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DEVELOPMENTAL SERVICES

HUMAN RESOURCE STRATEGY

Enhancing the lives of the people we support

BEHAVIOUR-BASED INTERVIEWING

WORKSHOP

FACILITATOR’S GUIDE

NOVEMBER 2010

Facilitator’s Guide 1 Developmental Services Human Resource Strategy Behaviour-Based Interviewing Workshop November 2010

TABLE OF CONTENTS

Facilitator’s Notes 1

How to Use This Guide .......................................................................................................................................... 2

Materials ................................................................................................................................................................. 3

Equipment and Facilities ........................................................................................................................................ 4

Symbols Used in the Facilitator’s Guide ................................................................................................................. 5

Agenda ................................................................................................................................................................... 6

Welcome Introduction, Objectives and Agenda 7

Introduction, Objectives and Agenda ..................................................................................................................... 8

Introduction to Behaviour-Based Interviewing ...................................................................................................... 15

Getting Codable Data 18

Getting Codable Data ........................................................................................................................................... 19

The Behaviour-Based Interview Process 24

The Behaviour-Based Interview Process ............................................................................................................. 25

Note-Taking .......................................................................................................................................................... 36

Interview Practice 39

Interview Practice Round 1................................................................................................................................... 40

Interview Practice Round 2................................................................................................................................... 44

Assess the Candidate 46

Assessing the Candidate ...................................................................................................................................... 47

Make a Selection Decision 49

Making a Selection Decision ................................................................................................................................ 50

Summary, Workshop Evaluation and Adjourn ..................................................................................................... 54


HOW TO USE THIS GUIDE

The Facilitator’s Guide is divided into sections. Each section covers a segment of the training session. The

heading for each section indicates the topic that will be covered. On the right-hand side of the page below the

heading is the approximate number of minutes required to complete the topic, as well as the time frame.

The format for each section contains two columns as follows:

1. Left-hand Column This column contains graphics, such as copies of the slides and other

icons, indicating the major aspect of the training segment. For example, a

flipchart indicates that a flipchart will be required.

2. Right-hand Column This column:

Describes the activity to be completed and contains possible trigger

questions you can ask about the topic to engage participants in

discussion

Lists the information or instructions to be conveyed to the participants

NOTE: While you want to respect the content in this column, try to

convey the messages in your own words as much as possible.

This will provide a more enjoyable and meaningful session for

the participants. Add any notes as you see fit to make the

session “your own”.


MATERIALS

Following is a list of the materials to be used in this workshop:

Facilitator’s Materials:

Facilitator’s Guide (this document)

Electronic copy of slides to run using an LCD

projector

Participant materials

Participant Binder:

Participant Workbook (one per person)

Hardy copy of workshop slides

Core Competency Dictionary (1 per person)

Direct Support Professional Behaviour-Based

Interview Guide (to be used for interview practice)

Direct Support Supervisor Behaviour-Based

Interview Guide (to be used for interview practice)

Participant Handouts:

Identifying Codable Data: Answers (1 per person)

Observer Checklist (2 per person)

Workshop Evaluation (1 per person)


EQUIPMENT AND FACILITIES

Following is a list of the equipment and facilities you will need to deliver the training program:

LCD projector and remote control (optional) if

this is your preference

Screen

2 flipchart easels and paper

2 sets of markers

Masking tape

1 package of loose leaf, lined 3-hole punched paper

for participants to use as needed

Here are some recommendations for the facilities required and how to set them up:

Main Meeting Room: You will need a main meeting room that comfortably seats the number of participants.

We suggest you set up the main meeting room in a “u-shaped” fashion. Have a small table beside the LCD

projector for the facilitator to place his/her notes. In addition, have a table set up at the side for supplies. At the

front of the room have a screen and 2 flipcharts, and at the back, 2 more flipcharts and a table with two chairs

for observers

Breakout Rooms: Ideally you will need 1-2 breakout rooms for participants to use to practice interviewing

each other (they will do this in groups of three), or a large meeting room where each group can go to a corner

of the room for their interview practice. If using breakout rooms, each room will require a table and 4 chairs.

NOTES:

It is recommended that you do not exceed 6-9 participants with one facilitator. Should there be more

participants, an additional trained facilitator is recommended to be able to manage the group and provide

individualized feedback to participants.

Ensure you know whom to contact if you are experiencing technical difficulties.


SYMBOLS USED IN THE FACILITATOR’S GUIDE

There are a number of symbols used in this Facilitator’s Guide to serve as prompts for the type of activity

occurring at that point in the program. Here is a list of those symbols and what they mean.

Facilitator

Flipchart

Individual Exercise

Participant Workbook

Small Group Exercise

Break

Handouts

Lunch


AGENDA

TIME TOPIC FACILITATOR

8:30 a.m. Welcome, Introductions, Objectives and Agenda

9:00 a.m. Introduction to Behaviour-Based Interviewing

9:30 a.m. Getting Codable Data

10:30 a.m. BREAK

10:45 a.m. Getting Codable Data, continued

11:15 a.m. The Behaviour-Based Interview Process

11:45 a.m. LUNCH

12:30 p.m. Interview Practice: Round 1

2:30 p.m. BREAK

2:45 p.m. Interview Practice: Round 2

4:15 p.m. Assessing the Candidate

4:45 p.m. Making a Selection Decision

4:55 p.m. Summary and Workshop Evaluation

5:00 p.m. ADJOURN

NOTE: You may find it helpful to keep the agenda in front of you to keep the session running on time.


WELCOME INTRODUCTION, OBJECTIVES AND AGENDA

SECTION OBJECTIVES:

Welcome participants

Review agenda and objectives

Review housekeeping items


INTRODUCTION, OBJECTIVES AND AGENDA

Timing: 30 minutes

8:30 – 9:00 a.m.

OH1

Behaviour-Based Interviewing

April 2010

Enhancing the lives of the people we support

Developmental Services

Human Resource Strategy

OH2

2© 2010 Hay Group. All rights reserved

Icebreaker

Name

Role and tenure

Expectations for the session

Worst interviewing nightmare (either as interviewer or interviewee)

SHOW OH1 (Behaviour-Based Interviewing Workshop)

Welcome participants to the session.

Introduce self and any other facilitators (if participants have not met you

before).

SHOW OH2 (Icebreaker)

Have participants introduce themselves by stating the following:

Name

Role and tenure

Expectations for the session

Worst interviewing nightmare (either as an interviewer or interviewee)

Note interviewing nightmares and address, as appropriate, when reviewing

the objectives for the session.

