Behavioural Interview PDF

Competencies for Canadas Substance Abuse Workforce
SECTION II Guide to Competency-based Interviewing
Canadian Centre on Substance Abuse
This package was published by the Canadian Centre on Substance Abuse (CCSA). Suggested citation: Canadian Centre on Substance Abuse. (2010). Competencies for Canadas substance abuse workforce. Ottawa, ON: Canadian Centre on Substance Abuse. This is a living document, which CCSA may revise and update to reect the latest evidence and research. Copyright 2010 by the Canadian Centre on Substance Abuse (CCSA). All rights reserved.
For additional copies, contact CCSA, 75 Albert St., Suite 500 Ottawa, ON K1P 5E7 Tel.: 613-235-4048 Email: competencies@ccsa.ca
These documents can also be downloaded as a PDF at www.cnsaap.ca Ce document est galement disponible en franais sous le titre : Comptences de base pour les intervenants canadiens en toxicomanie
ISBN 978-1-926705-16-3
SECTION II: GUIDE TO COMPETENcY-BASED INTERVIEWINg
Contents
INTRODUCTION ............................................................................................................ BEHAVIOURAL QUESTIONS ....................................................................................... THE GOAL: BEHAVIOURAL EXAMPLES ................................................................... FALSE BEHAVIOURAL EXAMPLES ............................................................................. LEGAL CONSIDERATIONS IN SELECTION ............................................................. PREPARING FOR THE INTERVIEW ........................................................................... COMMON RATING ERRORS ....................................................................................... USING OCCUPATION-SPECIFIC INTERVIEW TOOLS .......................................... APPENDIX A: GENERIC QUESTION BANK .............................................................
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Guide to Competency-based Interviewing
Behavioural Competencies (v.1)
Introduction INTRODUCTION
INTRODUCTION
INTRODUCTION
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INTRODUCTION
Competencies can be classified as behavioural or technical, although this differentiation is somewhat artificial. (The differentiation reflects the phases of the competencies project; in reality, the technical and behavioural competencies are closely linked. Future versions will combine technical and behavioural into one set of competencies.) The two types of competencies can be defined as follows:
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INTRODUCTIO
Introduction
The professionalism and success of the substance abuse field depends on the quality of the workforcethe employees and volunteersit engages. This guide describes a structured, behavioural approach to conducting interviews. Compared to unstructured approaches, the behavioural approach can greatly increase your chances of making the best selection decisions. A behavioural approach provides critical information about candidates past performance and accomplishments that you can use to predict their performance and accomplishments in the job that you are hiring for. The primary responsibility of the interviewer is to collect behavioural information about the candidates experiences and accomplishments that relate to the target job so that the best selection decision can be made. The interviewer seeks job-related information by assessing competencies. Establishing the competencies required for successful performance of the job is the first and most fundamental step in developing a good selection strategy. A job competency describes any skill, knowledge, ability or other attribute that is required for successful work performance. The skills and competencies required for effective performance will vary depending on the job and whether the position has managerial or supervisory responsibilities. Technical competencies are the knowledge and abilities required when applying specific technical principles and information in a job function or role. Technical competencies are usually learned in an educational environment or on the job. They are the what of a job. Counselling is one example of a technical competency. Behavioural competencies are the abilities, attitudes and values required to perform effectively in a job function or role. Behavioural competencies are typically learned and developed through life experiences. They are the how of performing a job and complement technical competencies. Effective communication is one example of a behavioural competency.
This interview guide focuses on assessing candidate proficiency in behavioural competencies only. Technical competencies are more easily examined through knowledge tests and can be used to screen applicants, as these competencies often relate to education and training. The following set of 18 behavioural competencies has been identified by the CCSA and subject matter experts across Canada as applicable to occupations in the substance abuse field.
Canadian Centre on Substance Abuse.
Section II: Guide to Competency-based Interviewing <<

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CCSA Behavioural Competencies
Adaptability/Flexibility Analytical Thinking and Decision Making Client-centred Change Client Service Orientation Collaboration and Network Building Continuous Learning Creativity and Innovation Developing Others Diversity and Cultural Responsiveness Effective Communication Ethical Conduct and Professionalism Interpersonal Rapport/Savvy Leadership Planning and Organizing Self Care Self Management Self Motivation and Drive
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Teamwork and Cooperation
Behavioural Competencies (v.1) Guide to Competency-based Interviewing
Behavioural Questions BEHAVIOURAL QUESTIONS
BEHAVIOURAL QUESTIONS
II-6 The use of behaviour-based questions has been shown to be one of the most effective structured interviewing strategies. These types of questions are based on the premise that: Past behaviour is the best predictor of future behaviour. Past behaviour is often used to predict future behaviour in all facets of life. For instance, banks lend money more readily to people with a proven track record of paying loans back. People continue to return to shop at stores that have given them good service. The same concept is used in the behavioural interview. The questions aim to obtain information about the candidates past experiences and accomplishments in order to make a reliable prediction about how the candidate is likely to perform on the job. For example: Can you give me an example of a time where you had to deal with a particularly difficult client? To effectively predict future behaviour, behavioural data does not need to come from past positions that are identical to the target position. If the target position involves teaching students in an academic environment, the interviewer gathers information on the candidates teaching experience in past positions. If the target position requires handling marital disputes, the interviewer collects information on the candidates past experience in handling similar conflict situations. The data gathered can include other life experiences, such as volunteer work, that provide information on the candidates
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competencies. The behavioural interview is focused on gathering examples of how candidates performed in previous positions and situations that require the same kinds of competencies as the target position.
The Goal: Behavioural Examples
THE GOAL: BEHAVIOURAL EXAMPLES
BEHAVIOURAL
Behavioural questions are designed to elicit behavioural information about the candidates past experience and accomplishments that relate to the competencies required in the target job. Past experience does not need to be from a job that is the same as the one being interviewed for, since behavioural competencies are transferrable across positions. It is preferable that the experience be work-related (including voluntary work), but personal examples can be given in the absence of work experience.
THE GOAL: BEHAVIOURAL eXaMPLES
THE GOAL
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Knowing a candidates actions is of little use if the interviewer does not understand the circumstances surrounding the actions and the results produced by those actions. Therefore, the answers to behavioural questions need to include the following components in order for the interviewer to fully understand a candidates past behaviour:
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The candidate was involved;
Situation or Task in which the Action
The the candidate took to complete the task or address the situation; and The
Result of the candidates action.

