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SELECTION SKILLS

PROGRAMME OBJECTIVES
■ Create an understanding of Selection tools
and techniques and their appropriateness
■ Understand competency based selection
■ Learn interviewing skills
■ Understand the need for psychometric testing
LEARNING GRID

Unconscious Conscious competence


competence
III
IV Practice

Unlearning/Review Learning/Training

Awareness
Unconscious Conscious
Incompetence incompetence

I II
RECRUITMENT & SELECTION

■ Manpower Planning
■ Setting Specs
■ Advertising/Consultant/Online/Referral
■ Shortlisting CV’s
■ Calling candidates
■ Group Process/Psychometric Testing
■ Interviews
■ Offer letter
■ Joining
■ Induction
■ Training
■ Grooming for productivity
COMMON ERRORS IN RECRUITING

Right person Wrong Person

Selected
√ A

Not selected B
Selection Techniques
■ Interviews
■ Tests - General Ability,special aptitudes
■ Simulation exercise
■ Work Sample Tests
■ Personality questionnaires
■ Interest questionnaires
■ Bio Data
■ Reference Checks
■ Group Discussions
■ Handwriting Analysis etc.
■ Case discussions
■ Presentations
■ On - field accompaniment
■ In tray exercises
■ Assessment Centres (combination of above items)
Perfect Prediction - Validity

0.7 Assessment Centers (development)

0.6 Work sample Tests

Ability Tests

0.5 Assessment Centers (selection)

0.4 Personality Tests

0.3 Structured Interviews


Typical Interviews
0.2 References

0.1 Astrology/Graphology

0
Chance
Smith, Gregg & Andrews - 1987
RANKING OF SELECTION METHODOLOGIES

1 Patterns of past behaviour

2 TESTS - reported present behaviour

3 Interviews - with many ‘How would you


behave in the future’ questions
WHY DIFFERENT SELECTION TOOLS ?

■ Any one tool cannot get all the data

■ Need a set of different tools, which


involve testing different faculties and
behavior of candidates

■ Each tool is effective for for a specific


set of relevant attributes
Critical Attribute
Physical attribute : e.g.. 6 feet tall

Attainment : e.g.. B.Tech

Competency/Talent/Traits : e.g..
Achievement
orientation
Intuition
Charisma
Competency

Any quality or characteristic of a person, which


underpins recurring successful performance
Skills, Knowledge & Talent
■ Skills :
• The How - To’s of the role
• Capabilities that can be transferred from one person to
another
■ Knowledge
• ‘What you are aware of ’
• Factual ( things you know) Can & should be taught
• Experiential (understandings you have picked up along
the way). Less Tangible and therefor much harder to
teach
■ Talent
• Recurring patterns of thought feeling behavior,that carve
individual minds
• If someone does not have the talent as part of his filter , then
very difficult for others to inject it.
The three levels of competencies are

■ DISTINGUISHING

■ THRESHOLD

■ FUNCTIONAL
A CHECK LIST FOR BEHAVIOURAL
INDICATORS

Each indicator should:

■ Describe directly observable behavior, or


other specific evidence of an individual’s
competency
■ Describe just one piece of behavior of
evidence
■ Not to be duplicated under two or more
competencies
■ Include a verb phrase, I.e. describe action
THE COMPETENCY
PLANNING & ORGANISING
Definition : Level 1 - Junior Manager

■ Manages own time and personal


activities
■ Breaks complex activities into
manageable tasks
■ Identifies possible obstacles to planned
achievements
THE COMPETENCY
PLANNING & ORGANISING
Definition : Level 2 - Middle Manager

■ Produces contingency plans for possible


future occurrences
■ Estimates in advance the resources and time
scales needed to meet objectives
■ Co-ordinates team activities to make the best
use of individual skills and specializations
THE COMPETENCY
PLANNING & ORGANISING
Definition : Level 3 - Senior Manager

■ Identifies longer term operational


implications of business plans

■ Effectively plans utilization of all


resources
THE 12 MOST COMMON COMPETENCIES
■ Communication
■ Achievement orientation
■ Customer Focus
■ Team work
■ Leadership
■ Planning and organising
■ Commercial awareness
■ Flexibility
■ Developing others
■ Problem solving
■ Analytical thinking
■ Building relationships

Source: Competency based Recruitment & Selection by Robert Wood and


Tim Payne
Competencies & Trainability

SKILLS

Less Conscious TRAITS


MOTIVES
VALUES
COGNITIVE
Less Trainable CAPBILITIES
More conscious

KNOWLEDGE More trainable

E.g.: Has contacts

E.g.: Results orientation,planning abilities


Critical Attributes for Sales Managers
( Example)
■ Interpersonal Skills ■ Conceptual thinking
■ Influencing Skills ■ Information seeking
■ Results orientation ■ Staff development
■ Customer Concern ■ Team building
■ Technical expertise ■ Planning
■ Providing direction ■ Decision Making
■ Analytical Thinking
Interview

Entrevoir ( French)
to have a glimpse of
WHAT IS AN INTERVIEW?