OH3


Objectives

Build capability in behaviour-based interviewing and assessing

candidate information for evidence of competencies by:

Practicing conducting behaviour-based interviews

Taking effective notes

“Coding” candidate data for competencies

SHOW OH3 (Objectives) and review the objectives for the session.

The objective of this session is to build your capability in conducting

behaviour-based interviews and assessing candidate data for evidence of

competencies by:

Practicing conducting behaviour-based interviews, including probing for

“codable” data

Taking effective notes

“Coding” candidate data for competencies

Reference participant expectations shared in the icebreaker.


INTRODUCTION, OBJECTIVES AND AGENDA, CONTINUED

Timing: 30 minutes

8:30 – 9:00 a.m.

OH4


Agenda

Welcome, introductions, objectives and agenda

Introduction to behaviour-based interviewing

Getting codable data

The behaviour-based interview process

LUNCH

Practice round 1

Interview problems and solutions

Practice round 2

Assessing the candidate

Making a hiring decision and checking references

SHOW OH4 (Agenda) and review the agenda for the session.

This workshop is designed as a “hands-on” learning experience to

develop the skills and knowledge you need to effectively conduct

behaviour-based interviews.

We’ll spend most of the morning introducing you to the behaviour-

based interviewing process and give you practice identifying “codable”

data to prepare for the behavioural interview.

We’ll then spend the afternoon practicing conducting behaviour-based

interviews.

Throughout the workshop, there are 2 key skills that we’ll be focusing

on (FLIPCHART THE 2 SKILLS):

1. Getting codable data, which is about gathering data from the

candidate that is linked to the competencies identified for success

in the role.

2. Probing, which is the basis of a behaviour-based interview. It is

about asking questions to get the codable data that you need from

the candidate to enable you to make an objective and accurate

assessment of the candidate’s suitability for the job you are

seeking to fill.

Having a clear understanding of the competencies is critical to

becoming effective in conducting behaviour-based interviews.

You need to know what you’re looking for to be able to probe

effectively. What you’re looking for is “codable” data, which is your

evidence that someone has the competencies you’re trying to evaluate.

Reference the Participant Workbook/Binder and explain the following:

The Participant Workbook/Binder contains the worksheets that will be

used, space for notes and a copy of the overheads, as well as space to

capture your reflections and key insights to support you in your

development.

Establish a “parking lot” location to record any issues to be discussed at

a later point in the session by posting a flipchart page on a wall in a

convenient location. Make sure these issues are addressed at some point

during the day. Good times are before lunch and at the end of the day.

Tell participants to feel free to ask questions as you will be introducing

several new terms and concepts, and gaining clarification is critical to

getting the most out of the session.



Timing: 30 minutes

8:30 – 9:00 a.m.

OH5


A question ….

What is the cost of making a

hiring mistake?

OH6


The cost of a hiring mistake

Consider the costs associated with …

Advertising for the position

Administrative costs associated with the recruitment and selection process (e.g., pre-

employment assessments, background checks, etc.)

Interview expenses

Salary and benefits paid to the employee

Orientation and training

Loss of productivity

Missed opportunities

Lower morale

Poor job/person “fit” and the negative impact

Cost estimates for a poor hire can be upwards to

1.5 times an individual’s annual salary.

- Saratoga Institute, 2001

SHOW OH5 (A question …) and introduce a discussion on the cost of a

hiring mistake.

ASK:

Q What is the cost of making a hiring mistake?

Solicit responses.

SHOW OH6 (The cost of a hiring mistake) and discuss the financial

impact of a hiring mistake.

The cost of a poor selection decision can be substantial – up to 1.5

times the employee’s annual salary, and possibly more depending on

the position.

To calculate the cost of a hiring mistake, you need to consider a

whole host of costs – direct and indirect – which would include costs

associated with:

Recruiting the individual – advertising for the position, job

postings

Administrative costs associated with the recruitment and selection

process (pre-employment assessments, background check, etc.)

The individual’s base salary and benefits

Orientation, training and development (it takes, on average, 3-6

months for a new employee to become “ramped up”)

Low productivity and quality while a poor performer is in the role

Lost opportunities (e.g., processes that don’t improve, objectives

that aren’t met)

Lower morale as others struggle to pick up the slack

A poor job/person “fit” and the associated negative impact

Dissatisfied people receiving support or customers who may form

a negative long-term perspective of your department and/or

organization.

That’s why making the right hiring decision strengthens overall

performance, helps build morale, provides you with a source of skilled

people for future job promotions, and saves you significant time and

money involved in correcting a hiring mistake.

This involves considerable thought and preparation. Remember,

however, that the quality of the individual you select is a function of

the time and energy you commit to the recruitment, interviewing and


selection process.



Timing: 30 minutes

8:30 – 9:00 a.m.

OH7


Source: Smith, 1988 and Boyle, 1988

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Selection methods and their validity

ASK:

Q Why do we make some of these mistakes?

Solicit and discuss responses.

Sample responses may include:

Hiring based on “gut” feelings – it is critical to have a systematic hiring

process in place to increase your chances of making a good hire.

Hiring based on personality versus competencies and skills – this is

typically because people tend to hire those who are similar to

themselves. They are the most comfortable with those candidates.

We are unclear about the job criteria – there is a tendency to focus on

a “wish list” instead of the 6-8 key criteria for success in the position.

We try to duplicate the person who was previously in the position –

this goes back to the criteria for success. If you are unclear about the

key criteria for success, you will tend to focus on finding someone

most like the last person in the job.

The interviewer does all the talking instead of asking questions and

listening to the candidate.

Inadequate reference checks – reference checks, if conducted

properly, can yield valuable information. Too often just a few cursory

questions are asked.

SHOW OH7 (Selection methods and their validity)

There are a variety of selection methods – many organizations use a

combination of methods, not just one – as well as varying degrees of

validity or predictability – the ability to accurately predict outcomes.

The various methods identified here include:

Age – hiring people based on their age

Non-structured interview – a process where different questions

may be asked of different applicants

Work interest – the level of interest demonstrated by the

candidate

Performance appraisals – looking at past performance appraisals

to gather insight into the individual’s ability to perform the role for

which he/she is being interviewed

Experience – looking at the relevant experience an individual has

in relation to the job being filled



Timing: 30 minutes

8:30 – 9:00 a.m.

