This document provides guidance for conducting competency-based interviews. It explains that competency-based interviews focus on understanding a candidate's past behavior as the best predictor of future performance. Interviews should include questions seeking specific examples of situations, actions taken, and outcomes achieved that demonstrate the required competencies. Interviewers should prepare by reviewing the job profile and competency framework to identify which competencies to assess. Effective questions are derived from competency definitions and behavioral indicators to understand if and how candidates have displayed the competencies in the past. The interview process involves rating candidate responses against the competencies to objectively evaluate fit for the role.
This document provides a 7-step guide to career transition. Step 1 focuses on understanding yourself by reflecting on personal circumstances, highlighting strengths and achievements, and understanding what is needed to be satisfied at work. It emphasizes reviewing competencies, achievements, personality traits and values to gain self-awareness. This preparation will help in setting goals and marketing oneself to potential employers in later steps. The guide stresses that career transition is a process requiring organization, persistence and confidence.
This document provides information and guidance on career selection for students. It discusses why career guidance is important, current trends, who is responsible for career guidance, and outlines the career selection process. Some key points covered include:
- Today's students often lack career planning and selection is influenced by peers, parents or current trends rather than personal interests and abilities.
- Career guidance should help students discover their strengths and interests, explore options, and develop a career plan that matches their personality and ambitions.
- Multiple factors influence career selection including parents, teachers, schools, society and students themselves. Students are encouraged to consider their interests and skills, research options, and choose a field that makes the best use of their time.
The document provides an overview of career development theory and counseling. It discusses key concepts like career development as a sequence of career choices over one's lifespan and career counseling as the process of assisting individuals with career decisions. Several career development theories are examined, including trait-and-factor theory, Holland's theory of vocational choice types, Krumboltz's learning theory, and Super's life stage theory. Limitations of theories and practical applications are also covered.
O documento apresenta uma metodologia chamada Social Canvas para planejamento de redes sociais. O modelo sugere focar em parceiros como influenciadores e clientes, definir canais de informação sobre o tema, e analisar os melhores horários para postagens de acordo com quando os fãs estão online.
Em todos setores, em todas as nações, os empresários estão fazendo a mesma pergunta: O que meus clientes querem?
Nunca isso foi mais importante do que agora, quando a concorrência é mais feroz e a demanda por conveniência é mais alta. No entanto, muitas empresas estão obtendo sucesso usando uma solução pronta para uso e identificando como criar uma persona (por exemplo, buyer persona, a.k.a. marketing persona).
Este é um kit de ferramentas sobre
como inventar, adotar e adaptar ideias
que entregam melhores resultados.
É rápido de usar, simples de aplicar,
e elaborado para ajudar pessoas
ocupadas que estejam trabalhando
com desenvolvimento. Elaborado a
partir de um estudo de milhares de
ferramentas atualmente utilizadas,
este kit de ferramentas inclui apenas
aquelas que especialistas consideram
mais úteis. Saiba mais:
The document discusses competency-based interviews, which assess candidates based on behavioral competencies rather than subjective judgments. It explains that competencies are skills, abilities, and knowledge required for a role. Competency-based interviews ask behavioral questions to understand how candidates have demonstrated competencies in past situations, and situational questions to evaluate their abilities. The document provides examples of behavioral and situational questions and the STAR method for answering behavioral questions. It emphasizes that competency-based interviews reduce bias and better predict future job performance compared to traditional interviews.
Aula sobre identidade, imagem e reputação organizacional. Módulo de Comportamento do Consumidor e Pesquisa de Mercado. MBA em Marketing, Publicidade e Propaganda, Uninorte Laureate.
This document provides a 7-step guide to career transition. Step 1 focuses on understanding yourself by reflecting on personal circumstances, highlighting strengths and achievements, and understanding what is needed to be satisfied at work. It emphasizes reviewing competencies, achievements, personality traits and values to gain self-awareness. This preparation will help in setting goals and marketing oneself to potential employers in later steps. The guide stresses that career transition is a process requiring organization, persistence and confidence.
This document provides information and guidance on career selection for students. It discusses why career guidance is important, current trends, who is responsible for career guidance, and outlines the career selection process. Some key points covered include:
- Today's students often lack career planning and selection is influenced by peers, parents or current trends rather than personal interests and abilities.
- Career guidance should help students discover their strengths and interests, explore options, and develop a career plan that matches their personality and ambitions.
- Multiple factors influence career selection including parents, teachers, schools, society and students themselves. Students are encouraged to consider their interests and skills, research options, and choose a field that makes the best use of their time.
The document provides an overview of career development theory and counseling. It discusses key concepts like career development as a sequence of career choices over one's lifespan and career counseling as the process of assisting individuals with career decisions. Several career development theories are examined, including trait-and-factor theory, Holland's theory of vocational choice types, Krumboltz's learning theory, and Super's life stage theory. Limitations of theories and practical applications are also covered.
O documento apresenta uma metodologia chamada Social Canvas para planejamento de redes sociais. O modelo sugere focar em parceiros como influenciadores e clientes, definir canais de informação sobre o tema, e analisar os melhores horários para postagens de acordo com quando os fãs estão online.
Em todos setores, em todas as nações, os empresários estão fazendo a mesma pergunta: O que meus clientes querem?
Nunca isso foi mais importante do que agora, quando a concorrência é mais feroz e a demanda por conveniência é mais alta. No entanto, muitas empresas estão obtendo sucesso usando uma solução pronta para uso e identificando como criar uma persona (por exemplo, buyer persona, a.k.a. marketing persona).
Este é um kit de ferramentas sobre
como inventar, adotar e adaptar ideias
que entregam melhores resultados.
É rápido de usar, simples de aplicar,
e elaborado para ajudar pessoas
ocupadas que estejam trabalhando
com desenvolvimento. Elaborado a
partir de um estudo de milhares de
ferramentas atualmente utilizadas,
este kit de ferramentas inclui apenas
aquelas que especialistas consideram
mais úteis. Saiba mais:
The document discusses competency-based interviews, which assess candidates based on behavioral competencies rather than subjective judgments. It explains that competencies are skills, abilities, and knowledge required for a role. Competency-based interviews ask behavioral questions to understand how candidates have demonstrated competencies in past situations, and situational questions to evaluate their abilities. The document provides examples of behavioral and situational questions and the STAR method for answering behavioral questions. It emphasizes that competency-based interviews reduce bias and better predict future job performance compared to traditional interviews.
Aula sobre identidade, imagem e reputação organizacional. Módulo de Comportamento do Consumidor e Pesquisa de Mercado. MBA em Marketing, Publicidade e Propaganda, Uninorte Laureate.
Leadership Agility: Using Improv to Build Critical SkillsKip Michael Kelly
This white paper: Defines what improv is (and isn’t) Outlines the rules of improv and discusses how these rules apply to your organization Examines how improv can be used to develop specific skills and behaviors and build agile business leaders Offers examples of how organizations are using improv to effectively develop talent Provides practical ways you can introduce improv in your organization
The document discusses career planning, defining it as a process of matching one's aspirations with reality through self-assessment, career exploration, narrowing career options, choosing the best option, and setting goals. It outlines the career planning process in five steps and describes each step in detail. The objectives of career planning are to attract and retain talent, use human resources effectively, reduce turnover, and meet organizational needs.
Becoming an Effective Interviewer PresentationJenny Sommers
This document provides guidance on becoming an effective interviewer. It discusses identifying different types of interviews, strategies for different stages of interviewing including preparation, conducting the interview using the STAR model, expected questions, tips, and evaluation. Preparation involves self-exploration, researching the employer and position. Conducting the interview covers behavioral questions, the STAR technique, questions to expect and ask. Evaluation includes follow-up, assessing job fit, and improving for next time. The presentation aims to help interviewees succeed.