A selection procedure designed to predict


future job performance on the basis of
applicants oral responses to oral enquiries
OBJECTIVES OF SELECTION IN INTERVIEW

1 Selecting people for jobs by:


Informing applicants about the job
Gaining unbiased factual information against the
criteria
Influencing suitable candidates to accept

2 Demonstrating that the company


operates a fair and equitable selection
procedure (Public Relations)
Goodwill Bank
■ Need a process that will enhance
company stature
– Fair
– Friendly
– Rigorous
– Respect for individual - Time bound

How will a candidate not selected speak of


your organisation?
SELECTION INTERVIEW - EFFECTIVENESS

Bottom line Test - Answering Three key


questions

■ Can he do the job


(Competence)

■ Will he do the job ( Motivation)

■ Will he fit in ( Team / Organisation)? ( Match)


SELECTION INTERVIEW

IF EFFECTIVE IF INEFFECTIVE
■ Saves Time ■ May end up recruiting
■ Better job/person unfit candidates
matching
■ Satisfied ■ Missing suitable
interviewers/Interviewees candidates
■ Good image / PR
■ Tightening of recruitment ■ Demotivating suitable
process candidates from
joining
UNDERSTANDING YOUR APPLICANTS
According to research, students have listed the
following Organisational characteristics as important
to them:
■ Type of work you would do
■ Type of people you would like to work with
■ Training & development opportunities
■ Chances of promotion
■ Salary
■ Job security
■ Working condition
■ Reputation/image of the organisation
■ Geographical location
■ Hours expected at work
■ Benefits ( Company car, Pension , Loans etc.)
INTERVIEW PROCESS - REQUIREMENTS

Venue

INTERVIEW
PROCESS

INTERVIEWER
CANDIDATE Needs:
Expects • Purpose of I/V
•Professionalism • Agreed Criteria
•Realistic picture of job & • Application form
company/organisation •Time to prepare and judge job
•Input on where he and company knowledge
stands (process, time •Skills to obtain & evaluate
scale etc.) information and make effective
•Minimal Wait judgements
•Objectivity • Relaxed and open minded
• Right attitude
List the things you would like to have
seen when you last went for an interview.
What did you expect from the company
SETTING THE ENVIRONMENT

■ No disturbance
■ No phone Calls
■ Seating - Neutral ( Perhaps an L shape)
■ No distraction in the vicinity
■ No ‘Power Statements’
■ Having water available on the table ( for
candidate)
■ Have stationary ready ( for candidate)
Remember
■ Note taking - minimal , with permission

■ Stress Interviews - Try to avoid

■ Politeness - specially to ‘bad’

■ Airtime - 80 - 20
INTERVIEW STRUCTURE
1 Opening, rapport building

2 Current & previous roles

3 Aspirations & awareness

4 Education & upbringing

5 Circumstances & interests

6 Closing , wrap up
Interview - An Information Sorting
Model
Opening & Rapport Building CA 1

Current & Previous Roles CA2

Aspirations & Awareness Information


CA3
Sorting

Education & Upbringing CA4

Circumstances & Interest CA5


Closing/Wrap up

Assessment
OPENING, RAPPORT BUILDING
■ Appropriate recognition

■ Relaxed Approach

■ Introduce yourself

■ Share - Interview purpose


» Recruitment process
» Job Role ( briefly)
» Interview structure & Time

■ Check Understanding
Things to look out for in a CV

■ Organisation of events - Priority accordance


■ Clarity of depiction and succinctness
■ Unexplained breaks in Service and Education
■ Extent of customisation to the job applied
■ Quality of the CV: mode , spelling errors,
verbosity
QUESTIONING SKILLS
TYPE OF QUESTIONS