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All of these components are necessary to make an informed judgement about whether the candidate displays the level and quality of behaviour required.
False Behavioural Examples FALSE BEHAVIOURAL EXAMPLES
FALSE BEHAVIOURAL EXAMPLES

II-8 Behavioural examples may be better understood by defining what they are not. They are not:
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BEHAVIOURAL EXAMPLES
Vague Statements
Vague statements are general summaries or descriptions of several past actions. They often contain descriptions of results that are reported in a very general way, as demonstrated in this example: I always had the best interest of the customers in mind and never tried to get pushy or in an argument with anyone. In many cases, the candidates role is not clearly defined, as in: We prepared the report and submitted it to the President in record time. When you, the interviewer, hear false behavioural examples, you must probe further.
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FALSE BEHAVIOURAL EXAMPLES
statements of feelings or opinions future-directed comments about what a candidate will do or would like to do vague statements that cannot be interpreted
All of these are false behavioural examples.
Theoretical or Future-oriented Statements

Theoretical or future-oriented statements provide no information about past behaviour. They indicate what a candidate thinks they would do or should do, not what has been done. I expect to finish my degree next year, and go on to an executive position five years after that. If I had been in charge of that situation, I would have made sure the client got all of the support he needed.
Feelings or Opinions
Feelings and opinions provide no insight into behaviour. These statements are simply an individuals emotional reaction to a situation or event. I am really good at teaching myself how to use new software. I was the best executive assistant and deserved more responsibility.
Legal Considerations in Selection LEGAL CONSIDERATIONS IN SELECTION
LEGAL CONSIDERATIONS IN SELECTION

II-9 Governments have passed human rights laws dealing with employment discrimination. These laws reflect a commitment to provide fair workplace opportunities, as well as recognition that equal opportunity in employment has not existed in many situations in the past. Discrimination...means practices or attitudes that have, whether by design or impact, the effect of limiting an individuals or a groups right to the opportunities generally available because of attributed rather than actual characteristics. (Abella Report on Equality in Employment) As used in human rights laws, discrimination means making a distinction between certain individuals or groups based on a prohibited ground such as race, national or ethnic origin, religion, sex, and physical or mental disability.
LEGAL CONSIDERATIONS IN SELEC
LEGAL CONSIDER
Interview Questions
An interview is conducted to learn more about the suitability of people for a particular job. However, sometimes the information sought during interviews is not relevant to the job being filled and may let discriminatory elements affect the selection process. For example:
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a candidates place of birth has nothing to do with ability height and weight requirements are not always accurate measures of physical strength and may act to screen out women or some racial or ethnic groups that tend to be smaller in stature
History
Human rights laws have been introduced and amended continuously to reflect developments in our understanding and interpretation of discrimination. The number and definition of the prohibited grounds for discrimination included in federal, provincial, territorial and Constitutional protection is expanding. At a minimum, they often include:
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For helpful guidelines on questions to avoid in an interview, consult the Canadian Human Rights Commissions Guide to Screening and Selection in Employment at the following link: http://www.chrc-ccdp.ca/publications/screening_ employment-en.asp.
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Race Colour National or ethnic origin Religion Age Sex (includes pregnancy and childbirth) Sexual orientation Marital status Family status Pardoned conviction Physical or mental disability
Preparing for the Interview PREPARING FOR THE INTERVIEW
PREPARING FOR THE

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FOR THE INTERVIEW
PREPARING FOR THE INTERVIEW
INTERVIEW
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Interviews have a serious purpose. Still, you need to create a friendly, comfortable atmosphere. This can make a big difference in how a candidate performs in the interview and how he or she perceives the job and your organization. Some key factors to consider in preparing for, conducting, and evaluating the interview are described below. You may decide to have a series of interviews or different types of interviews (such as a fit interview), depending on the job you are recruiting for. Ensure that you communicate to the candidate how many interviews are expected, and the purpose and estimated length of each (interviews should be no longer than one hour each). Actual interview tools have been provided separately for several occupational clusters (job groups) within the substance abuse field. Each interview tool includes behaviour-based questions that correspond to the behavioural competencies commonly required for jobs within that occupational cluster (See Section III).
Let candidates know in advance how long the interview will last and provide a few details on the interview process (e.g., if using multiple interviewers). Inform candidates of anything you would like them to bring to the interview (e.g., samples of writing, certificates/diplomas). Schedule enough time between interviews so that you can evaluate each candidate after his or her interview. Arrange an appropriate location for the interview quiet, comfortable and free of interruptions. Have a separate area for those waiting to be interviewed. Review the candidates rsum in detail, in advance, and highlight any specific areas of interest to probe during the interview.
Setting Up the Interview