Career planning is a lifelong process that involves self-assessment, exploring career options and the job market, and setting goals. It includes choosing an occupation, getting a job, growing in your career, and potentially changing careers. Effective career planning matches a person's skills and interests to potential jobs or fields. The process involves exploring yourself, the work world, making decisions and setting goals, and taking action to achieve your career goals.
Career introduction to students between high school and collegePrakash B
1. The document provides career guidance for students between high school and college. It outlines tools and resources for students to identify their interests and abilities, explore career and education options, and develop skills needed for their future careers.
2. Students are encouraged to take career assessment tests to understand their personality and aptitudes, and use counseling portals and websites to research career paths and choose appropriate courses and institutions.
3. Developing skills like leadership, emotional intelligence, domain expertise and attitude are emphasized as important for career performance and success. Students are advised to apply their learning, think innovatively, and be open to change.
This document discusses shifting from reactive to proactive talent sourcing. It defines proactive talent sourcing as identifying, pipelining, and engaging candidates before jobs are available. It recommends transforming recruiters into talent advisors with specialized skills. It provides tips for gaining insights on talent pools from data and developing a proactive sourcing strategy including building pipelines and engaging candidates as brands over time. The document advocates partnering with hiring managers and outlines a 3-step plan focusing on skills, data, and pipeline engagement.
This document provides guidance on effective job hunting strategies, especially in challenging economic times. It emphasizes the importance of networking, developing contacts, and taking personal responsibility for one's job search over more passive methods. Key recommendations include actively participating in industry groups, volunteering, engaging contacts through questions, maintaining a contact database, and following up consistently.
This document discusses career progression and training options. It covers topics like career definition, components of a career including jobs and titles over time. It also discusses career ladders as a structured sequence of job positions within an organization. Managers and supervisors are responsible for facilitating employee career development through performance reviews and identifying goals. Training options covered include coaching, mentoring, rotation/cross-training and formal training to develop skills in areas like supervision, leadership and software. Questions are provided about career progression suggestions for a new college graduate and training approaches for an employee lacking confidence.
Hey guys, here is my presentation on most sought after query on career for both teachers and students. Designed for a Missionary School, hope this presentation helps you out.
Regards
Sunita :)
Ghazi Abdul Rahman Algosaibi was a Saudi role model who achieved great success despite coming from a non-royal family. He was born in 1940 and lost his mother at a young age. Ghazi studied law in Egypt and later held several prominent positions in Saudi Arabia, including roles as an ambassador, cabinet minister, and head of major organizations. He served Saudi Arabia until his death in 2010 at King Faisal Specialist Hospital in Riyadh after a prolonged illness.
This document provides guidance on preparing for and succeeding in a job interview. It begins with introducing the presenters and then discusses how interviews allow employers to learn about a candidate's personality, interests, goals and how their experiences fit the position. Employers are looking for candidates who can clearly explain their skills, match their qualifications to the job requirements, and discuss past experiences with specific examples. Tips are provided such as researching the company, appearance, location details. Common interview questions are listed across various categories including describing yourself, work history, strengths/weaknesses, failures and handling difficult situations. Reasons for interview failure and concluding remarks emphasize the importance of preparation.
This document lists 25 questions that are commonly asked during job interviews. It then provides 6 tips for preparing responses to these questions: [1] Review the list of 25 questions; [2] Prepare notes for each question without memorizing canned answers; [3] Develop a clear answer for each question supported by an example; [4] Restate the point of each answer in one sentence; [5] Practice delivering answers orally; [6] Preparing for the tough questions is important for interview success.
The document discusses the employee selection process and interviewing. It covers why interviews are used, the typical four stage interview process, six common interview types, and two types of interview errors. It also outlines an eight step process for evaluating candidates, which includes preliminary application reviews, testing, reference checks, interviews, job previews, and making a hiring decision.
Accountability - A evolução da responsabilidade pessoal [Palestra Papo de Con...Papo de Consultor
Em encontro do Papo de Consultor vimos o tema “Accountability A Evolução da Responsabilidade Pessoal” em uma abordagem bem provocativa sobre como o senso de responsabilidade pode contribuir para alcançar os resultados esperados por cada um.
Vimos ainda:
1. O que é “Accountability Pessoal”?
2. Os três tipos e os três elementos determinantes da Accountability.
3. O que eu ganho sendo uma pessoa “Accountable”.
4. Responsabilidade x “Accountability Pessoal” – Qual é mesmo a diferença?
5. Você é uma pessoa “Accountable”? Ou SUPER Responsável?
O conteúdo foi conduzido pelo consultor e professor Dermeval Franco, especialista em em RH, Marketing e Gestão Empresarial.
This document provides an overview of the South African Board for People Practices (SABPP) and their work developing national HR standards for South Africa. It begins with welcoming remarks and introducing SABPP's professional values. It then outlines SABPP's value proposition through providing professional recognition, resources, and research to advance the HR profession. The document discusses various HR standards developed by SABPP, including standards for strategic HR management, talent management, HR risk management, and HR measurement. It provides definitions, objectives and implementation guidelines for each standard. The document emphasizes the importance of standards for consistency, continuous improvement, and managing risk in HR practices.
O documento discute o design de serviços, definindo-o como uma abordagem multidisciplinar para inovar e aprimorar serviços tornando-os mais úteis e atrativos para os clientes. Ele explica que o design de serviços foca no cliente, utiliza a co-criação, considera evidências físicas e tem uma abordagem holística. Também descreve as principais fases do processo de design de serviços e as ferramentas usadas em cada uma.
HR For Startups: Where To Start And Best Practice, Elrona D'SouzaThe HR Observer
The seminar will help the audience understand HR from a practitioner’s point of view as well as an entrepreneur or management team that is relevant to start-ups. It will help entrepreneurs who ‘don’t have time for HR’ as well as HR practitioners who have the task of promoting it to come together.
It will introduce:
- How to approach HR
- Best practices to consider
- Solutions based approach
- Strategic vs Operational Issues
- Basics to Systems, Policies, Procedures and practices
- Documentation and Recording
- Outsourcing HR
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
This document summarizes a presentation given by Carmen Hudson on talent advising and coaching hiring managers. The presentation covers diagnosing different types of hiring managers, including new, hesitant, jaded, or poor interviewers. It emphasizes that as talent advisors, recruiters must partner with and hold hiring managers accountable, while coaching them on using data, setting expectations, aligning on strategy, and upholding standards for candidate experience and feedback. The overall goal is for recruiters to act as experts who can influence and improve hiring outcomes through thoughtful guidance of those doing the hiring.
The document discusses career planning and assessment. It covers various career development models and considerations for career planning like education, interests, values and career paths. It also discusses formal and informal career assessments, their purposes and differences. The key aspects of working with career assessments are preparing the client, selecting the appropriate instrument, administering and interpreting the results while maintaining ethical practice.
The document provides information about copyright and permissions for reproducing the publication. It notes that apart from fair use allowances, reproduction requires permission from the publishers. It provides contact information for the publishers, Anson Reed Ltd. It also notes that the publisher makes no guarantees about the accuracy of the information in the book.
Interviewing is a crucial part of the hiring process for both organizations and candidates for three main reasons:
1. Interviews help assess a candidate's strengths, weaknesses, and suitability for a job in order to make the best hiring decisions.
