CCRB
Useful tips for Board Members LD2IC 2013
CCRB stages •
Vacancy notice, listing technical and behavioural competencies
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Shortlist: GL and HRA assess CV / Application Form for basic eligibility for position
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Interview •
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Full candidate file (CV, AF, references, MARS, supporting documents for contract extension, mid & end probation reports, Initial LD selection memo) Check for technical and behavioural competencies Check for longer term potential / beyond current vacancy
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Objective Assessment
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Selection recommendation by consensus, based on integrated Information
CCRB •
Candidates are assessed on the following: • •
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suitability to carry out the functions described in the vacancy notice evaluation of technical competencies and behavioral competencies (10 core or mix of core and leadership or leadership) ability to make a valid contribution to the Organization’s mission in the long-term
Before the interview • •
Prepare, prepare, prepare! Read all documentation •
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All documents in the candidate file contain preliminary evidence of competencies and are a good preparatory basis.
Pre-board meeting: • • • •
1hour on the day of the board Agree on some common questions for all candidates Agree on distribution of roles among board members: think teamwork! Candidate file provides further material and information to support assessment
During the interview – candidate presentation
The interview comprises: 15’ presentation by the candidate
• • • •
30’ Q& A session The HRA introduces panel members and starts proceedings Make the candidate feel welcome! Actively listen to his/her presentation Take notes, take note of questions/clarifications for after the presentation
During the interview – Q&A •
Past behaviour has been shown to be the best predictor of future behaviour. Probe! Use the STARD model to gather evidence.
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STARD is a «funnelling» technique:
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Based on open questions: ‘How?’, ‘What?’, ‘Who?’, ‘Why?’… Aimed at probing as in-depth as required to gain evidence of competencies in a given context
STARD model – how does it work? Situation
Task
• Invite an example «please tell us about a time when…» • What was the situation? • What was the task? • What was your role?
Action
• What actions did you specifcally take? • What was your contirbution?
Result
• What was the outcome? • What did you achieve
Difference
• In hindsight is there anything you would do differently now? • What lessons did you learn from this example?
During the interview – Q&A
Use the Competency model booklet for examples of possible effective or ineffective behaviours to inspire a question line
The objective is to gather sufficient evidence of the competency
You may gather examples of other competencies in the process
You can also use challenging examples:
e.g. of a time when the teamwork was not successful (‘Working in Teams’ competency)
or of a time when they did not meet a deadline (‘Managing Self’ competency)
This is not a script:
You have to adapt your funnelling questions to the answers given
Clarify where necessary
Ensure you have a clear understanding
Don’t judge
During the interview – Q&A Observe
Evaluate
Beware/challenge your first impressions
Take detailed notes and avoid judgement
Use the assessment grid provided
base notes on observable aspects & examples
Don’t interrupt other board members
Classify
Be open minded and objective
Record
keep follow-up questions to the end of the competency being explored
No paper-rustling; no cross-talking; no mobile phones; no laptops.
During the interview – Q&A Observe
Record
Classify
Evaluate
Ensure you collect sufficient evidence, that the competency is fully covered by the examples provided
At the end of the interview:
Ask the candidate if there is anything they wish to add
Answer any substantive questions raised by the candidate
And … thank the candidate!
Between candidates, use the break:
for you to review your own notes,
for you to ensure your facts and justifications are clear as input for later discussion
Question types best avoided
Hypothetical:
Multiple choice:
Discriminatory
Don’t miss an opportunity to get the best!
would limit the scope of their response and guide their answer
Loses both the interviewer and the candidate – be focused and clear
Ambiguous
Would waste time
Double/marathon
Why would he/she deny it?
Irrelevant
Does not yield concrete evidence
Leading:
Don’t confuse the candidate
Think of the evidence you seek and the best way to obtain it. What are you trying to achieve with your question?
Making an objective assessment
Work on the third level: 1st level impression
2nd level impression
Superficial impressions - Dress, voice, manner
3rd level impression
Our basic models of people - stereotypes & prejudices
In-depth understanding of individual technical and behavioural competencies...
... Indications of longer term potential!
STARD: a few examples based on CERN’s competencies
Open Questions
Probing Questions
Checking for competency...
Looking for evidence... • What did you do to prepare your communication?
• Give me an example of a situation
when it was important for you to clearly communicate ... to others.
•Why was it important? •What did you do that was particularly effective?
Communicating effectively?
•What factors did you feel were important to address? •How did you make sure you were understood? • Looking back, would you do anything differently?
Open Questions
Probing Questions
Checking for competency...
Looking for evidence...
• Describe a time when you worked in a really effective team.
• What made the team so effective? • What was your particular contribution to the team? • How did your colleagues relate to you? • Etc.
Working in teams?
Open Questions
Probing Questions
Checking for competency...
Looking for evidence...
•Give me an example of when you had to support others in a team.
• Why did they need support? • What did you do to support them? • How did that change things? • Etc.
Open Questions
Probing Questions
Checking for competency...
Looking for evidence...
• Tell me how you personally
organise yourself when you have a lot of work
Managing self?
• Where do you start? • On what basis do you prioritise or make your decisions? • What do you do to ensure it all gets done? • Are there any particularly effective techniques you use to manage a heavy workload? • How do you feel at times when the workload is heavy?
Open Questions
Probing Questions
Checking for competency...
Looking for evidence...
•Describe a time when you did not meet your usual standards of work
Demonstrating accountability... ?
• What alerted you to this? • How did you overcome the problem? • What were the long-term consequences? • What have you learned from this experience?