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Schedule interviews far enough in advance to allow the candidate adequate preparation time. Choose the competencies to focus on during the interview. Determine who the interviewers will be and ensure they have all read the interview guide and questions beforehand. If you have a panel of interviewers (e.g., the manager of the position, a representative from Human Resources and sometimes a peer of the position), be sure to determine who will ask each question and in what order.
Opening the Interview

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Greet the candidate and introduce yourself, giving your name and job title. Offer the candidates a refreshment, as some people become parched or dry-mouthed during interviews. Thank the candidate for his or her interest in the job and for coming in for an interview.

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Briefly describe the job and relevant organizational characteristics to allow candidates to become comfortable in the interview setting. Explain the interview process in a general way. Inform the candidate that you will be taking notes throughout the process. Ask the candidate if he or she has any questions before beginning.
Evaluate candidate responses against the criteria or behavioural examples for each competencyavoid comparing candidate answers. When assigning ratings, consider the behavioural examples provided by the candidate in terms of: Significance: The importance of the examples in relation to the job being filled Recency: The more recent the behaviour, the better it predicts future behaviour. Assign a rating to each competency based on the candidates demonstration of the relevant behavioural indicators.
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During the Interview

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Take notes on the candidates answers during the interview so you have an accurate record of the information to evaluate later. Make periodic eye contact with the candidate to show your interest. For each question, obtain one or more specific examples of the candidates experience and/or accomplishments, ensuring that the candidate describes: The Situation related to the example The Actions taken by the candidate to address the situation The Results of the candidates actions To obtain complete descriptions, ask follow-up questions to clarify or obtain additional information on any one or more of the elements (Situation, Action, and Result). Provide an opportunity at the end of the interview for the candidate to ask questions or clarify the next steps in the selection process.
Evaluating the Interview

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Assess the candidates responses against the competency requirements using the rating criteria in the interview guide. If you have more than one selection board member, each member should do this individually, then members can discuss their results and reach a consensus on the candidate.
Common Rating Errors COMMON RATING ERRORS
COMMON RATING
II-12 It is important to be aware of the most common types of rating errors that can occur during candidate assessment. Be aware of the following issues to ensure that your ratings are fair:
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COMMON RATING ERRORS
COMMON RATING ERRORS
ERRORS
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Allowing ratings in one competency to influence ratings for other competencies. For example, allowing a high rating for Effective Communication to bias a rating for Creativity, regardless of the candidates performance on Creativity. Rating all competences at the middle of the rating scale (for example, giving mostly 3s on a 5-point scale). Remember that a high rating does not indicate perfect performance; it means demonstrating more of the behaviours required for a competency than is generally exhibited. Similarly, a low rating does not mean the candidate does not possess the competency; it means the he or she did not demonstrate the required behaviours with his or her answers. Giving high or low ratings to all candidates, regardless of their actual performancebeing too strict or too lenient.
Allowing prejudices about certain groups of people or personalities to interfere with being able to fairly evaluate a candidates performance. Refrain from considering any non-performance-related factors when making rating decisions.
Giving higher than deserved ratings to candidates who appear similar to you. People have a natural tendency to prefer others who are similar in various ways to themselves. Concentrate on the responses given by the candidate rather than on the outward characteristics and personality of the candidate.
Using Occupation-specific Interview Tools USING OCCUPATION SPECIFIC INTERVIEW TOOLS
USING OCCUPATION SPECIFIC INTER
OCCUPATION
An occupation-specific interview tool has been developed for each of the seven occupational clusters identified in the substance abuse workforce. Each tool provides a selection of sample behavioural questions for the competencies and proficiency levels relevant to the seven occupational competency profiles. The tools also include procedures for conducting the interview and evaluating candidate responses. It is important to understand that these tools are useful templates for your interview process, but they might not accurately represent the competencies required for the position for which you are interviewing. Review each tool before use to determine if the suggested competency profile is relevant. If not, review the behavioural competencies to determine which competencies and/or proficiency levels you should change to give a more accurate representation. A brief overview of the steps involved in identifying the relevant competencies for a profile has been provided in Behavioural Competencies for Canadas Substance Abuse Workforce, v.1 (see Section I). Keep in mind that a job competency profile should only include the critical competencies required for the job, not those that are nice to havei.e., not essential to performing the job successfully. Preferably, there are no more than 12 competencies per profile. After confirming the relevant competency profile (competencies and proficiency levels), you must then determine which competencies you will assess in the interview and which questions you will ask. Sample questions have been provided for the relevant proficiency levels for the suggested profiles. Appendix A of this document contains a generic interview bank to assist you in selecting and adapting