References – considering the input gathered from the people

whom the candidate has provided as references

Biodata – Biographical data or “biodata” involves having

candidates complete surveys or interviews that work on the same

principle as behavioural interviewing: what was done in the past

predicts what will be done in the future. The key difference

between bio-data and behavioural interviews is that a good

behavioural interview is backed by a thorough job analysis,

interviewers can ask follow-up and clarification questions, and

multiple interviewers coordinate the information.

Personality tests – Personality or “psychological” tests are often

administered to job candidates to measure a variety of personality

characteristics that are related to future job performance.

Personality tests typically measure one or more of five personality

dimensions: extroversion, emotional stability, agreeableness,

conscientiousness, and openness to experience.

Cognitive ability tests – These are typically paper and pencil or

individualized assessment measures of an individual's general

mental ability or intelligence. They are often categorized as

general intelligence or aptitude tests.

Work sample – This involves having the candidate provide

samples of their work, either from work they’ve done in the past or

having them complete an exercise (for example, an in-basket

exercise) to get a sense of how they would perform on the job.

Behaviour-based interview, which we’ve described and which will

be the focus of our day, is among the highest in predictability.

Assessment centre – this selection method requires putting

candidates through a series of exercises that simulate the work to

be performed in the position for which you are hiring. Assessment

centres require a significant investment of time and effort in the

development of the centre itself, as well as in observing and

assessing candidates as they complete the assessment centre

exercises. They can be one to several days in duration.

This slide shows that behaviour-based interviews significantly

increase the chances of making a sound selection decision, and

therefore a good hire, versus traditional interviews. We’ll talk about

why in a few moments.



Timing: 30 minutes

8:30 – 9:00 a.m.

OH8


Using a competency-based approach for selection …

Will help to avoid these costs by providing a framework to consistently

select, develop and promote employees

Research has demonstrated that BBI is more likely to accurately

predict future behaviour on the job based on past experience.

Traditional interviews typically ask candidates theoretical questions

(e.g., “What would you do in this situation …?”), which may not elicit

what a candidate would actually do in a certain situation. In addition,

candidates may try to tell interviewers what they think they want to

hear or give “rehearsed” answers to questions. Therefore, many

employers are moving away from traditional interview questions and

including more behavioural interview questions in their interviews to

really help them understand the competencies a person has

demonstrated.

SHOW OH8 (Using a competency-based approach for selection) and

summarize.

While behaviour-based interviews require more time and preparation

than a traditional interview, it is a lot more costly to make a bad hiring

decision than to keep a job open for an extra week or two.

Transition to a discussion on behaviour-based interviewing.


INTRODUCTION TO BEHAVIOUR-BASED INTERVIEWING

Timing: 15 minutes

8:50 – 9:05 a.m.

OH9

© 2010 Hay Group. All rights reserved

Introduction to behaviour-based interviewing

1.0

OH10


What is behaviour-based interviewing?

A structured interview that is used to collect evidence about past

behaviour – competencies

Uses targeted competency-based questions to gather evidence of the

candidate’s competencies relative to the competencies required for success

in the role

Based on the premise that past performance predicts future

performance

Uncovers behavioural and technical skills

Reduces tendency toward interviewer bias – candidates typically view

this type of interview as fair and equitable

Increases objectivity and accuracy in selection decisions

OH11


The goal – a good job-person fit

Different jobs require different competencies

Different working environments require different competencies

It is important to get the right job-person fit

SHOW OH9 (Introduction to behaviour-based interviewing) and

introduce a discussion about what behaviour-based interviewing is.

SHOW OH10 (What is behaviour-based interviewing?) and review the

definition.

The interview is your primary mechanism for gathering data about a

candidate. Behavioural interviewing will provide you with the objective

data you need to make an informed selection decision. It follows a

structured process that enables you to explore the competencies a

candidate has demonstrated in the past, which is important because

we know that the best predictor of future behaviour is past behaviour.

In addition, behaviour-based interviewing minimizes the potential for

rater bias. This type of interview focuses on past performance and

capability, which increases objectivity and accuracy in selection

decisions.

This type of interviewing tends to be viewed by candidates as a fair and

equitable process, and even though people may not be selected, they

tend to feel more positive about the process, and can more readily

identify where they fell short.

SHOW OH11 (The goal – a good job-person fit) and review.

The goal of behaviour-based interviewing is to find the candidate

whose competencies best match those required for success in the job

or role. A good fit shortens the learning curve.

If there’s not a good fit between an individual’s competencies and the

requirements of the job, additional effort may be necessary to carry out

the job. Ultimately, a poor job-person fit will lead to turnover, which, as

we discussed earlier, can be very costly for the organization.


INTRODUCTION TO BEHAVIOUR-BASED INTERVIEWING, CONTINUED

Timing: 15 minutes

8:50 – 9:05 a.m.

OH12


Traditional interviews

Traditional interviews:

Ask the candidate how they would behave as opposed to how they did

behave (e.g., “What would you do in this situation…?”)

Are usually insufficient to identify the highest potential job candidates

May result in more biased and/or ineffective selection decisions

OH13


Behaviour-based interviews

Behaviour-based interviews:

Ask the candidate questions that elicit how they have demonstrated specific

behaviours in the past (e.g., “Tell me about a time when you had to ….”)

Reduce the candidate’s ability to be less than honest

Typically result in more effective and unbiased selection decisions

OH14


Better job-person fit

Increased retention rates

Shorter development period to fully competent performance

Benefits

SHOW OH12 (Traditional interviews) and discuss how traditional

interviews are conducted.

In traditional interviews, interviewers tend to ask hypothetical,

situational questions (e.g., “What would you do in this situation …?”),

which may not elicit what a candidate would actually do in a certain

situation. So, for example, if an interviewer asks, "How would you

handle XYZ situation?" the candidate can easily provide the “right”

answer. How does the interviewer know, after all, if the candidate

would really react in a given situation the way he/she said they would?

In addition, candidates may try to tell interviewers what they think they

want to hear or give “rehearsed” answers to questions. Therefore,

many employers are moving away from traditional interview questions

and including more behavioural interview questions in their interviews.

What’s worse is that many organizations allow interviewers to just

“wing it” by asking their favorite questions, which may or may not relate

to job success.

SHOW OH13 (Behaviour-based interviews) and discuss how behaviour-

based interviews are conducted.