2. Both the organization and candidate have a lot to lose if an improper match is made due to an ineffective interview.
3. Factors like unstructured interviews, personal bias, closed-ended questions, and poor listening can undermine the goal of eliciting meaningful information to evaluate candidates. Proper job analysis and planning is needed to conduct effective interviews.
Leadership Agility: Using Improv to Build Critical SkillsKip Michael Kelly
This white paper: Defines what improv is (and isn’t) Outlines the rules of improv and discusses how these rules apply to your organization Examines how improv can be used to develop specific skills and behaviors and build agile business leaders Offers examples of how organizations are using improv to effectively develop talent Provides practical ways you can introduce improv in your organization
The document discusses career planning, defining it as a process of matching one's aspirations with reality through self-assessment, career exploration, narrowing career options, choosing the best option, and setting goals. It outlines the career planning process in five steps and describes each step in detail. The objectives of career planning are to attract and retain talent, use human resources effectively, reduce turnover, and meet organizational needs.
Becoming an Effective Interviewer PresentationJenny Sommers
This document provides guidance on becoming an effective interviewer. It discusses identifying different types of interviews, strategies for different stages of interviewing including preparation, conducting the interview using the STAR model, expected questions, tips, and evaluation. Preparation involves self-exploration, researching the employer and position. Conducting the interview covers behavioral questions, the STAR technique, questions to expect and ask. Evaluation includes follow-up, assessing job fit, and improving for next time. The presentation aims to help interviewees succeed.
Career planning is a lifelong process that involves self-assessment, exploring career options and the job market, and setting goals. It includes choosing an occupation, getting a job, growing in your career, and potentially changing careers. Effective career planning matches a person's skills and interests to potential jobs or fields. The process involves exploring yourself, the work world, making decisions and setting goals, and taking action to achieve your career goals.
Career introduction to students between high school and collegePrakash B
1. The document provides career guidance for students between high school and college. It outlines tools and resources for students to identify their interests and abilities, explore career and education options, and develop skills needed for their future careers.
2. Students are encouraged to take career assessment tests to understand their personality and aptitudes, and use counseling portals and websites to research career paths and choose appropriate courses and institutions.
3. Developing skills like leadership, emotional intelligence, domain expertise and attitude are emphasized as important for career performance and success. Students are advised to apply their learning, think innovatively, and be open to change.
This document discusses shifting from reactive to proactive talent sourcing. It defines proactive talent sourcing as identifying, pipelining, and engaging candidates before jobs are available. It recommends transforming recruiters into talent advisors with specialized skills. It provides tips for gaining insights on talent pools from data and developing a proactive sourcing strategy including building pipelines and engaging candidates as brands over time. The document advocates partnering with hiring managers and outlines a 3-step plan focusing on skills, data, and pipeline engagement.
This document provides guidance on effective job hunting strategies, especially in challenging economic times. It emphasizes the importance of networking, developing contacts, and taking personal responsibility for one's job search over more passive methods. Key recommendations include actively participating in industry groups, volunteering, engaging contacts through questions, maintaining a contact database, and following up consistently.
This document discusses career progression and training options. It covers topics like career definition, components of a career including jobs and titles over time. It also discusses career ladders as a structured sequence of job positions within an organization. Managers and supervisors are responsible for facilitating employee career development through performance reviews and identifying goals. Training options covered include coaching, mentoring, rotation/cross-training and formal training to develop skills in areas like supervision, leadership and software. Questions are provided about career progression suggestions for a new college graduate and training approaches for an employee lacking confidence.
Hey guys, here is my presentation on most sought after query on career for both teachers and students. Designed for a Missionary School, hope this presentation helps you out.
Regards
Sunita :)
Ghazi Abdul Rahman Algosaibi was a Saudi role model who achieved great success despite coming from a non-royal family. He was born in 1940 and lost his mother at a young age. Ghazi studied law in Egypt and later held several prominent positions in Saudi Arabia, including roles as an ambassador, cabinet minister, and head of major organizations. He served Saudi Arabia until his death in 2010 at King Faisal Specialist Hospital in Riyadh after a prolonged illness.
This document provides guidance on preparing for and succeeding in a job interview. It begins with introducing the presenters and then discusses how interviews allow employers to learn about a candidate's personality, interests, goals and how their experiences fit the position. Employers are looking for candidates who can clearly explain their skills, match their qualifications to the job requirements, and discuss past experiences with specific examples. Tips are provided such as researching the company, appearance, location details. Common interview questions are listed across various categories including describing yourself, work history, strengths/weaknesses, failures and handling difficult situations. Reasons for interview failure and concluding remarks emphasize the importance of preparation.
This document lists 25 questions that are commonly asked during job interviews. It then provides 6 tips for preparing responses to these questions: [1] Review the list of 25 questions; [2] Prepare notes for each question without memorizing canned answers; [3] Develop a clear answer for each question supported by an example; [4] Restate the point of each answer in one sentence; [5] Practice delivering answers orally; [6] Preparing for the tough questions is important for interview success.
The document discusses the employee selection process and interviewing. It covers why interviews are used, the typical four stage interview process, six common interview types, and two types of interview errors. It also outlines an eight step process for evaluating candidates, which includes preliminary application reviews, testing, reference checks, interviews, job previews, and making a hiring decision.
Accountability - A evolução da responsabilidade pessoal [Palestra Papo de Con...Papo de Consultor
Em encontro do Papo de Consultor vimos o tema “Accountability A Evolução da Responsabilidade Pessoal” em uma abordagem bem provocativa sobre como o senso de responsabilidade pode contribuir para alcançar os resultados esperados por cada um.
Vimos ainda:
1. O que é “Accountability Pessoal”?
2. Os três tipos e os três elementos determinantes da Accountability.
3. O que eu ganho sendo uma pessoa “Accountable”.
4. Responsabilidade x “Accountability Pessoal” – Qual é mesmo a diferença?
5. Você é uma pessoa “Accountable”? Ou SUPER Responsável?
O conteúdo foi conduzido pelo consultor e professor Dermeval Franco, especialista em em RH, Marketing e Gestão Empresarial.
This document provides an overview of the South African Board for People Practices (SABPP) and their work developing national HR standards for South Africa. It begins with welcoming remarks and introducing SABPP's professional values. It then outlines SABPP's value proposition through providing professional recognition, resources, and research to advance the HR profession. The document discusses various HR standards developed by SABPP, including standards for strategic HR management, talent management, HR risk management, and HR measurement. It provides definitions, objectives and implementation guidelines for each standard. The document emphasizes the importance of standards for consistency, continuous improvement, and managing risk in HR practices.
O documento discute o design de serviços, definindo-o como uma abordagem multidisciplinar para inovar e aprimorar serviços tornando-os mais úteis e atrativos para os clientes. Ele explica que o design de serviços foca no cliente, utiliza a co-criação, considera evidências físicas e tem uma abordagem holística. Também descreve as principais fases do processo de design de serviços e as ferramentas usadas em cada uma.
HR For Startups: Where To Start And Best Practice, Elrona D'SouzaThe HR Observer
The seminar will help the audience understand HR from a practitioner’s point of view as well as an entrepreneur or management team that is relevant to start-ups. It will help entrepreneurs who ‘don’t have time for HR’ as well as HR practitioners who have the task of promoting it to come together.