USING OCCUPATION SPECIFIC INTERVIEW

II-13 alternate questions if a different competency profile is used. Do not expect to assess all competencies by interview. It would take much far too much time, and some competencies are better assessed through other methods (e.g., reference checks, knowledge tests or simulations). For a one-hour interview, a reasonable number of questions to ask would be five to seven. To determine which questions to ask, consider the relative importance of a competency to the position. Also, review the competencies for overlap to determine if asking a question on one competency will provide information on another competency that can then be excluded. Overlapping competencies are identified in Behavioural Competencies for Canadas Substance Abuse Workforce, v.1. You might choose to assess the same competency using more than one method if it is very important for the position. For example, if Interpersonal Rapport/Savvy is more important than other competencies, you may wish to assess this in both the interview and through a reference check. Alternatively, you can ask two questions on this competency instead of one in the interview. Questions can be used for reference checking by adapting the text to ask about the candidate in the third-person narrative, rather than in the second person. For example: Interview Question: Please provide an example of a time when you coordinated a large project (second person) Reference Question: Please provide an example of a time when Mark coordinated a large project (third person) Ensure that all interviews are conducted in accordance with existing organizational policies and procedures.
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Appendix A: Generic Question Bank APPENDIX A: GENERIC QUESTION BANK
APPENDIX A: GENERIC QUESTION BANK
APPENDIX A: GENERIC QUESTIO

II-14 The questions that follow are generic behavioural interview questions for each proficiency level of each of the competencies. Use these questions as a foundation for developing job-specific interview questions that are relevant to the proficiency levels you have identified for the position. The definitions for each competency are provided here for your reference.
APPENDIX A: GENERIC
Competency Title Adaptability/ Flexibility Analytical Thinking and Decision Making Client-centred Change
Definition
Willingly adjust ones approach to meet the demands and needs of constantly changing conditions, situations and people and to work effectively in difficult or ambiguous situations. Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make wellinformed, timely decisions. Includes critical thinking and reasoning. Enhance, facilitate, support, empower, and otherwise increase client motivation for positive change. Positive change is achieved by involving the client actively in the change process and encouraging the client to take responsibility for the outcomes he or she achieves. Clients may be individuals, groups, communities and organizations. Provide service excellence to clients (which can include individuals, groups, communities and organizations). Includes making a commitment to serve clients and focusing ones efforts on discovering and meeting client needs within personal, professional and organizational capacities and boundaries. Identify and create informal and formal interdisciplinary networks and allied community groups to support the provision of client services and achievement of the organizations objectives. Clients include individuals, groups, organizations and communities. Identify and pursue learning opportunities to enhance ones professional performance and development and the effective delivery of high-quality programs and services. Use evidence-based practices in innovative and creative ways to initiate both effective new ways of working and advances in the understanding of the field of practice. Innovation and creativity are achieved in translating research into practice to optimize improvements in service delivery and professional practice.
Client Service Orientation Collaboration and Network Building Continuous Learning
Creativity and Innovation

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Competency Title Developing Others
Definition
Facilitate and motivate sustained learning and create learning opportunities and resources, as well as promote and respect others needs for ownership of learning outcomes. Includes creation of a continuous learning environment that fosters positive growth in both work and public contexts among peers, clients, client families, communities and other groups (recipients). Provide respectful, equitable and effective services to diverse populations, as defined by culture, age, gender, language, ethnicity, socio-economic status, legal status, health, ability, sexual orientation, type and mode of substance use, etc. Affirm and value the worth of all individuals, families, groups, and communities; and protect the dignity of all. Articulate both verbally and in writing across a range of technologies in a manner that builds trust, respect and credibility and that ensures the message is received and understood by the audience. Includes active listening skills (attending, being silent, summarizing, paraphrasing, questioning and empathizing) and congruent non-verbal communication. Provide professional services according to the principles and values of integrity, competence, responsibility, respect and trust to safeguard both self and others. Includes the development of professionalism and ethical behaviour in self and others (individuals, groups, organizations, communities). Establish and maintain relationships based on mutual respect and trust, appropriate sensitivity and transparency, empathy, and compassion with clients, colleagues, professional associates and the greater community. Encompasses skills of tact, diplomacy, and sensitivity in all encounters with others. Help others achieve excellent results and create enthusiasm for a shared vision and mission, even in the face of critical debate and adversity. Identify and prioritize tasks, develop and implement plans, evaluate outcomes, and adjust activities in order to achieve objectives. Deliberately and continuously apply professional and personal self care principles to oneself and, at times, others to sustain optimal productivity while maintaining physical, mental, spiritual and emotional health. Appropriately manage ones own emotions and strong feelings; maintain a calm and tactful composure under a broad range of challenging circumstances; and think clearly and stay focused under pressure. Encompasses self-regulation and mindfulness. Remain motivated and focused on a goal until the best possible results are achieved, with both passion for making a difference in the substance abuse field and persistence despite confronting obstacles, resistance and setbacks. Work cooperatively and productively with others within and across organizational units to achieve common goals; demonstrate respect, cooperation, collaboration, and consensus-building.
Diversity and Cultural Responsiveness Effective Communication Ethical Conduct and Professionalism Interpersonal Rapport/Savvy Leadership Planning and Organizing Self Care
Self Management Self Motivation and Drive Teamwork and Cooperation

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>> Section II: Guide to Competency-based Interviewing
Adaptability/FlexibilityLevel 1
Question
People see things differently. Tell me about a time when you needed to make a special effort to recognize the value of another persons point of view about the best way to handle a situation or problem. What was the situation/problem? What was your point of view on how it should be handled? What was the other persons point of view? How did the situation/problem end up being handled?
Question
Give me an example of a situation where you changed your behaviour or approach according to the circumstances and the people involved. Why did you need to change your approach? Describe how you changed your approach/behaviour. How easily did you adapt to the situation? What was the outcome?
Question
Describe a time when you foresaw that a change was to be implemented and so you prepared yourself for it. What change did you foresee? What did you perceive to be the impact? How did you plan for the change? What was the outcome?
Question
Often projects do not go as originally planned. Give an example of a time when you needed to adjust or make changes to your plan, or strategy, in response to the situation at hand. What happened? What changes were required? Why? What changes did you make? How did you feel about having to change your plan/strategy? How did things turn out? What would you do differently next time?