In a behaviour-based interview, however, it's much more difficult to

give responses that are not true to one’s character. When the

candidate relays a behavioural story, the interviewer will probe to try to

get at the specific behaviour(s) demonstrated, and for more depth or

detail such as, "What were you thinking at that point?" or "Tell me

more about your meeting with that person," or "Lead me through your

decision process." With the level of probing required to effectively

conduct a behaviour-based interview, it is very difficult for a candidate

to be less than honest.

SHOW OH14 (Benefits) and review the benefits of behaviour-based

interviewing.

Behaviour-based interviewing helps to ensure that the people you hire

have the potential to succeed.

This competency-based approach can also be used to provide

appropriate development to help employees realize their potential.


INTRODUCTION TO BEHAVIOUR-BASED INTERVIEWING, CONTINUED

Timing: 15 minutes

8:50 – 9:05 a.m.

OH15


Behaviour-based interviews avoid these mistakes made in traditional interviews

Interviewer talks more than the candidate

Selection decisions based on first impressions or “gut” instincts

Interviewer asks inappropriate or potentially illegal questions

The same general questions are used for every position, making it

difficult to judge if a candidate is right for a specific position

Interviewers disagree on which candidate to hire due to a lack of

agreement on criteria for success

SHOW OH15 (Behaviour-based interviews avoid these mistakes made

in traditional interviews) and review the mistakes commonly made in

traditional interviews.

Some of the most common mistakes made by interviewers in

traditional interviews include:

The interviewer talks more than the candidate, wasting valuable

time.

Hiring decisions are based on first impressions and gut instincts.

The interviewer asks inappropriate (or potentially illegal) questions.

The same general questions are used for every position, making it

difficult to judge if a candidate is right for a specific job.

Interviewers disagree on which candidate to hire because they

cannot agree on which characteristics are most important for job

success.

The return on investment for organizations that apply behaviour-based

interviewing techniques has been estimated to be as high as 20:1 for

each training dollar spent. These estimates are based on savings

related to avoiding bad hires and increased revenue resulting from

hiring top performers who are a good fit for the job and the

organization.

Transition to the next component on getting codable data.


GETTING CODABLE DATA

MODULE OBJECTIVES:

Understand what “codable” data is

Practice identifying codable vs. non-codable data


GETTING CODABLE DATA

Timing: 1 hour

9:30 – 10:30 a.m.

OH16


Getting codable data

2.0

OH17


What is codable information?

The detail you get from candidates:

Actions

Feelings

Thoughts

Statements

that allows you to determine what competencies and levels they have

demonstrated in the past

SHOW OH16 (Getting codable data) and introduce the next segment on

getting codable data.

Coding is about making the links between what you hear in an

interview and what you are looking for – specific competencies at a

specific level of expertise.

You want to start by correctly determining if what the candidate is

saying is in fact “codable information,” and if so, how do you code it;

that is, what competency does it reflect?

SHOW OH17 (What is codable information?) and review.

So, what is codable information? Codable information reveals what a

candidate said, thought, did and felt in a particular situation.


GETTING CODABLE DATA, CONTINUED

Timing: 1 hour

9:30 – 10:30 a.m.

OH18


Criteria for codable data

For data to be “codable” it must:

Be clearly attributable to the interviewee (“I” vs. “we”)

Have actually occurred in the past (no “hypotheticals”)

Have been volunteered by the interviewee

Be specific

OH19


What is codable?

Code Don’t Code

Clear actor

“I”

Specific situation

Past actions, statements, thoughts, feelings

Specific

Vague actor

“We,” “our,” “the team”

Statements describing what the

interviewee currently or typically does, or

hopes to do in the future

The interviewee’s current opinions,

attitudes, reflections and/or feelings

about past situations (hindsight)

Summarized dialogue

SHOW OH18 (Criteria for codable data) and review the criteria.

Information provided by a candidate is codable if it meets certain criteria:

1. It must be clearly attributable to the interviewee. People often talk

in terms of “we.” When gathering information from a candidate,

you want to find out what the candidate himself/herself actually

said or did – in other words, his/her actions, thoughts and feelings.

2. It must have occurred in the past. Actions, thoughts and feelings

that occurred at the time of the incident being described are

codable. Anything that the candidate says they would do or would

do differently in the future may be interesting, but it is not codable –

it hasn’t actually occurred.

3. It must be volunteered by the interviewee. Information the

candidate volunteers is codable; information coming from leading

questions is not. For example, asking a candidate “Were you

angry?” is a leading question and the answer is not codable. In this

case, it would be better to ask “How did you feel when that

happened?” This does not “lead” the candidate to give a certain

answer.

4. It must be specific. General information is not codable – it must be

specific behaviour. “I made the sale” is not codable. “I offered four

different reasons the product would help them, including initial cost

and overall value because I knew these were their biggest

concerns” is codable information because it reveals specific

actions.

SHOW OH19 (What is codable?) and summarize.

Let’s look at some examples.



Timing: 1 hour

9:30 – 10:30 a.m.

OH20


Coding example

Codable

I knew that the meeting was going

well because they started warming

up. The father of one of the

individuals we serve became

much more open and started to

talk about issues that were

important to him. He became

animated and excited when we

started talking to him about some

of our programs that would be

suitable for his son …

Not codable

“I’m a good judge of people. I can

tell if a meeting is going well or

not.”

“We knew that it wasn’t a good

meeting!”

OH21


Behavioural example

“She had only been in the role for about nine months, and she told me she

was frustrated that she was not catching onto some things more quickly. I

explained to her, ‘This is a very complex process, and it takes quite a bit of

time to learn all aspects of it. I think you have a bright future here and I

want you to succeed. I want to help you get to where you need to be. I’ve

reviewed your work, and I think I know where you may have gotten

confused. I think you missed some of the variables, which impacted the

overall result that you got. I’ll need you to do this again tomorrow – I’d like

you to walk me through your thinking as you do it so that I can help you

identify other things you can do differently that will get us the results we’re

looking for.’”

SHOW OH20 (Coding example) and review the example.

ASK:

Q Why aren’t the examples on the right-hand side of

the slide codable?

What you see on the left-hand side is codable – the candidate is

describing what his/her thinking was in the situation being described.

On the right-hand side, however, the candidate is making general

statements.

ASK:

Q Does anyone know which competency is being

demonstrated?

Refer participants to the Core Competency Dictionary to help them identify

the competency demonstrated in the example.

Answer: Interpersonal Relations and Respect. The level demonstrated is

Level 1: Listens Respectfully to Others, which involves the ability to pick up

on others’ emotions and non-verbals.

Let’s look at a couple more examples.