It will introduce:
- How to approach HR
- Best practices to consider
- Solutions based approach
- Strategic vs Operational Issues
- Basics to Systems, Policies, Procedures and practices
- Documentation and Recording
- Outsourcing HR
This presentation was used at HR Summit and Expo 2013 www.hrsummitexpo.com
This document summarizes a presentation given by Carmen Hudson on talent advising and coaching hiring managers. The presentation covers diagnosing different types of hiring managers, including new, hesitant, jaded, or poor interviewers. It emphasizes that as talent advisors, recruiters must partner with and hold hiring managers accountable, while coaching them on using data, setting expectations, aligning on strategy, and upholding standards for candidate experience and feedback. The overall goal is for recruiters to act as experts who can influence and improve hiring outcomes through thoughtful guidance of those doing the hiring.
The document discusses career planning and assessment. It covers various career development models and considerations for career planning like education, interests, values and career paths. It also discusses formal and informal career assessments, their purposes and differences. The key aspects of working with career assessments are preparing the client, selecting the appropriate instrument, administering and interpreting the results while maintaining ethical practice.
The document provides information about copyright and permissions for reproducing the publication. It notes that apart from fair use allowances, reproduction requires permission from the publishers. It provides contact information for the publishers, Anson Reed Ltd. It also notes that the publisher makes no guarantees about the accuracy of the information in the book.
Interviewing is a crucial part of the hiring process for both organizations and candidates for three main reasons:
1. Interviews help assess a candidate's strengths, weaknesses, and suitability for a job in order to make the best hiring decisions.
2. Both the organization and candidate have a lot to lose if an improper match is made due to an ineffective interview.
3. Factors like unstructured interviews, personal bias, closed-ended questions, and poor listening can undermine the goal of eliciting meaningful information to evaluate candidates. Proper job analysis and planning is needed to conduct effective interviews.
The document provides an overview of competency-based human resource (HR) management. It discusses developing a competency model and framework, competency-based interviewing, career planning, training and development, and performance management. The benefits of using competency models for both managers and employees are highlighted. Assessment centers and various assessment exercises are also described as ways to assess competencies.
Useful presentation from Sue Kellaway which focuses on Line Manager recruitment refresher training. It can be delivered in four hours which is great for time pressed Managers!
The document provides information about a student group called "Defenders" who are presenting on the topic of recruitment and selection. It lists the group members and dedicates their project to their parents and teacher. It then provides definitions and stages of the recruitment process, including job analysis, sourcing candidates, screening and selecting candidates, and onboarding. It discusses sources of internal and external recruitment and the advantages and disadvantages of each. The next presenter is listed as Iqra.
To help students understand and succeed in Assessment Centres we delivered a presentation at Heriot-Watt University.
What you will learn:
Get a better understanding of why companies use assessment centres
Knowledge of the various elements included in an assessment centre
Practical solutions to succeed in the various exercises.
An insight into what the assessors are looking for
How to avoid the main pitfalls that occur in assessment centres
This document provides guidance on conducting values-based recruitment interviews. It begins by outlining the 7 core values of an organization and how they are implemented throughout the employee lifecycle. It then discusses the purpose and process of recruitment interviews, with a focus on values-based interviews. Tips are provided for structuring values-based interview questions, listening for complete versus incomplete responses, and ensuring best practices in the selection process. The document aims to equip recruiters and hiring managers with effective techniques for values-based interviewing and selection of candidates that fit the organization's culture.
This document provides information on various types of interviews used in the hiring process, including panel interviews, behavioral interviews, stress interviews, and internship interviews. It discusses the purpose and process for each type of interview. Panel interviews involve multiple interviewers to gain different perspectives on a candidate. Behavioral interviews focus on past behaviors to predict future performance. Stress interviews assess how candidates handle pressure. The internship interview explores the fit between the candidate and an internship opportunity. Pros and cons are outlined for each approach along with recommendations for appropriate uses in different situations and roles.
This document provides guidance for conducting employee performance reviews. It outlines how to prepare for the review meeting by considering the employee's performance requirements, conditions, efforts, and accomplishments. It also discusses how to structure the meeting by setting an agenda, presenting performance information and feedback, discussing the performance rating, and putting together an action plan. The key aspects of an effective review meeting are presenting factual information, focusing on performance not personal issues, engaging the employee in discussion, and gaining their acceptance of the review outcome.
The document discusses taking an evidence-based approach to decision making. It explains that an evidence-based approach involves using the best available evidence from multiple sources to increase the likelihood of a favorable outcome. It outlines four sources of evidence: scientific literature, organizational data, practitioner experience, and stakeholder values. The document provides an example decision around improving graduate productivity and engagement and walks through analyzing different evidence sources to determine the most trustworthy information to make the best decision.
Dow University of Health Sciences conducts different types of interviews for selection, appraisal, and promotion purposes. Selection interviews involve behavioral and situational questions asked by an interview panel, while appraisal interviews discuss employee performance with supervisors. Structured interviews are more valid than unstructured at predicting job performance because they keep interviewers focused on relevant behaviors and answers. The study assessed Dow University's interview practices to understand how interviews are used and what factors influence outcomes.
The document discusses effective practices for internship programs. It emphasizes defining success from both the intern and employer perspective. Key aspects include determining your ability to support an intern, selecting the right candidate through a thorough application and interview process, onboarding and training the intern, managing expectations through goal-setting, and assessing performance through feedback. The overall goal is to create a mutually beneficial experience where interns gain valuable skills and employers meet organizational needs.
The document provides an overview of HR management training topics including HR planning, recruitment, selection, training and development, performance management, and career management. It then discusses several HR processes in more detail, including manpower planning, recruitment sources and techniques, selection tests and their advantages/disadvantages, training need analysis, and evaluating training effectiveness.
The document provides tips for creating award-winning entries for communication awards. It discusses the three types of entries judges typically see: advance strategy, after the fact, and a bit of both. It emphasizes that entries planned from the beginning as winners are most likely to win by fully addressing the award criteria. The criteria covered include need/opportunity, intended audience, goals, objectives, solution/overview, implementation challenges, and measurement/evaluation. Examples are provided for how to effectively address each criteria. Tips are also given on following submission instructions to avoid disqualification.
This document provides guidance for conducting interviews for supervisory and managerial positions. It discusses preparing for interviews, including reviewing job requirements and developing job-related questions. It recommends a five-step interview process: introduction, obtaining information, discussing the position, responding to questions, and concluding the interview. The document lists do's and don'ts for questions, potential interview pitfalls, and provides examples of different types of interview questions for various positions.
Here are some behavioral responses to those questions:
What do you do if you disagree with your boss?
In my past role, there was a time when I disagreed with my manager's approach to a project. I asked to meet with them to discuss my concerns and provide an alternative solution with evidence to support it. We had a respectful discussion where we both provided input and ultimately found a compromise that worked better for the team and customers.
What does it mean to be a team player?
For me, being a team player means putting the success of the team above individual goals. It's about supporting my colleagues, respecting different viewpoints, taking on extra work when needed, and celebrating wins as a group. Past
The document discusses the selection process used to choose appropriate candidates for job vacancies. It defines selection and lists its objectives such as reducing costs and turnover. Various selection methods are described - application evaluation, interviews, tests, background checks and medical exams. The accuracy and effectiveness of each method is also assessed. The selection process involves shortlisting applications, conducting interviews, and selecting or rejecting candidates based on the evaluation results. The goal is to choose candidates that are best qualified for the role while maintaining a cost-effective selection process.
The document discusses the employee selection process, including defining the steps as job analysis, identifying job requirements, selecting assessment methods, evaluating reliability and validity, and using assessments to evaluate applicants. It also covers interviewing candidates, reference checks, tests of cognitive and physical abilities, and personality assessments. The goal is to outline an effective, legally compliant selection process.
