a non-directive way© 2007 by Prentice 22Hall B-
    • Probing Questions• Use repetition probe when interviewee doesn’t answer your questions• Use silence when you want to encourage the interviewee to continue talking© 2007 by Prentice 23Hall B-
    • Examples- Probing• What is your precise role in this project?• What exactly was your contribution in its success?• Could you describe in more details the equipment you use? 24
    • Creating Good Questions Open-ended questions: lets the interviewee talk without restriction, no ‘yes’ or ‘no’ questions. Closed-ended questions: restrict the answers an interviewee can give.© 2007 by Prentice 25Hall B-
    • Examples- Open/closed• In what way do you think your experience fits you in this job?• Why something took place. Why did that Happen?• How something happened. Why did that situation arise? 26
    • Avoid bad Questions Double-barreled questions: containimbedded conditions, difficult to answer andmay prevent honest answers. False bipolar questions: offers twochoices, may lead the interviewee to choosefrom limited or false options. © 2007 by Prentice 27 Hall B-
    • Avoid Bad Questions Leading questions: lets the intervieweeknow the answer an interviewer wants to hearby how the question is phrased. © 2007 by Prentice 28 Hall B-
    • Types of Question Sequence Funnel sequence: begins with general questions and moves to specific Inverted funnel sequence: begins with specific questions and moves to general© 2007 by Prentice 29Hall B-
    • The Importance of Listening• Listen for comprehension of content• Listen for empathy with the interviewee• Listen for evaluation of information and feelings© 2007 by Prentice 30Hall B-
    • APPLICANT ATTRIBUTES THAT AFFECT RATING BIASATTRIBUTES EXAMPLES OF RESEARCH FINDINGSGenderbias Influenced by type of job (role-congruent jobs) and competence. Female interviewers gave higher ratings than male interviewers.First-impression Early impressions were more important than factualeffect information for interviewer judgments. Hire decisions were related to the intnerviewer’s caused interpretation (attribution) of an applicant’s past outcomes. Interviewers’ evaluations of job candidates were influenced byContrast effect the quality and characteristics of the previous candidates. Applicants who looked straight ahead, as opposed toNonverbal downward, were rated as being more alert, assertive, andcommunication depondable; they were also more likely to be hired. Applicants who demonstrated a greater amount of eye contact, head moving, and smiling received higher evaluations.Physical More attractive applicants received higher evaluations.attractiveness
    • Concluding the Interview • Indicate the interview is about to end • Summarize the information you obtained • Let the interviewee know what will happen next • Express appreciation© 2007 by Prentice 32Hall B-
    • Interview Assessment• Memory alone is not enough Make sure to take notes• Ask if you can record the interview• A second interviewer can help record information© 2007 by Prentice 33Hall B-
    • E AB ISING VAL ST L IDIT OF Y QUE IONS STProcedure:1. Frame questions as per requirement.2. Rate each item of the test according to criteria.• *0 = not necessary on the job• 1 = useful on the job• 2 = essential to the job3. Apply the content validity ratio. Ne – N / 2CVR = N/2Ne = the number of panel members who give the item a rating of essential to the job ((.e. 2).N = total number of expertsCVI = average of CVRs4. Calculate the content PRESENTATION09/21/12 21:30 IBP validity index. 34
    • Accomplishment Record Rating Scale for “Using Knowledge” Using Knowledge 6.0 I drafted the commission’s first final TRR andaccompanying legal statement which articulated a new theory of. I did the actual drafting of the language of a final federal regulation anddeveloped the detailed arguments and analysis ofthe evidence which served as the legal predicated 5.0 for the Commission’s actions. In connection with the commission’s consideration of the proposed trade regulation rule.I was transferred to assist staff there in preparing 4.0 legal theories in Inc. 3.0 I was responsible for organizing and preparing a civil penalty case in the matter.I participated in devising legal strategy to attack firm. 2.0 A firm was ordered to pay employees for overtime which not been paid. 1.0