SHOW OH21 (Behavioural example) and ask the questions that follow.

Q Is this codable?

Answer: Yes

Q How would you code this data – what is the

competency being demonstrated?

Once again, refer participants to the Core Competency Dictionary and

solicit responses.

Answer: Developing Others. The level being demonstrated here is Level 3:

Coaches Others and Provides Advice Relative to Competency Acquisition.



Timing: 1 hour

9:30 – 10:30 a.m.

OH22


Behavioural example

“I was trying to increase interest in one of our programs. I knew some of

my colleagues had done some innovative things to increase participation,

so I got them together and we brainstormed and discussed some different

ideas. I put together a plan incorporating some of their suggestions and

presented it to my manager. He approved my plan, and I successfully got

program participation up by 20%.”

OH23


Exercise: Identifying codable data

1. With a partner, review the statements on pages 5-7

of the Participant Workbook and determine whether

or not they are codable. Refer to the Coding Chart

on pages 3-4 in your workbook to help you complete

the exercise.

2. Be prepared to report out to the large group.

Participant Workbook

Coding Chart – pgs. 3-4

Worksheets – pgs. 5-7

SHOW OH22 (Behavioural example) and ask the questions that follow.

Once again, refer participants to the Core Competency Dictionary and

solicit responses.

Q Is this codable?

Answer: Yes

Q How would you code this data – what is the

competency being demonstrated?

Answer: Collaboration. The level demonstrated is Level 3: Values Others

and Solicits Input.

SHOW OH23 (Exercise: Identifying codable data) and introduce an

exercise in which participants will practice identifying codable data.

Instructions:

1. With a partner, review the statements on pages 5-7 of the Participant

Workbook and determine if they are codable. You’ll have 20 minutes to

complete the exercise. Refer to the Coding Chart on pages 3-4 in your

Participant Workbook when working through the exercise.

2. Be prepared to report out to the large group.

Transition to a break. Let participants know you will take up the exercise

after the break.

BREAK

(10:30 – 10:45 a.m.)



Timing: 30 minutes

10:45 – 11:15 a.m.

Identifying Codable Data:

Answers

Participant Workbook, pg. 8

Debrief:

Review each statement with participants.

When all responses have been discussed, HAND OUT a copy of the

Identifying Codable Data: Answers sheet to each participant.

The objective of this exercise was to give you practice identifying

codable information so that when you interview candidates, you’ll know

when you are getting codable data.

Codable data helps you objectively identify/evaluate the competencies

candidates have demonstrated and, therefore, make better selection

decisions. That is why it is critical to be very familiar with the

competencies for the position for which you are hiring, and able to

recognize what is and isn’t codable.

Have participants turn to page 8 in the Participant Workbook and note

their key reflections.

Transition to the next component – how to conduct a behaviour-based

interview.


THE BEHAVIOUR-BASED INTERVIEW PROCESS

MODULE OBJECTIVES:

Understand the process for preparing for and conducting behaviour-

based interviews


THE BEHAVIOUR-BASED INTERVIEW PROCESS

Timing: 30 minutes

11:15 – 11:45 a.m.

OH24


The behaviour-based interview process

3.0

OH25


Pre-interview preparation

In preparation to conduct a behaviour-based interview, you will need to:

1. Define the job requirements (refer to the job description):

What are the key accountabilities for the position?

What are the credentials, qualifications and/or educational requirements

you are seeking in the candidate?

What technical skills are required?

What experience, if any, is required?

Which competencies are required for the position?

SHOW OH24 (The behaviour-based interview process) and explain that

the remainder of the day will be focused on the process and practicing

conducting behaviour-based interviews.

SHOW OH25 (Pre-interview preparation) and briefly review the first pre-

interview preparation step – defining the job requirements:

1. Define the job requirements:

Defining the job requirements will give you a clear understanding of the

position in terms of:

Key accountabilities

Credentials, qualifications and/or educational requirements

Technical skill requirements

Experience required, if any

The competencies for the position


THE BEHAVIOUR-BASED INTERVIEW PROCESS, CONTINUED

Timing: 30 minutes

11:15 – 11:45 a.m.

OH26


Pre-interview preparation, continued

2. Design the selection process:

Identify who will be involved in the interview process

Determine the screening process

Determine the interview process, including:

How many interviews will be conducted with candidates?

Who will conduct the interviews?

Which competencies will be explored with the candidate (Note: If conducting

multiple interviews or using multiple interviewers, determine which competencies

will be covered in each interview and/or by each interviewer.)

Who will set up the logistics of the interview process?

Will there be any additional assessments or testing required as part of the

interview process?

Arrange a meeting to evaluate candidates and make a selection decision

Plan the reference check process

SHOW OH26 (Pre-interview preparation, continued) and briefly review

the considerations in designing the selection process:

2. Design the selection process:

Once you have a clear picture of the job/position, you then need to design

the selection process. Your agency may have a standard process in place

– ensure the process you design is aligned with the organization’s

interviewing and selection policies, procedures and guidelines.

This step includes such things as:

Identifying who will be on the hiring team

Determining the screening process

Determining the interview process, including:

How many interviews will be conducted with candidates?

Who will conduct the interviews?

Which competencies will be covered in the interview and/or by

each interviewer? (If conducting multiple rounds of interviews, you

will need to determine which competencies will be explored in each

round.)

- As a guideline, you will need approximately 10-15 minutes to

explore each competency. Therefore, in a 90-minute interview

(with 60 minutes of that time devoted to the behaviour-based

component), you will likely be able to cover 4-6 competencies.

The more senior the position, the more time you will require per

competency as the situations the candidate shares will likely be

more complex, and therefore, will require more time to explore.

- You will also need to consider whether you would like to explore

any of the threshold competencies.

Who will set up the logistics of the interview process?

Will there be any additional assessments or testing required as

part of the interview process?

Arranging a meeting of the hiring team to evaluate candidates and

make a selection decision

Planning the reference check process



Timing: 30 minutes

11:15 – 11:45 a.m.