The document discusses competency-based human resource (HR) management. It provides a framework for building a competency-based HR system aligned with business strategy. Key aspects include developing a competency model, using competency-based interviewing for selection, competency-based career planning, training & development, and performance management. Competencies are defined as a combination of skills, attitudes, and knowledge reflected in observable job behaviors. Competency models focus on how jobs are performed rather than just tasks. Competency-based approaches aim to improve the accuracy and objectivity of HR functions.
The document provides guidance on effective interviewing techniques. It emphasizes the importance of structuring interviews by preparing questions in advance based on the job description and using the same process for all candidates. Conducting panel interviews with multiple interviewers is recommended to improve objectivity. Questions should focus on assessing past behaviors and abilities to handle hypothetical situations. The interview should be led by establishing rapport before diving into questions to evaluate fit for the role.
Similar to Unaids cbi guide for panel members (20)
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This curriculum vitae is for Eija Esimerkki, who has over 15 years of experience in marketing and communications management roles. She currently works as the Marketing and Communications Manager for Company Z, and has previously held positions as Marketing Manager for Company Y and Communications Manager for Company X. Eija received an MSc in Business Administration from Helsinki School of Economics and Business Administration in 1999.
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A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
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We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
3. CONTENT
WHAT IS COMPETENCY-BASED INTERVIEWING? 4
AND HOW DOES IT WORK? 4
HOW DOES THE APPROACH WORK? 5
LOOKING FOR EVIDENCE 5
PREPARING FOR THE INTERVIEW 6
USING THE COMPETENCY FRAMEWORK 6
APPLYING THE COMPETENCY FRAMEWORK 7
DERIVING A QUESTION FROM THE FRAMEWORK 8
A STEP-BY-STEP APPROACH 9
BALANCE ACHIEVEMENTS AND ADVERSITY 10
SAMPLE QUESTION MIX 1 11
SAMPLE QUESTION MIX 2 12
TYPES OF QUESTIONS 13
QUESTIONS TO AVOID 14
CONDUCTING THE INTERVIEW 15
HOW TO PRESENT YOURSELF 15
STAYING ON TRACK 16
PROBLEM SOLVING 17
TAKING NOTES 18
RATING THE RESPONSES 19
EVALUATING CANDIDATE ANSWERS 19
RATING CANDIDATE RESPONSES 20
SCORING TEMPLATE 21
SAMPLE QUESTIONS 22-23
4. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
45
WHAT IS COMPETENCY-BASED INTERVIEWING?
AND HOW DOES IT WORK?
Why is it important?
Competency-based interviewing, also called behavioural interviewing, is based on a simple premise, which is that the best
predictor of what a person will do in the future is what that person did in the past in a comparable situation.
What is your main goal in conducting a competency-based interview?
Given this premise, as a selection panel member, you have a specific aim in mind when conducting a competency-based
interview - to understand and assess the candidate’s past behavior.
Past performance is the best predictor of future performance
UNDERSTAND
PAST BEHAVIOUR
How does competency-based interviewing differ from other forms?
In more traditional forms of interviewing, the interviewers ask questions that are relevant to what they are looking for, but
without any specific aim in mind other than getting an overall impression of the candidate. With this form of interviewing,
questions are meant to gather general information but do not seek evidence of any specific competencies or experience.
The candidate is assessed on the general impression he or she leaves and scoring is likely to be much more subjective.
What are the advantages of competency-based interviewing?
Competency-based interviews are significantly more objective and predictive, with numerous studies confirming that it is
at least 55% predictive, compared to 10% for traditional interviews.
60
50
40
30
20
10
0
Traditional
Competency based
PREDICT
FUTURE BEHAVIOUR
>>>>>>>>>>>>>>>>>>>>>>>>
5. 45
UNAIDS
Looking for evidence—the basic question structure and sequence
In any response from a candidate, you, as a selection panel member, are looking for evidence that the candidate
has demonstrated the required competency in the past, in a way and to a level of mastery that he or she will need to
demonstrate in the future.
The evidence you are looking for can best be assessed if a candidate provides a response that includes
three main components, as outlined below.
This approach provides a useful question structure to the selection panel members. It can be equally
helpful to candidates in terms of helping them to prepare for the interview.
HOW DOES THE APPROACH WORK?
LOOKING FOR EVIDENCE
QUESTION SEQUENCE
SITUATION
A specific instance
in which the candidate has
demonstrated the competency
ACTION
What the candidate did
to demonstrate the competency
OUTCOME
What results were achieved
WHAT YOU ARE LOOKING FOR
Ask the candidate to provide an
example of a situation he or she
was in, or a task that needed to be
accomplished. What you are looking
for is a specific event or situation,
not a generalized description of
what a candidate did in the past.
This is the evidence you are looking
for—what the candidate did,
how he or she handled the situation.
To make sure you get adequate inputs,
you may need to use the probing
questions at the right.
Find out from the candidate what
results he or she achieved, what was
accomplished, and what the candidate
learned from the experience.
SAMPLE QUESTIONS
Describe a specific situation
when you…
Tell me about a time when you…
In the past, have you ever….
What did you do?
How did you approach it?
What was your role?
What was the outcome?
What did you learn?
Have you applied what you learned?
6. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
67
PREPARING FOR THE INTERVIEW
USING THE COMPETENCY FRAMEWORK
The role of the UNAIDS Secretariat Competency Framework
As the introduction to it states, ‘Competencies help us to get the right person for the job by focusing not only on
qualifications and experience, but on demonstrated skills and behaviours’.
In your role as a selection panel member, the Competency Framework is an important tool to focus on the values
and competencies you should be looking for.
How to use the Framework in competency-based interviewing
The Competency Framework is an essential source document for you in preparing for an interview. It provides:
■ A definition of the competency
■ An explanation of why it is important
■ A listing of concrete ways in which it can be demonstrated in the workplace.
VALUES
CORE COMPETENCIES
MANAGERIAL COMPETENCIES
Vision and
strategic
thinking
Leading
teams
Managing
performance
and resources
Developing
and empowering
others
Exercising
sound
judgement
Working
in teams
Communicating
with impact
Applying
expertise
Delivering
results
Driving change
and innovation
Being
accountable
Integrity Respect for diversityCommitment to the
AIDS response
Building
relationships
and networks
7. 67
UNAIDS
All three sections of the Competency Framework - Values, Core Competencies and Managerial Competencies -
should be reflected in the question structure the selection panel develops.
The demonstration of all three Values is a fundamental requirement for every staff member in all ways described
in the Competency Framework.
The selection panel should, as a matter of principle, assess the candidate’s Commitment to the AIDS response.
Because it is expected that all candidates will demonstrate this commitment, the panel should only consider
as noteworthy an inability of a candidate to demonstrate it.
The assessment of core competencies, as defined by the Job Profile, should always be part of an interview.
The panel will want to give particular attention to the following core competencies:
Applying expertise: this competency provides the basis for assessing the candidate’s technical/substantive expertise
Delivering results: this competency provides the basis for assessing significant past results achieved by the candidate
The selection of managerial competencies will depend upon the Job Profile. However, because of its special
link to managerial effectiveness, panels will want to give special consideration to including Leading teams
in the mix of questions to be addressed to a candidate.