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Analytical Thinking and Decision MakingLevel 1

Question
Describe a situation where you were able to identify a certain factor that was contributing to a problem. Describe the problem. What was the key factor contributing to the problem? How did you identify it? What were you able to do to address the situation?

Question
Tell me about a situation where you had to make a decision or recommendation, first weighing the advantages and disadvantages of a number of options. Describe the situation, and what decision was required. What were the options available to you? How did the options come to be identified? What factors did you take into consideration when determining how to proceed? What did you decide to do? What was the outcome?

Question
Tell me about a time when you used evidence-based knowledge, past experience and/or consultation with others to determine a solution to a problem where no precedent existed. Describe the nature of the problem and why it required a creative solution. What factors did you consider in trying to understand the problem in greater depth? What knowledge/experience/consultation did you use to analyze the problem and why? What solution did you develop and what were the results?

Question
Describe a time when you needed to make a strategic decision, thinking several steps ahead and considering the positive and negative consequences for the organization. What strategic decision did you need to make? What were the potential impacts on the organization? What factors did you take into account in making your decision? How did you balance the varied factors in making your decision? What decision did you make, and what was the outcome?

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Client-centred ChangeLevel 1
Question
Tell me about a time when you applied your knowledge or skill to enhance a clients motivation for positive change (e.g., selfregulation theory, stages of change, theories of motivation). Describe the situation and the client. What knowledge or skill did you apply? How did you apply it? What was the outcome? How did the clients attitude change?
Question
Tell me about a time when you successfully created client energy and motivation for change. Describe the situation and the client. How did you motivate the client? What was the outcome? How did the clients attitude, behaviour and situation change? What was the longer-term effect, if any, of your and the clients efforts?
Question
Describe a time when you were able to identify a problem in a clients change process while you were tracking and evaluating progress. Describe the situation, the client, and the problem. How did you identify the situation? What did you do to address the problem? What was the outcome of your action?
Question
Please describe a situation in which your advanced knowledge of client-centered change strategies helped solve a problem or increase organizational effectiveness. Describe the situation, including the knowledge applied. What did you do to keep up to date on advanced knowledge in the field? How was it applied? What was the outcome? How did it solve the problem or contribute to the organization?

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Client Service OrientationLevel 1

Question
Describe a situation where a client was particularly satisfied by your response to a request or need. Describe the situation, including the clients need/request. What was your role in meeting the clients request? What did you do to meet the clients request? What effect did your response to the client have on the work being done?

Question
Describe a time when you made a definite point of keeping in touch with a client throughout an ongoing activity. Describe the situation (e.g., client, client need being met, own role in meeting clients need). Was any plan for staying in touch put in place at the start of the activity? What role, if any, did the client have in staying in touch? What impact, if any, did staying in touch have on the activity?

Question
Tell me about a time when you provided high-quality service based on your ability to assist a client to resolve a complex issue. What client and issue were involved? What made the issue complex? How did you go about helping the client? What was the outcome?

Question
Tell me about a time when you established or revised your organizations client service standards. Describe the situation (e.g., What service standards were at issue? What was your role in establishing/revising the standards?). How did you go about establishing/revising the standards? Who else, if anyone, did you involve? What factors did you take into account in establishing/revising the standards? What was the outcome?

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Collaboration and Network BuildingLevel 1

Question
Talk about a time when you were particularly effective in responding to a request from another team or organization. What need or request was involved? What was required of you? How did you respond to the request? What was the outcome?

Question
Maintaining contact with others outside your own work unit can pay off later, benefiting both your work and theirs. Tell me about a time when you made a point of staying in touch with a contact outside your work unit and it proved to be beneficial to your work and to theirs. What were you working on? What did you do to maintain contact? In what way(s) did maintaining contact prove to be beneficial to your work and theirs?

Question
Describe a time when you developed a network of contacts in order to address a specific need. Why did you need to build this network? How did you build this network of contacts? What was the result of your efforts? What has been the long-term effect of your efforts?

Question
Provide an example of a time when you cultivated a new relationship you thought would be particularly beneficial to achieving your organizations strategic goals. How did you think the relationship would help the organization? What did you do to develop that relationship? In what way has this relationship been beneficial to the organization?