OH27

27© 2008 Hay Group. All Rights Reserved

Multiple hurdle process

Broad, less costly assessment methods used to pre-screen candidates

Specific, more labour intensive assessment methods used to assess individual

competencies

The behaviour-based selection funnel

Behaviour-based reference check

Final selection decision

Behaviour-based interview

Work simulations

Application form

Self assessment questionnaire

Resume screen

Cognitive ability test

OH28


Pre-interview preparation, continued

3. Review/prepare the Behaviour-Based Interview Guide

A key tool to guide you through the interview

It includes:

A script of the key points to cover in the interview

The competencies for the role

Identify which competencies to explore with the candidate

Targeted selection questions for each competency

Identify which questions you will ask

Space for taking notes during the interview

An Interview Summary page to capture the interviewer’s assessment of

the candidate

SHOW OH27 (The behaviour-based selection funnel) and briefly explain

the recruitment and selection process using the funnel analogy – the goal

is to whittle down a large number of candidates using less costly

assessment methods, to using behaviour-based interviews to assess

short-listed candidates, to conducting behaviour-based reference checks

for the top candidate(s).

SHOW OH28 (Pre-interview preparation, continued) and continue

reviewing how to prepare the Behaviour-Based Interview Guide:

3. Prepare/customize the Behaviour-Based Interview Guide:

The most important tool you will need in conducting behaviour-based

interviews is the Behaviour-Based Interview Guide.

It will guide you through the interview, and includes:

A script of the key points to cover in the interview

The competencies for the role

Targeted questions for each competency

Space for taking notes during the interview

An Interview Summary page to capture the interviewer’s

assessment of the candidate



Timing: 30 minutes

11:15 – 11:45 a.m.

OH29


Interview and selection phases

Conduct

the

Interview

Assess

the

Candidate

Make a

Selection

Decision

Prepare

for the

Interview

OH30


Phase 1: Prepare for the interview

Review the following:

The behavioural competencies to explore with the candidate and the

targeted selection questions for each competency

The candidate’s resumé/application

The job/position description

The “script” in the interview guide

Arrange a quiet place for the interview

Conduct

the

Interview

Assess

the

Candidate

Prepare

for the

Interview

Make a

Selection

Decision

SHOW OH29 (Interview and selection phases) and review the four

phases of the interview and selection process:

1. Prepare for the interview

2. Conduct the interview

3. Assess the candidate

4. Make a selection decision

ASK:

Q Before conducting an interview, what do you do to

prepare?

Solicit and flipchart responses.

SHOW OH30 (Phase 1: Prepare for the interview) and review the key

steps to preparing for the interview.

Preparing for a behaviour-based interview involves:

Reviewing the competencies required for effective performance in

the role to ensure you have a clear understanding of them.

Reviewing the candidate’s resumé and application.

Reviewing the job description so that you have a clear picture of

the requirements for the job – the key accountabilities, tasks, skills

required, and any educational/certification requirements; most of

this information can be found in a job description, if available.

Reviewing/revising the “script” in the interview guide – you may

want to tailor it for your needs.

Arranging a quiet place for the interview.

Now let’s take a closer look at the interview itself.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH31


Phase 2: Conduct the interview

2 minutes10 minutes

Conduct

the

Interview

Prepare

for the

Interview

Assess

the

Candidate

Make a

Selection

Decision

3 minutes60 minutes 10 minutes 5 minutes

1. Open the

interview and

establish

rapport

2. Career

history

3. Specific recent

events – Targeted selection

questions

6. Close

the

interview

5. Give the

candidate an

opportunity

to ask

questions

4. Ask any

final

questions

OH32


1. Open the interview

Use the opening to build rapport and make the candidate feel at ease:

Greet the candidate

Introduce yourself and your role

Ask a question such as “Did you have any problems finding our office

today?” “Are you enjoying the weather?”

Explain the purpose and structure of the interview

Mention:

Timeframe for the interview

Note-taking

SHOW OH31 (Phase 2: Conduct the interview) and review the stages

and timeframe for the interview.

A behaviour-based interview should take approximately 90 minutes

(ideally 2 hours) to provide you with time to gather enough behavioural

data from the candidate to enable you to make a selection decision.

This slide shows a typical breakdown of the timeframes for each

component of the interview.

As you can see, the bulk of the interview is spent on the behaviour-

based component. It takes time to gather behavioural data, and you

need to count on approximately 10-15 minutes per competency, which

is why you will likely only have time to cover 4 to 6 competencies in a

90-minute interview. The more senior the position, however, the more

time you will likely need to explore each competency, so in some

cases, you will only be able to cover four.

SHOW OH32 (1. Open the interview) and review the key steps in opening

the interview.

Your intent here is to establish rapport and put the candidate at ease.

Have a couple of questions ready so that you can help put the

candidate at ease.

Then review how the interview will work – the purpose and flow.

Remind the candidate how long the interview will take (this should have

been communicated when the interview was scheduled) and let

him/her know that you will be taking notes.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH33


2. Review the candidate’s career history

Review the candidate’s career history and key job responsibilities starting with the most

recent position

Probe for more information about the candidate’s technical knowledge, education and

expertise, as appropriate

Ask the following types of questions:

What is/was your position?

What are/were your responsibilities?

Do/did you have any direct reports? If so, how many?

What key skills are/were required in the job?

What technical abilities do you possess that you feel are relevant to this job?

How have you demonstrated these skills/abilities?

Which of your previous positions do you feel most prepares you for this job?

Explore any gaps in employment

Remember to ask the candidate what caused them to make

the job choices they did along the way.

OH34


3. Conduct the behaviour-based interview

Explain the process for the behaviour-based component of the interview:

1. You will be asking them to share several stories within the last 1-2 years

2. For each story, have candidates describe the:

Context – have the candidate provide a brief overview of the situation or

challenge (2-3 sentences) to give you the context

Actions – have the candidate describe the actions he/she took in the situation

Results – have the candidate describe the results/outcome

3. You will likely be interrupting them as you probe for the necessary level of detail

4. Remind the candidate to speak in the first person –

to focus on “I” vs. “we”

5. Ask the candidate if they have any questions

before beginning

Competencies are the fuel

that drive the car!

SHOW OH33 (2. Review the candidate’s career history) and review the

key steps in getting the candidate’s career history.

This step gives you the opportunity to explore the candidate’s resumé

and address any questions you may have. Focus on the candidate’s

previous jobs/experience, education and training that are most relevant

to the job for which you are hiring.

The interview guide will provide you with the key questions to ask the

candidate when exploring their career history.

At this stage, you will begin to get a sense of the candidate’s skills and

knowledge. Note any information about which you would like more

detail and remember to probe for it in the next step.

Remember to ask the candidate what caused them to make the job

choices they did along the way. This information can give you some

interesting insights. For example, the candidate may like to take on

challenges, he/she may demonstrate a desire to continuously learn,

etc.