PREPARING FOR THE INTERVIEW
APPLYING THE COMPETENCY FRAMEWORK
VALUES
Integrity Respect for diversityCommitment to the
AIDS response
CORE COMPETENCIES
Working
in teams
Communicating
with impact
Applying
expertise
Delivering
results
Driving change
and innovation
Being
accountable
MANAGERIAL COMPETENCIES
Vision and
strategic
thinking
Leading
teams
Managing
performance
and resources
Developing
and empowering
others
Exercising
sound
judgement
Building
relationships
and networks
8. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
89
PREPARING FOR THE INTERVIEW
DERIVING A QUESTION FROM THE FRAMEWORK
The Competency Framework provides the information
needed to develop effective interview questions.
The challenge is how to turn that information into questions.
Let’s take the example of Delivering results.
The selection panel has three options, as outlined below.
QUESTION
BASED ON
THE DEFINITION
QUESTION
BASED ON
A SINGLE
INDICATOR
QUESTION
BASED ON
SEVERAL
INDICATORS
Definition: This competency is about showing initiative and delivering high-quality results in
line with agreed objectives (….).
Competency-based question:
Please provide an example of when you have demonstrated initiative
and delivered a high-quality result.
Behavioural indicator: Set challenging performance goals, plan work carefully, and define
their work in terms of results
Competency-based question:
Could you tell us about a situation when you have set yourself a challenging goal?
Behavioural indicators:
■ Set challenging performance goals, plan work carefully,
and define their work in terms of results
■ Effectively manage time and deliver high quality work
while maintaining composure under pressure
■ Demonstrate good judgment regarding how far to push issues for best results
Competency-based question:
Describe a situation where you had to achieve a challenging goal with unclear guidance
but a great deal of pressure to deliver.
9. 89
UNAIDS
How to prepare for the interview
Pre-panel discussion
All questions should be prepared in advance and reviewed as part of a pre-panel discussion. At this time, the panel will also
make sure to agree to a single set of questions — the same questions that will be addressed to all candidates.
PREPARING FOR THE INTERVIEW
A STEP-BY-STEP APPROACH
STEP
1.
2.
3.
4.
5.
6.
WHAT TO DO
Check for
minimum essential requirements
Review
the Job Profile for the position
Consult
the Competency Framework
Select a mix of competencies
Draft technical/substantive
competency-based questions
Draft other competency-based
questions
DETAILED ACTION
Ensure that candidates meet the minimum requirements for
the position — education, experience and language required.
Review the entire profile, with particular attention to the
required UNAIDS Values, Core Competencies, and, as
required, Managerial Competencies.
Based on the Job Profile, identify the 4-6 competencies that
are most pertinent to the job responsibilities (see below).
For all jobs:
■ Include a question on
Commitment to the AIDS response
■ Select Applying expertise to assess
substantive/technical expertise
For jobs without management responsibilities:
■ Select 3-4 competencies from
the list of Core Competencies
For jobs with management responsibilities:
■ Select 6 competencies, of which 2 or 3 should be
from the Core Competencies and 3 or 4 should be
from the Managerial Competencies
To assess technical/substantive competence, managers draft
two or three questions, referring to Applying expertise
(one of the Core Competencies).
Human Resources take the lead in drafting suggested
questions and submitting them to managers for review.
10. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
1011
PREPARING FOR THE INTERVIEW
BALANCE ACHIEVEMENTS AND ADVERSITY
Balancing questions
In preparing your list of questions, aim to balance questions
that deliberately seek evidence about candidate achievements
— results, innovation, team leadership — with questions that
seek evidence about challenges or difficulties encountered.
It is important for you, as the selection panel member, to
provide the candidate with ample opportunity to provide
evidence of significant achievements and results, and how
these were achieved. Sometimes, of course, a candidate may
select to talk about a situation where, as a result of facing
adversity, he or she was able to achieve a significant result. In
case this does not happen, given the reality of organizational
life, you should also intentionally seek evidence on how the
candidate has faced adversity.
Note that any competency lends itself to either type of
question, as the table below illustrates.
COMPETENCY
COMMUNICATING
WITH IMPACT
WORKING
IN TEAMS
BEING
ACCOUNTABLE
ACHIEVEMENT ORIENTED QUESTION
Describe a situation in the past when you were
able to persuade someone who was difficult
to persuade to agree with your way of thinking
on a substantive issue.
Give us a specific example of when you were
able to proactively resolve conflict within a
team before it escalated.
Tell us about a time when you used the
resources assigned to you in the most cost
effective way.
ADVERSITY ORIENTED QUESTION
Describe a time when you were not able
to persuade someone who was difficult to
persuade to agree with your way of thinking
on a substantive issue.
Give us an example of a time when you were
not able to satisfactorily resolve conflict with a
member of your team.
Describe a situation where you felt it was
justifiable not to adhere to organizational rules
and regulations.
11. 1011
UNAIDS
DELIVERING
RESULTS
APPLYING
EXPERTISE
WORKING
IN TEAMS
DRIVING CHANGE
AND INNOVATION
In your current position, what is the most significant result you have achieved?
■ What made it significant?
■ What challenges did you face? How did you overcome them?
■ What was the outcome? What did you learn from it?
Give us an example of a time when you have applied a best practice
concept or principle in your work.
■ How did you become aware of its being considered best practice?
■ What was the benefit to UNAIDS of the application of this principle?
■ How do you stay informed of best practices in your area?
Tell us about a time when it was difficult for you to be supportive of a team member
based on differences in your work styles or work habits.
■ How did you handle the situation?
■ With the benefit of hindsight, would you handle the situation differently?
Provide us with an example of a time when it was difficult for you
to accept a change at work.
■ What made it difficult?
■ How did you deal with the situation?
■ How did you feel during the process?
Possible questions
PREPARING FOR THE INTERVIEW
S AMPLE QUESTION MIX 1
Title: Assistant, G5 level of responsibility
The required UNAIDS Values and Core Competencies as they appear in the Job Profile:
VALUES
1. Commitment to the AIDS response
2. Integrity
3. Respect for diversity
CORE COMPETENCIES
1. Working in teams 4. Delivering results
2. Communicating with impact 5. Driving change and innovation
3. Applying expertise 6. Being accountable
12. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
1213
PREPARING FOR THE INTERVIEW
S AMPLE QUESTION MIX 2
Title: UNAIDS Country Coordinator, P5 level of responsibility
The required UNAIDS Values, Core Competencies and Managerial Competencies as they appear in the Job Profile:
VALUES
1. Commitment to the AIDS response 2. Integrity 3. Respect for diversity
CORE COMPETENCIES
1. Working in teams 2. Communicating with impact 3. Applying expertise
4. Delivering results 5. Driving change and innovation 6. Being accountable
MANAGERIAL COMPETENCIES
1. Vision and strategic thinking 2. Leading teams 3. Managing performance and resources
4. Developing and empowering others 5. Exercising sound judgement 6. Building relationships and networks
COMMUNICATING
WITH IMPACT
DRIVING CHANGE
AND INNOVATION
BUILDING
RELATIONSHIPS
AND NETWORKS
LEADING TEAMS
EXERCISING
SOUND JUDGMENT
Describe a time when it was crucial for you to hold the interest
of an audience and to be persuasive.
■ How did you know that you were holding the interest of the audience?
■ What indicators did you have that you were persuasive?
■ Towhatextentwasthissituationtypicalofyourabilitytocommunicatewithimpact?
Describe a key innovation you introduced in your current
or past position despite some risks.
■ What challenges did you face? How did you overcome them?
■ What was the contribution of the innovation to the organization?
■ How do you drive innovation and change with your team?
Identify an important partnership that you have developed
and describe its importance to the organization.
■ To what extent did this initiative call upon your ability to negotiate?
■ What is the importance of the partnership to the work of UNAIDS?
Describe a time you had to champion the team you were leading even though
it was receiving criticism from other parts of the organization.