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Continuous LearningLevel 1
Question
Describe a time when you used previous successes or failures to learn and improve your work. Describe a specific situation. What was the success or failure that you learned from? What did you learn? Describe any other opportunities youve had to apply this knowledge to other situations.
Question
Please describe an example of a time when you made a point of keeping current in a subject with evolving techniques. What was the situation? In what area were you trying to keep up to date? Describe the methods you used to keep updated. To what extent did you succeed in keeping updated? What impact, if any, did keeping up to date have?
Question
Describe a time when you sought a challenging learning opportunity or experience that was outside your usual role or area of expertise but that contributed to enhancing your performance in your current role/area. What learning opportunity did you pursue? Why did you pursue this experience or learning opportunity? How did your learning apply to your work? What impact, if any, did this experience have on your performance? What effect, if any, did this have on your current work area?
Question
Sometimes it is necessary to look at the future of the organization and the skills and expertise that may be required to move in that direction. Tell me about a time when you undertook a developmental opportunity beyond your own area of expertise in order to help meet future organizational needs. What future organizational needs were involved? What learning opportunities did you seek to address these needs? What did you learn from these opportunities? How useful was the developmental opportunity for you and/or the organization?

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Creativity and InnovationLevel 1

Question
Tell me about a time when you questioned a practice or procedure in your job or work area that you thought should be changed. What was the practice or procedure? What changes did you propose? How did you get others to consider and approve your proposed changes? Did you get a chance to try the new approach? What was the outcome?

Question
Please describe a situation where you came up with an improved approach to getting work done or addressing an issue. Describe the situation. What made you consider modifying/implementing a new way of doing things? Describe the new approach you came up with. How was it an improvement over the existing approach? What difference has this made to the organization?

Question
Describe the most complex problem that you have been faced with and how you generated a new approach or explanation or solution. What was the problem? What was complex about it? What new approach or explanation did you come up with? What was new about it? How did this benefit your work (or the work of others)?

Question
Describe what you have done in your current job, or in another situation, to nurture and promote creativity in others. Please be specific. Describe the situation, including your role and that of others at the time. What specifically did you do to promote creativity? How successful were your efforts? What makes you say that?

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Developing OthersLevel 1
Question
Tell me about a time when you offered your advice or assistance to others because you possessed related experience. What was the situation? What kind of advice did you provide? How was your assistance received? How did it work out?
Question
Tell me how, in your current job or a previous job, you assessed the development needs of team members and ensured that they were met. Describe a particular instance. How did you recognize the need for development of team members? How did you meet these needs? What impact did this have on the overall effectiveness of your team?
Question
Tell me about a situation where you encouraged team members to learn from each other. What was the specific situation? What did team members have to offer each other in this case? What did you do to facilitate an exchange that would allow them to share their knowledge? How was this exercise successful? What difference has it made to the team in the long term?
Question
What strategies and systems have you implemented to encourage and promote continuous learning in line with the goals and vision of the organization? Describe a situation where you have done this. How did you determine what competencies and skills would be required to successfully operate in the future? How did you ensure that your employees would possess these competencies? How do you know that your efforts in encouraging and promoting continuous learning were successful?

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Diversity and Cultural ResponsivenessLevel 1

Question
Give an example of when you adjusted your actions in dealing with a person or family with a different culture, belief/value system or lifestyle from your own. What was the situation? What difference did you identify? Why did you need to adjust your actions and what did you do? How did it work out?

Question
Describe a time when your understanding of another persons cultural, ethnic or spiritual context enabled you to build rapport and mutual respect. Describe a particular instance. What were the cultural, ethnic, or spiritual factors that you identified? How did your understanding of these factors enable you to build rapport? What impact did this have on the relationship?

Question
Tell me about an experience where you provided assistance to an individual/family from a different cultural background and how your understanding of their culture enabled you to provide a service tailored specifically to their needs. Describe the situation, cultural background, and unique characteristics of the person/family. How did you assess the cultural sensitivities of the situation? What practices/services/techniques did you employ to adapt to their needs? What was the outcome?

Question
Describe a cultural and/or diversity challenge you have identified in your organization and what strategy you put in place to overcome or mitigate it. What was the challenge and what impact did it have on the organization? How did you come to recognize that it was something that needed addressing? What recommendations or strategy did you put in place to overcome this challenge? What impact did your recommendations or strategy have on addressing the situation?

II-25
Effective CommunicationLevel 1
Question
Sharing information is often crucial to success at work. Talk about a time when your listening and speaking skills proved to be especially critical in ensuring that an objective was met. Describe the situation (e.g., work being done; your role; others roles). What were you/others trying to communicate? In what way did your listening skills prove to be useful? How did you ensure that others would really understand what you had to say? What challenges, if any, did you encounter in communicating orally with others?
Question
Give me an example of a time when establishing two-way communication with an individual or group was especially challenging. What was the situation? What made it challenging to establish two-way communication? What did you do to help ensure that communication was two-way vs. one-way? To what extent were you successful in your communication efforts? What leads you to say that (i.e., on what evidence do you base that evaluation)?
Question
Describe a time when you had to adjust your communication for a diverse audience in order to produce the desired effect. What was the purpose of your communication? In what way(s) was the audience diverse? How did you try to tailor your communication to achieve its purpose? How did you ensure that people received the information they were looking for? What was the outcome?
Question
Describe a situation where you had to explain a complex idea/problem to someone, in a credible and persuasive manner. Who were you explaining to and why? Describe your communication approach/strategy. Describe your success in getting the message across or persuading the individual.

II-26
Ethical Conduct and ProfessionalismLevel 1

Question
Tell me about a particular time when you had to ensure that your behaviour would reflect your organizations ethics or values. What was the situation? Why did you feel your behaviour was important? How did you behave or act? Why? What was the reaction of others?