In addition, explore any gaps in employment.

If you are unclear about the candidate’s education (should there be

specific educational requirements for the position), this is a good time

to ask.

Once you’ve captured the candidate’s career history, it’s time to move

on to the behaviour-based component of the interview.

SHOW OH34 (3. Conduct the behaviour-based interview) and review

how to explain the process to candidates.

Facilitator Note: Point out to participants that the interview guide contains

a “script” for introducing and explaining the behaviour-based component of

the interview.

Begin by telling the candidate that you will be asking him/her to share

some situations or stories from their work experiences, and that ideally,

these stories should have taken place within the last 1-2 years. The

reason for this is that you will be asking for quite a bit of detail around

what the candidate said, did, thought and felt in the situations, and the

candidate needs to be able to recall this information.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH35


Gathering behavioural data – the process

Ask the targeted competency question

Context:

Get a 2-3 sentence overview of the situation or challenge and what led up to it.

Actions:

Have the candidate describe the actions he/she took in the situation.

Probe for what the candidate:

Did

Said

Thought

Felt

Results:

Have the candidate describe the results or outcome of the situation – how did it

end? What was accomplished?

Explain to the candidate that for each situation/story, you will be asking

them to describe:

The CONTEXT – a brief (i.e., 2-3 sentence) overview of the

situation and what led up to it to provide you with some context for

the story

The ACTIONS he/she took in that situation

The RESULTS or outcome of the situation – how the situation

ended and what was accomplished

Point out the C-A-R acronym as an easy way to remember the three

key elements.

Let the candidate know that you will likely be interrupting as they tell

their story so that you can probe for the detail you are looking for –

apologize in advance for this.

Remind the candidate to talk in “I” versus “we”.

Before jumping into the first story, ask the candidate if he/she has any

questions before beginning as you’ve just covered quite a bit of

information.

SHOW OH35 (Gathering behavioural data – the process) and review

the slide which provides a more visual look at the process.

Once you’ve obtained the context, have the candidate tell you about

the situation in detail – the actions he/she took in the situation.

Probe as needed to get sufficient codable data. Probe for what the

candidate:

Said

Did

Thought

Felt

Keep probing, gathering codable data and taking notes until the

candidate has come to the end of the story. At this point, ask the

candidate if he/she has anything else to add before moving on to the

next question or competency.

Let’s go back to the beginning and take a closer look at how this

portion of the interview unfolds.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH36


Begin by asking a targeted competency-based question

Targeted competency-based questions are typically phrased as follows:

“Describe a time when...”

“Tell me about a time when...”

“Give me an example of...”

“Give me an example of a time when...”

OH37


Getting a good overview of the context

Context overview:

“We typically hold various fundraisers throughout the year to raise

additional funds for some of our unique programs. I knew that given the

current economic climate, what we had always done in the past wouldn’t

work, so I wanted to come up with a new way of raising money. I did some

research and seized an opportunity to hold a different type of fundraiser.”

It is helpful to find out what led up to the situation to provide more

context:

“I noticed that the amount of money we were raising had been declining

year over year for the last few years, and wanted to consider new

opportunities for increasing the funds we raise without requiring more

work.”

OH38


Getting to the detail

Codable Data

Situation

Probing for:

Actions

&

Results

SHOW OH36 (Begin by asking a targeted competency-based

question) and review the typical phrasing for targeted competency-based

questions.

As mentioned earlier, part of your preparation for the interview involves

identifying the targeted competency-based questions you will ask for

each competency you want to explore with the candidate.

The Behaviour-Based Interview Guide contains several targeted

questions per competency – in preparing the guide, you will need to

identify 2-3 of the questions.

It is recommended that you ask a minimum of two questions per

competency to ensure a more in-depth understanding of the

candidate’s ability to demonstrate the behaviours associated with the

competency.

SHOW OH37 (Getting a good overview of the context) and review the

importance of getting a good overview and the example provided.

Getting a good overview of the context is extremely helpful as it:

Provides you with the context for the story the candidate will tell

you, and

Gives you a good idea about the complexity of the story itself

SHOW OH38 (Getting to the detail) and review.

Once you have the context overview – a high level description of the

story – it’s time to start getting at the detail, and gathering the codable

information you need to make an informed selection decision.

This is done through probing. As we mentioned at the beginning of the

session, questioning and probing skills are critical for effective

behaviour-based interviewing.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH39


IntentActions and

Probing for actions and intent

SHOW OH39 (Probing for actions and intent) and explain that you need

to probe not just for action, but also for intent.

One of the best kept secrets about interviewing is probing for the

candidate’s intent – the reasons behind their actions. This is done by

asking the candidate what their thinking was.

Probing for intent will help you identify which competency the candidate

is trying to demonstrate, and at which level.

Review the following example to help participants understand the value of

probing for intent.

Let’s say you observe a waitress who very quickly brings the order to

her customer. She appears to be attentive to the customer and you

would describe her behaviour as moving the customer through the

lunch process as quickly as possible. So what competency is she

demonstrating? To find out, you would need to ask her what her intent

was:

If she says she is bringing the order quickly because she wants to

seat another customer so that she can sell more food and

beverages, she is probably demonstrating a competency related to

achieving results.

If she says she is bringing the order quickly because she felt they

were upset, had read their body language, and they looked to be in

a rush, then she may be demonstrating a different competency.

ASK:

Q What competency do you think this would be?

Answer: Interpersonal Relations and Respect.

If she says she is bring the order quickly because she has served

this customer on several occasions and knows that she has a

short lunch break, then she may be demonstrating another

competency.

ASK:

Q What competency do you think this would be?

Answer: Service Orientation.

Therefore, understanding intent is critical to accurately identifying

which competency a person is demonstrating.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH40


Why probe for intent?

Actions describe what a person did or said

Intentions explain the why behind the behaviour

Both are critical to accurately identify the correct competency

Candidate: “...so I told him to clean up his act!”

Interviewer: “What was going through your mind when you said that?”

Candidate: “I wanted him to understand that his behaviour was disruptive to the team.”

OH41


Examples of follow-up probes

Who was involved?

What did you actually say?

What did you do?

What were you thinking? What was going through your mind?

How were you feeling? How did you feel when that happened?

What happened next?

How did the situation end – what was the outcome/result?

SHOW OH40 (Why probe for intent?) and summarize.

SHOW OH41 (Examples of follow-up probes) and review examples of

follow-up probes.