■ What was the reason your team was receiving criticism?
■ What did you do to address the criticism and to champion your team?
■ How did you feel during the process?
Describe a difficult decision you took when it would have been easier to avoid it.
■ What prompted you to take the decision?
■ What risks did you face?
■ In retrospect, do you feel you took the right decision?
Possible questions
13. 1213
UNAIDS
In a competency-based interview, the great majority of questions should be open-ended or ‘open’ questions,
with only a few ‘closed’ questions, as needed to clarify points of fact.
OPEN
QUESTIONS
The most valuable
type of question for
a competency-based
interview
CLOSED
QUESTIONS
This type of question
should only be used
when it is essential to
clarify a point of fact.
This type of question is the one that you will use most frequently in a competency-based
interview. It cannot be answered with a simple “yes” or “no”, or with a specific piece of
information. This type of question gives the candidate scope to respond as he or she
feels is appropriate.
Your lead (or first) question for any competency will generally be an open-ended
question phrased as a statement which requires a response.
■ Describe a situation when you faced a major ethical dilemma.
■ Give us a specific example that would best illustrate your team leadership skills.
Follow-up or probing questions will generally be open-ended questions phrased
as actual questions.
■ How did your actions help the team or its members in overcoming any challenges?
■ What did you personally contribute to this outcome?
■ How were you feeling at the time?
■ Why did you decide to take this action?
A closed question can normally be answered using a simple ‘yes’ or ‘no’,
or a specific simple piece of information.
■ Was this the result you set out to achieve?
■ Did you complete this project within the allowable budget?
■ Were you able to complete the assignment within the deadline?
PREPARING FOR THE INTERVIEW
TYPES OF QUESTIONS
14. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
1415
PREPARING FOR THE INTERVIEW
QUESTIONS TO AVOID
LEADING
QUESTIONS
HYPOTHETICAL
QUESTIONS
COMPARATIVE
QUESTIONS
QUESTIONS THAT
INVADE PRIVACY
This type of question should not be used because it suggests a response,
either positive or negative, to a candidate.
■ You consulted your supervisor prior to taking this course of action, didn’t you?
■ Weren’t you aware that this was in direct contravention of organizational policy?
■ You do believe in respect for diversity, don’t you?
These questions encourage a candidate to describe what he/she would do if faced with a
particular situation. They should be avoided because they do not ask the candidate about
past behaviour.
■ How would you manage an under-performing staff member?
■ How would you handle a conflict between two staff members reporting to you?
■ What do you think would be the most significant challenge in the job you are applying for?
This type of question should be avoided because it encourages the candidate
to compare differences in past experiences, rather than to describe past behaviour.
■ Which would you say was the most stressful experience you have had?
■ How do the responsibilities in your current job compare to those you have had in the past?
Avoid any question that invades the privacy of a candidate or any staff member
of the organization. For further information, please consult Human Resources.
The following types of questions should not be used
during a competency-based interview.
15. 1415
UNAIDS
How you, as the selection panel member, present yourself has an important impact on the outcome
of the interview. This is especially important in UNAIDS as the majority of interviews are done by video
conference. The following are some suggestions to help you be at your best.
Be prepared
Make sure that you come to the interview well prepared. This means that you:
■ Have ensured that the candidate meets the minimum requirements for the position
■ Are familiar with the candidate’s curriculum vitae and current job
■ Have participated in a pre-panel discussion to finalize a list of questions
■ Have reviewed the Job Profile for the position in question
■ Have ensured a good mix of questions
■ Are aware of which question(s) you will be expected to ask
■ Have ensured that the questions are appropriate to the responsibility level of the position.
Put the candidate at ease
Even candidates who have had many interviews find the thought of a job interview stressful—it is their career that is at
stake, after all. Perhaps just as important for many is the feeling that their self worth is at stake. Every candidate would like
to do well in the interview. So what can you do to create a comfortable environment?
■ Greet the candidate warmly
■ Make sure that he or she feels welcome and is comfortably seated
■ Make sure to introduce yourself (and other panelists) to the candidate
■ Explain the goal of the interview and the process that you will be using
■ Indicate to the candidate the likely length of the interview
■ Explain that you will be taking notes in order to have a record of what was said
■ Explain what the candidate should do if a question is unclear, or if the candidate would like to have it repeated.
Body language
Maintain neutral, professional body language at all times during the interview.
Do not in any way indicate whether you thought a response was ‘good’ or ‘bad’. Simply record what the candidate says and
move on to the next question.
CONDUCTING THE INTERVIEW
HOW TO PRESENT YOURSELF
16. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
1617
CONDUCTING THE INTERVIEW
STAYING ON TRACK
Focus on what seems significant
After you have asked your lead question, the one that asks
the candidate to describe a particular situation, follow up
on specific aspects of it. Ask questions like:
■ Tell me more about how you were involved
■ You mentioned…tell me more about that
■ What was your role in…?
■ What part of the project did you lead?
Keep the candidate focused on actual past events
Keep your follow-up questions brief, specific, and in the past tense.
■ What did you do then?
■ What were you thinking when that happened?
■ What did you say?
■ What led up to that decision?
Keep the candidate focused on his or her role in those situations
If the candidate talks about ‘we’, ask ‘What was your role’?
If the candidate is talking about generalities, or going into too much detail, redirect the candidate to specifics by
saying something like, ‘What did you do in this situation?’
Probe for thoughts and feelings behind actions
Questions about thoughts, feelings and reactions can provide information about what a candidate values or
how he or she is motivated, and will assist you in evaluating behaviours expected in connection with specific
competencies.
■ How did you reach that conclusion?
■ How did you know what to do in that situation?
■ What was your reaction to that?
■ What were you thinking at the time?
■ How did you feel during the process?
■ What did you find satisfying/frustrating about that?
The most important challenge you are likely to face during the
interview itself is to keep the candidate on track, allowing you to
collect as much evidence as possible of how the candidate has
demonstrated the required competencies in the past.
17. 1617
UNAIDS
CONDUCTING THE INTERVIEW
PROBLEM SOLVING
In addition to needing to keep the candidate on track, you are likely to encounter a number of other challenges
during a competency-based interview. You may find it helpful to use the following approaches.
IF THE CANDIDATE…
Appears uncomfortable
Selects what appears to be
an insignificant situation
Selects an ‘old’
(more than 5 years ago)
example
Does not select any
examples from his
or her current job
Does not mention
any result/outcome
of the situation
Responds with a confusing
answer, without a clear line
of thought
Appears very ‘rehearsed’,
very familiar with
the methodology
YOU MIGHT WANT TO TRY THESE APPROACHES…
■ Start the interview with a warm-up question to help the candidate feel
comfortable with the panel members
■ Politely interject to direct the candidate to a more pertinent example
■ When he or she has finished, request an additional example that would illustrate
the point
■ If the situation is about a team/interpersonal conflict, do not intervene, as these
may only have occurred infrequently. At the end, make sure to ask, ‘What did you
learn from this?’
■ If the situation is about a significant result, achievement or innovation, ask right
away whether the candidate could identify a more recent example
■ If the candidate has been in the job for less than a year, is very new to the UN/
UNAIDS, or has had an unclear assignment/job description for some time, do
not intervene
■ If the candidate has been in the job for more than a year, and you are getting
close to the end of your questions, when a candidate finishes describing a
situation, ask if he or she could also identify a more recent example
■ Simply ask what the result was
■ If it is not clear what the candidate’s role was in achieving the result, make sure to
ask, ‘What was your role in achieving this result?’