Question
Talk about a situation where you were faced with a difficult or unclear ethical decision. What was the decision regarding? What values/ethics were involved? How did these values or ethical issues influence your decision? What was the outcome?

Question
What have you done to ensure that others understand the organizations ethics and values? Describe a specific example of when you have done this. What values and ethics were involved? What did you do to convey the message to others? What was the outcome?

Question
Describe a time when you have developed or contributed to the development of ethical standards or policies for your organization. What standards or policies were you developing and why were they needed? What was your role? Describe the key ethical factors you had to consider. What was the outcome of these efforts?

II-27
Interpersonal Rapport/SavvyLevel 1
Question
Please give an example of a time when you changed your communication, considering others feelings, opinions, experiences and background. Describe the situation including the others situation. How did you change your communication? What was the result? What was the response?
Question
Describe an instance when you took into account individual characteristics of another person in order to build a relationship of trust with them. What was the situation? What individual characteristics did you consider? How did you use your understanding of these characteristics to build trust? How do you know that the relationship was successful?
Question
Describe a time when your ability to communicate effectively in a highly sensitive situation helped to produce a successful outcome. What was the situation and what made it sensitive? What aspects of your communication did you focus on to help produce a positive outcome? What was the outcome?
Question
Describe an example of a time when you sought to continuously expand your network of contacts in order to meet one or more strategic goals. Describe the situation, including the strategic goals involved, and your role in meeting them. What did you do to expand your network of contacts? How successful were you in identifying and building relationships with the new contacts? How did this expanded network contribute to meeting your organizations strategic goals? How do you know?

II-28
LeadershipLevel 1
Question
Tell me about a time when you were conscious that your role/work was contributing to the achievement of the organizations vision. What was the situation? Why did you feel your work was important? What did you do as a result of your understanding? What was the reaction of others?
LeadershipLevel 2
Question
Please describe a time when the members of your team did not have the basic resources needed to effectively do their jobs and you provided support. What was the situation? What did you do to address this problem? What was the outcome?
LeadershipLevel 3
Question
Give an example of a time when you played a key role in the development and implementation of programs and/or processes, ensuring that they were aligned with the strategic direction and vision of the organization. What programs/processes were developed? What was your contribution? How did you ensure that the programs/processes were aligned with the strategic direction of the organization? What was the result?
LeadershipLevel 4
Question
Describe a time when you played a leadership role in the development of your organizations vision and values. Describe the situation, your role, and that of others in developing the vision/values. What process was used to develop the vision/values? What factors were especially critical in developing the visions/values, and what was your role in dealing with these factors? What was the outcome?

II-29
Planning and OrganizingLevel 1

Question
Provide an example of a time when planning and organizing your work tasks was especially critical in meeting a tough deadline or to deal with several priorities. What was the situation? Describe how you planned and organized your tasks. How did you ensure that your tasks were completed on time and that priorities were met? What was the outcome?

Question
Tell me about a time when you needed to break a large project or major activity into smaller components in order to get it done. What project/activity were you responsible for? How did you break it into smaller components? How did you go about deciding what needed to be done first, second, third, etc.? How did things work out?

Question
Describe challenges you encountered in coordinating a number of complex activities or projects and how your planning and organizing skills proved to be key in keeping things on track. What activities/projects were you responsible for? What challenges did you encounter? How did your planning/organizing skills prove to be key? What was the outcome?

Question
Describe a time when you played a key role in the development and implementation of a significant program (or policy) that affected the entire organization. Describe the situation, including your role and that of others. What was the program (or policy)? How did you contribute to planning the development and/or implementation of the program (policy)? What was the outcome of this project?

II-30
Self CareLevel 1
Question
Please describe a situation when you were able to recognize an important factor about yourself that you needed to change, that had a positive impact on your work performance or overall health. Describe the situation. What was the issue you identified? How did it impact your work performance or self? How did you manage the situation? What did you learn from the experience? In hindsight, what would you have done differently (if anything)?
Self CareLevel 2
Question
Describe a time when you faced a professional and personal boundary challenge(s) and found your own way to deal with it. Describe the situation. What made it a boundary challenge? What strategy did you develop to deal with the situation? What was the outcome? What was the impact on you and the client? How did it change your behaviour after the experience?
Self CareLevel 3
Question
Please describe a situation when you assisted a peer who had a problem with productivity due to excessive stress, fatigue or difficult situations. Describe the situation. Who did you assist and what was the persons problem? How did you assist the person? What was the outcome?
Self CareLevel 4
Question
Tell me about a time when you developed strategies or implemented programs to enhance self-care assessment or selfmonitoring in your organization. Describe the situation of your organization. What strategy/program did you develop or implement to improve employee self-care assessment? What was the outcome? How did employee well-being change?

II-31
Self ManagementLevel 1
Question
There are often times where interruptions or pressures threaten our ability to remain focused on the work we have to do. Tell me about a time when you had to make a special effort to remain focused despite such pressures or interruptions. What interruptions/pressures were you dealing with? What strategy or techniques did you use to remain focused? How well did that strategy work for you? Why?
Question
Maintaining focus and composure when dealing with complex problems or situations is essential to success in this job. Tell me about a time when it was especially important for you to maintain focus and composure in such a circumstance. Describe the situation. What were your strategies for maintaining focus and composure? How successful were you at dealing with the complex problem or situation? How do you know you were successful?
Question
Provide an example of a time when you took steps to assist another person in dealing with a difficult situation, and worked with that individual to develop a coping strategy. Who was involved, and how did you come to assist this person? What steps did you take to help this individual cope? How do you know that your actions were successful?
Question
It is important to create an environment to improve staffs or members positive self-management ability. Please tell me about a program, resource or intervention you provided to value and reinforce positive self-management in your organization. Describe the situation, including your role. What kind of program, resource or intervention did you provide? What was the outcome? How did employee self-management abilities improve?