■ Factual recall
■ Comparison
■ Opinion
■ Case Problems
■ Hypothetical
■ Rhetorical
■ Leading
■ Pumping
PAST BEHAVIOUR is the
single best predictor of
future behaviour
Structure of Questions
■ Open ended Questions
How - What - When - Where - Who - Why

■ Close ended Questions


Do you - Did you - Can you - Will you - Could you -
Would you - Should you

■ Prompting/ encouraging expressions


Tell me…, Describe …
For example?, For instance?, In what sense?
How come?, In simpler terms...
Questioning Pattern
Broad Open
ended

Probe

Narrow

Close

Summarise
Characteristics of Good Questions

■ Purposeful
■ Relevant
■ Clear & concise
■ Limited to one idea
■ Neutral in tone & substance
The quality & value of answer
depends on the quality of the
question
QUESTIONS COVERAGE

■ WHAT Q’s - Elicit information about knowledge,


facts/data, opinions

■ WHY Q’s - Analytical skills , reasoning, logic etc.


motivations( what else…How else…, Where else….)

■ HOW Q’s - Knowledge of functional skills,


process/steps ( also analytical skills)

■ HOW MUCH/HOW WELL Q’s - validating


achievements
THE INTERVIEW FUNNEL
START WITH AN OPEN ENDED QUESTION
LISTEN
NARROW DOWN TO SPECIFIC AREA
LISTEN
HOW DID THE PERSON GO ABOUT IT
LISTEN
FIND OUT MOTIVATIONS
LISTEN
ACHIEVEMENTS
LISTEN
SUMMARISE
AND SEEK
AGREEMENT
START WITH NEW AREA
INTERVIEW STRUCTURE

1. Opening -

2. Current & Previous What, why, How well Trends, people are not
roles static
3. Aspiration / Awareness What, why, how realistic

4. Education & What, why, how well


Upbringing
5. Circumstances & What, why, how well Causes – relate past to
Interest implication present
6. Closing -

Description
Motivation
Achievement
THE PANEL INTERVIEW
SOME GUIDELINES

■ Agree roles & structures

■ Stick to roles

■ Do not interrupt

■ Do not help the candidate

■ Select lead interviewer

■ The others listen,take notes ( factual) , ask questions


around other key areas and observe non verbal
behavior

■ Follow up at end of a section


Questioning Technique
■ Situation

■ Task

■ Achievement

■ Review
Telephonic Interviews
■ You cannot see the candidate , so you have to trust only two
senses - hearing & intuition
■ Do not short circuit the interview. The process should be the
same as a face-to-face interview
■ Follow the interview structure
■ Use the funnel - what, why, how,how well
■ Use many encouraging , prompting expressions ,like …
• Yes
• Tell me more
• Describe
• I see
• For example?
• In what sense?
■ Keep sentences & discussions short
■ Summarise each section
INTERVIEW TIPS
■ Interviewers need to be provided with job description
& specification of the requirements of the position to
minimize the influence of stereotypes
■ Interview questions need to be job related
■ Avoid making quick decisions about an applicant
■ Avoid giving too much weight to a few characteristics
■ Try to put the applicant at ease during the interview
■ Communicate clearly with the applicant
■ Maintain consistency in the questions asked
Management Interviewing
■ Less emphasis on background : more on role and
work
■ Ask about aspirations before role
■ Easy for candidate to obscure track record through
jargon and generalities
■ A ‘look good, talk good’ candidate may land up
interviewing the interviewer - superficial interview
may take place
■ Hence be specific - focus on Critical attributes
Focus on Roles
■ Job titles can be misleading
■ Main areas of job . Principal tasks that you do
personally? Why’? How do you divide your time?
■ Performance criteria,targets,priorities,performance
ratings,informal reviews
■ Focus on relationships - up, down , or with
colleagues
■ Time perspective
■ Breadth of perception of job relative to entire
organisation
■ Perceived freedom to act
■ Ability to influence the organisation
Management skills
■ How results are achieved and how the candidate
handles the process of management
■ Setting objectives for self and team
■ Decision making style - alone or team
■ Resolving conflicts - how and when
■ Handling customers - relationship based and task
based
■ Resolving issues between internal demands and
customer expectations
Management focus
■ Motivational style - sort of environment in
team. Leading team front or back
■ Grooming others - spending time for
developing people
■ Investing in self - learning & growing
■ Monitoring work of self and team
■ Handling communication & consultation
■ Influencing others through meetings and
presentations
TYPES OF INTERVIEWS
■ Unstructured Interview

■ Situational Interview

■ Behaviour Description interview

■ Comprehensive structured interview

■ Structured behavioural interview

■ Oral Interview boards


INTERVIEWING FOR TALENT
TALENT

What is Talent?