■ Consider asking, ‘What did you learn from this?’
■ Ensure you ask all planned questions—those that would prompt a candidate to
describe the SITUATION-ACTION-OUTCOME at what appears to be the most
appropriate moment
■ DO NOT, however, go so far as to attempt to help the candidate to provide a
more coherent response
■ This offers an excellent opportunity for you to make full use of probing questions,
exploring in detail not only what the candidate did—the action he or she took—
but also what he or she was thinking at the time, and how he or she felt about it
18. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
1819
Question: Describe a key innovation you introduced in your current position despite some risks.
By recording, as possible, both what the candidate said and your observations in the moment, you create a solid base
for rating the response. Referring to the sample above (which is, in reality, just an extract of actual notes taken),
you would probably give a low rating to the candidate on this particular question. By recording both what was said
and your in-the-moment reactions, you would easily be able to justify this low rating. The observation about
‘no mention of risk’ is very important to have made in the moment, as it is the kind of observation that you might
otherwise forget when it comes to rating.
CONDUCTING THE INTERVIEW
TAKING NOTES
WHAT WAS SAID
■ the way I lead a team
■ team was dispirited
■ I got to know everybody, then had a retreat
■ developed a vision of what to do differently
■ made a contract with them-things we agreed to
■ achievement was a harmonious
and productive work environment-we’re all happy
OBSERVATIONS
Not sure this qualifies
as ‘innovation’…?
Nothing innovative here
No mention of risk
Would have been better to hear about
the results that the team achieved
In general, the more notes you take, the better off
you are in terms of being able to evaluate
and rate the candidate responses.
Set up a side-by-side format for yourself or use
the Scoring Template on p.21. A format that allows
for one side for notes, the other for observations,
works well when you are trying to record
as much as possible with very limited time.
19. 1819
UNAIDS
No ‘right’ or ‘wrong’ answers
In competency-based interviewing, there are no right or wrong answers, only strong or weak ones in terms of the evidence
a candidate has provided that he or she has demonstrated the competency in question in the past.
Evaluating the evidence provided by the candidate
The following considerations will assist you in evaluating the evidence provided.
Excellent evidence
Good evidence
Adequate evidence
Little evidence
■ The candidate identified a meaningful situation that allowed for a full demonstration
of the competency in question
■ The actions that the candidate took in the situation demonstrated many facets
of the competency/a wide range of behaviours associated with the competency
■ The outcome or results achieved were meaningful to the organization
■ The candidate identified a situation that allowed for a demonstration
of the competency in question
■ The actions that the candidate took in the situation demonstrated most of
the facets of the competency/most behaviours associated with the competency
■ The outcome or results achieved were valuable to the organization
■ The candidate identified a situation that allowed for a demonstration
of the competency in question
■ The actions that the candidate took in the situation demonstrated a few facets
of the competency/a few behaviours associated with the competency
■ The outcome or results achieved were valuable to the organization
■ The candidate identified a situation that did not clearly allow for a demonstration
of the competency in question
■ The actions that the candidate took in the situation demonstrated very few facets
of the competency/very few behaviours associated with the competency
■ The outcome or results achieved were not clear or did not seem significant
See overleaf for the rating scale associated with the above levels of evidence.
RATING THE RESPONSES
EVALUATING CANDIDATE ANSWERS
20. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
2021
The rating scale
Candidates are rated on every individual competency, on a standardised scale, as indicated below.
5 excellentevidence,demonstratedmasterofcompetency
4 goodevidence,demonstratedexpertofcompetency
3 adequateevidencefortheposition,demonstrateduserofcompetency
2 littleevidence,demonstratedbeginneruserofcompetency
1
almostnoevidence,basicawarenessofcompetency,
butnodemonstrateduse
0 noawarenessordemonstrateduseofcompetency
RATING THE RESPONSES
RATING CANDIDATE RESPONSES
21. 2021
UNAIDS
RATING THE RESPONSES
SCORING TEMPLATE
SITUATION
ACTIONS TAKEN
OUTCOME/RESULTS
ACHIEVED
Name of candidate
Competency
Question asked
OBSERVATIONS/COMMENTS
0
No awareness
1
Almost no evidence
2
Little evidence
3
Adequate evidence
4
Good evidence
5
Excellent evidence
22. COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS
2223
CONDUCTING THE INTERVIEW
S AMPLE QUESTIONS
Commitment to
the AIDS response
Integrity
Respect for diversity
■ Can you describe a time when you were faced with an issue of stigma or discrimination
towards people living with HIV?
■ Tell us about a time when you have demonstrated your personal commitment
to the AIDS response through a decision you made or an action you took.
■ Can you tell us about a time that you have faced an ethical dilemma?
■ Please provide an example of when you have taken prompt action
against unprofessional or unethical behaviour.
■ Describe a situation at work that was related to a cultural misunderstanding
and how you handled it.
■ Tell us about a time when you became aware of a personal bias you had
and the steps you took to address it.
VALUES
Working in teams
Communicating
with impact
Applying expertise
Delivering results
■ Please provide us with an example of time when you found it difficult to work
in a team because of differences you had with other team members and
how you dealt with the situation.
■ Tell us about a time when your commitment to a team allowed the team
to achieve a significant result.
■ Describe a situation where you have had to explain a complex procedure
to a new staff member.
■ Can you give an example of how you have had to persuade
a difficult party/person to your way of thinking on a substantive issue?
■ Tell us about a time when you have demonstrated knowledge and
expertise in (insert applicable technical or substantive expertise in question).
■ Please provide an example of a time when you have taken the initiative to update
your knowledge and skills.regulations and what the outcome of that situation was.
■ Can you give an example of when you have acknowledged
your own shortcomings and those of the team?
■ Describe the most significant result you have achieved.
■ Given an example of when you have set and achieved a challenging performance goal.
CORE COMPETENCIES
23. 2223
UNAIDS
CONDUCTING THE INTERVIEW
S AMPLE QUESTIONS
Driving change
and innovation
Being accountable
■ Describe a key innovation you introduced in your current or
past position despite some risks.
■ Tell us about a time when you have shown a willingness
to adapt to a changing environment.
■ Describe a time when you considered not adhering to organizational rules and
regulations and what the outcome of that situation was.
■ Can you give an example of when you have acknowledged
your own shortcomings and those of the team?
Vision and
strategic thinking
Leading teams
Managing performance
and resources
Developing and
empowering others
Exercising sound
judgment
Building relationships
and networks
■ Describe a process that you have used to define a new vision
and direction for an organizational unit (unit, section, division).
■ Give an example of when you have had to deal with resistance to
organizational vision and direction and how you have handled that situation.
■ Tell us about a time when you have inspired a team to go beyond
what they believe they can do.
■ Describe a time when you had to manage a demotivated,
dispirited team and what you did to turn the situation around.
■ Provide an example of when you have dealt with poor performance
or poor compliance to rules and how you handled that situation.
■ Can you tell us about a time that you became aware that work load
was unevenly distributed and what action you took to make it more equitable?
■ Can you tell us about a time when you have developed
and empowered staff that you supervise?
■ Describe a situation where you became aware of a lack of trust
in a unit you were leading and how you handled the situation.
■ Describe a time when you felt you showed poor judgment
and how you addressed the situation.
■ Please tell us about a time when you had to make a difficult decision
and how you went about it.
■ Describe a challenging situation involving your stakeholders and how you,
by anticipating their needs, took proactive steps to resolve the situation.
■ Please provide an example of when your formal and informal networks allowed you to
achieve an important result and why this was possible.
MANAGERIAL COMPETENCIES