II-32
Self Motivation and DriveLevel 1

Question
Please describe a time when, despite obstacles, you completed a work assignment on time and efficiently. What was the work assignment? How much time did you have to complete the task? How did you ensure that you completed the task promptly? How did you ensure you met performance standards? What obstacles did you encounter?

Question
Please describe a time when you were particularly persistent in seeking a solution to a challenging problem. Describe the situation. What means did you employ in trying to solve the problem? Why did you need to be particularly persistent? How were you successful? What would you do differently next time?

Question
The capacity to inspire and motivate others to succeed is an important aspect of this work. How in the past have you achieved this goal? Describe a specific situation. What approach did you employ to get team members to commit to success? What behaviours did you look for in order to determine whether your team had a strong desire to succeed? Has this approach been successful for you? How?

Question
Tell me about a time when you identified and acted on an opportunity to advance an organizational goal or enhance organizational performance. What organization goal/aspect of organizational performance was involved? What was the opportunity you identified? How did your initiative serve to advance the organizational goal or enhance organizational performance?

II-33
Teamwork and CooperationLevel 1

Question
How have you helped someone else to complete a project or activity in the past? Describe the situation and your role. Were you in a position to offer help or was it requested? Was the project one that you were already working on? What were you helping out with? How did you help?

Question
While working with a team, have you ever volunteered to take on additional tasks in order to support the groups efforts? What was the situation? Why did you volunteer to take on those tasks? How was this received by others on the team? How were you able to complete these additional tasks?

Question
Discuss a time when you helped your team reach agreement after the team seemed unable to reach consensus. Describe the situation. On what issue was the team unable to reach consensus? Can you elaborate on how the team experienced differences of opinion? What did you do that helped the team get unstuck? What was the outcome?

Question
Describe how you have partnered your team with a team in another organization, department or area in order to achieve an organizational goal? Describe the situation. Whom did you partner with? Why? What did you do to enhance cooperation between others? How did the partnership help to achieve the goal? What was the result?

Behavioural Interview PDF

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Competencies for Canadas Substance Abuse Workforce

SECTION II Guide to Competency-based Interviewing

Canadian Centre on Substance Abuse

SECTION II: GUIDE TO COMPETENcY-BASED INTERVIEWINg

II-4 II-6 II-7 II-8 II-9 II-10 II-12 II-13 II-14

Guide to Competency-based Interviewing

Behavioural Competencies (v.1)

Competencies for Canadas Substance Abuse Workforce

Canadian Centre on Substance Abuse.

Section II: Guide to Competency-based Interviewing <<

Behavioural Competencies (v.1)

CCSA Behavioural Competencies

Teamwork and Cooperation

Canadian Centre on Substance Abuse.

Competencies for Canadas Substance Abuse Workforce

Behavioural Competencies (v.1) Guide to Competency-based Interviewing

Behavioural Questions BEHAVIOURAL QUESTIONS

Competencies for Canadas Substance Abuse Workforce

Canadian Centre on Substance Abuse.

Guide to Competency-based Interviewing

Behavioural Competencies (v.1)

The Goal: Behavioural Examples

THE GOAL: BEHAVIOURAL EXAMPLES

THE GOAL: BEHAVIOURAL eXaMPLES

The candidate was involved;

Situation or Task in which the Action

Result of the candidates action.

Canadian Centre on Substance Abuse.

Competencies for Canadas Substance Abuse Workforce

Guide to Competency-based Interviewing

Behavioural Competencies (v.1)

False Behavioural Examples FALSE BEHAVIOURAL EXAMPLES

FALSE BEHAVIOURAL EXAMPLES

FALSE BEHAVIOURAL EXAMPLES

All of these are false behavioural examples.

Theoretical or Future-oriented Statements

Competencies for Canadas Substance Abuse Workforce

Canadian Centre on Substance Abuse.

Behavioural Competencies (v.1) Guide to Competency-based Interviewing

Legal Considerations in Selection LEGAL CONSIDERATIONS IN SELECTION

LEGAL CONSIDERATIONS IN SELECTION

LEGAL CONSIDERATIONS IN SELEC

Canadian Centre on Substance Abuse.

Guide to Competency-based Interviewing

Behavioural Competencies (v.1)

Preparing for the Interview PREPARING FOR THE INTERVIEW

PREPARING FOR THE

FOR THE INTERVIEW

PREPARING FOR THE INTERVIEW

Setting Up the Interview

Opening the Interview

Competencies for Canadas Substance Abuse Workforce

Canadian Centre on Substance Abuse.

Section II: Guide to Competency-based Interviewing <<

Behavioural Competencies (v.1)

During the Interview

Evaluating the Interview

Canadian Centre on Substance Abuse.

Competencies for Canadas Substance Abuse Workforce

Guide to Competency-based Interviewing

Behavioural Competencies (v.1)

Common Rating Errors COMMON RATING ERRORS

COMMON RATING ERRORS