A recurring pattern of thought, feeling or


behavior that can be productively
applied
TALENT

According to Gallup there are 3 kinds of


talent:
1. Striving : Why of the person

2. Thinking: How of the person

3. Relating : Who of the person


Talent ( some examples)
■ Striving
• Achiever ( A drive that is internal, constant &
self imposed)
• Mission ( a drive to put your beliefs into actions)
■ Thinking
• Responsibility (A need to assume personal
accountability for your work)
• Numerical ( An affinity for numbers)
■ Relating
• Relator ( a need to build bonds that last)
• Command ( an ability to take charge)
Talent Interview
(Points to remember)

■ This should stand alone


■ It should be more structured , more
focussed, less banter , more questions
■ Ask him about choices he makes
■ Let him reveal himself to you
Talent Interview
(Listen for specifics)
1. Always listen for a specific example
2. Give credit only to the person’s top of the mind
response
3. Do not probe too much to get response
Clues for talent:
Rapid learning ability
Source of satisfaction

After they have been hired , check back to see if the


people who subsequently performed well answered
your question in a consistent way.This will take time
and focus , but are essential to the art of interviewing
for talent.
PSYCHOMETRIC TESTING

Psychological tests have been devised and are used


primarily for the determination and analysis of
individual differences in general intelligence,specific
aptitudes , educational achievement , vocational
fitness,and non intellectual personality traits.

These tests have been used for a variety of


psychological , educational cultural , sociological and
employment studies of groups and for individuals
TEST - VARIATIONS

■ Achievement / Attainment
■ Aptitude
■ Personality
■ Interest
■ Attitude
■ IQ ( Intelligence quotient)
APPLICATIONS OF PSYCHOMETRIC
TESTING

■ Placement
■ Personnel selection
■ Training & development
■ Career & Succession Planning
■ Diagnosis & recommendation of
Performance problems
■ Vocational education and career
counseling
WHY TESTS
■ To reduce errors

• Standardized set of questions

• Objective evaluation
SELECTING TESTS
■ SOURCES

■ METRICS

■ INTERPRETATION
ONLINE TESTING

■ Standardization
■ Easy to administer across locations
■ Quick
■ Automatic Reports
■ Does not need interpretation expertise
■ Still requires to be anchored by qualified
persons
REFERENCE CHECKS
■ Verify claims made by the candidate
■ Confirm selectors perceptions, sensing and
inferences
■ Clarify doubts that may have arisen during
the selection process
■ Add to understanding through input from
referee or any specific area of concern
■ Hear first hand from referee or anything
significant about the candidate ( positive or
dysfunctional)
Effective Reference Checks - the Steps
■ Ensure that the candidate gives references that know him well
■ Be clear on what you wish to ask the referee
■ Let the referee know
– That his/her input is important
– that you care about the candidates career choice / direction
– the context of the job that the candidate has applied for
■ Confirm referee’s extent of familiarity with the candidate
■ Ask open ended questions to start with
■ Follow through with pointed questions in your areas of concern
■ THANK THE REFEREE for the time invested
■ Do a 360 degree reference check
ASSESSMENT
Behavior Assessment Process

Evaluate
Rate data & behavior
to agreed standard

Classify
Categorize behavior and other
data into critical attributes

Store
Accurately store in memory what happened

Observe
Carefully watch and listen to what has happened
ASSESSMENT GUIDELINES

■ People tend to behave in a consistent way

■ Understand the context of people’s behavior

■ Relate information from one source to another


RATINGS
■ Excellent - 4
Tremendous amount of data across all
sections supporting the indicators.
Goes beyond the indicators. A big
strength area. This is where the
candidate operates from,as a
psychological platform ( will be an
adjective for him)
RATINGS

■ V Good - 3
A lot of data from at least two three
sections, or overwhelmingly in at least
one section supporting the indicators.
This is the way the indicators are
defined. Supports with examples
RATINGS
■Acceptable - 2
Evidence from at least one section of the
interview. Supports at least 2/3 of the
indicators. Will do. Exhibits data with
some examples
RATINGS

■ Not acceptable - 1

Shows definite evidence of lack of the


indicators. Falls short
COMMON FAILINGS IN ASSESSMENT

■ Leniency
■ The Halo effect
■ Mirror image
■ Contrast
■ Projection

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