Selection Skills

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A basic work on Interviewing and selection Skills

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  • Thanks and appreciate your efforts. Request you to please send me a copy to reachrajarams@gmail.com.

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    Rajaram
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  • hi, All ur ppt are very informative. please allow to download or send an editable version on my email address rubabshaikh@gmail.com
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Selection Skills

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

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