When listening to the candidate’s story, keep probing so that you

gather sufficient codable data. These are examples of probes you can

use. You will also find these in the interview guide.

Your follow-up questions, or probes, should be short and to the point.

The more complicated they are, the greater the chance that they will be

leading the candidate, which, as we mentioned earlier, will not get you

the codable data you’re looking for. It is advisable to stick to these or

similar questions, particularly as you develop your behaviour-based

interviewing skills.



Timing: 30 minutes

11:15 – 11:45 a.m.

OH42


Probing guidelines

50% - 60%

of the time

Actions What people said

What people did

What happened next

25% - 40%

of the time

Thoughts What people thought

5% - 10%

of the time

Feelings How people felt

OH43


Interviewing do’s and don’ts

Do’s

Develop rapport

Follow a consistent interview guide

for all candidates

Use effective interviewing and

probing techniques and keep

questions in the past tense

Remind the interviewee to use “I”

instead of “we”, as appropriate

Keep interviewee focused on what

he/she actually did (vs. usually do)

– stay out of the “woulds”

Listen actively

Take lots of notes

Dont’s

Ask leading questions

Accept “we” comments

Violate legal requirements

Ask questions that shift the

interviewee into present, future and

conditional tenses

Accept personal beliefs/values/

philosophies (e.g., “I think it’s really

important to not only listen, but to

try to read someone’s body

language.”)

Play psychologist

SHOW OH42 (Probing guidelines) and review the guidelines for probing.

There is a preferred balance of probes. Most of your time will be spent

gathering information about what the candidate did and said, and

prompting him/her by asking what happened. These are the questions

that get at the “action”.

You’ll also need to probe for what the candidate was thinking at the

time, to get at their “intent.”

Finally, ask the candidate what he/she was feeling at the time.

The key is to probe from the outside in. People often make the mistake

of asking too many questions about how people felt. It’s more

important to first find out what they did, said and thought, and then

what they felt, as appropriate.

Your role is not to play psychologist, but rather to get a detailed

account of the actions and thoughts behind the actions.

ASK participants if they have any questions about the behaviour-based

interview process.

Summarize this component by reviewing some interview do’s and don’ts.

SHOW OH43 (Interviewing do’s and don’ts) and review the do’s and

don’ts.

Transition to a discussion on note-taking.


NOTE-TAKING

Timing: 30 minutes

11:15 – 11:45 a.m.

OH44

OH45


Tips for note-taking

Ensure that you are completely familiar with the competencies being

assessed

Take notes throughout the entire interview

Capture the candidate’s actions, thoughts, feelings and statements

– as much as possible, write down exactly what the candidate said

Collect high quantities of information

SHOW OH44 (Note-taking – the value of good notes) and discuss the

importance of taking good notes.

When it comes to note-taking, the goal is to record enough information

so that you clearly understand the context, what actions were taken,

what thoughts and feelings were experienced by the candidate and

what the outcome was.

What you want to make sure you have here is codable data – your

evidence for a competency – that you can link to the behaviours of a

particular level in a competency scale.

With regard to legalities, the accuracy of notes is very important. There

may be circumstances where a candidate may have the potential to

gain access to your notes through legal means (e.g., the Ontario

Human Rights Code), so you want to make sure that they’re as

unbiased and objective as possible, and the best way to ensure that is

to capture detailed notes – as detailed as possible. Don’t interpret

during the interview, and never write anything you don’t want the

candidate to see!

Hold a brief discussion on the various requirements of organizations with

regard to keeping interview notes on file.

ASK:

Q Are you aware of any guidelines within your

organization with regard to keeping notes on file?

SHOW OH45 (Tips for note-taking) and review the key tips for effective

note-taking.

One of the most important things to do is become completely familiar

with the competencies you will be exploring with the candidate – your

familiarity with the scales will help you understand the type of

information to record (i.e., anything that helps you code the

competencies), and will also help you probe, since you will know where

to go with questions to get the maximum amount of relevant

information in the shortest time. Remember, if you don’t hear it, you

can’t code it; you need to get enough information so that you can go

back and make the connections.

Keep lots of paper on hand in case you need more for note-taking.

Collect information in as much detail as much as possible. Remember,

write down only what the person says, rather than your impressions or

opinions about the individual.


NOTE-TAKING, CONTINUED

Timing: 30 minutes

11:15 – 11:45 a.m.

OH46


4. Ask any additional questions

Once you have completed the behaviour-based component of the

interview, ask the candidate any additional questions you may have

OH47


5. Give the candidate an opportunity to ask questions

Before closing the interview, give the candidate an opportunity to ask

questions, for example, about:

The position

The organization

Next steps, etc.

OH48


6. Close the interview

Inform the candidate of next steps

Thank the candidate for their time

The quantity and quality of the information you collect and your

knowledge of the competencies is tied directly to the accuracy you will

achieve in your evaluation of the candidate.

Also, it is advisable that you not try to code the data you have gathered

until after the interview.

ASK participants if they have any questions about note-taking.

SHOW OH46 (4. Ask any additional questions) and review.

Take a few moments at the end of the behaviour-based component of

the interview to ask any additional questions that may have come to

mind over the course of the interview.

SHOW OH47 (5. Give the candidate an opportunity to ask questions)

and review.

Before closing the interview, give the candidate a few moments to ask

any question he/she may have, for example, about:

The position

The organization

Next steps, etc.

SHOW OH48 (6. Close the interview) and review.

Finally, close the interview by letting the candidate know about next

steps, for example, the next step in the interview process, when a

selection decision will likely be made, etc.

Thank the candidate for their time.


NOTE-TAKING, CONTINUED

Timing: 30 minutes

11:15 – 11:45 a.m.


Before breaking for lunch, have participants turn to page 9 in the

Participant Workbook and note their key reflections.

Transition to lunch. Explain that after lunch, participants will spend the

afternoon practicing interviewing.

LUNCH

(11:45 a.m. – 12:30 p.m.)


INTERVIEW PRACTICE

MODULE OBJECTIVES:

Develop effective behaviour-based interviewing skills through skill

practice.


INTERVIEW PRACTICE ROUND 1

Timing: 2 hours

12:30 – 2:30 p.m.

OH49


Interview practice

4.0

OH50


Interviewing practice - roles

You will work in trios, taking turns playing the following roles:

Interviewer

Selects a competency and targeted competency question from the Interview Guide –

the interviewer should discuss their selection with the interviewee to ensure it is a

competency around which he/she has situations to share

Opens the interview and establishes rapport

Sets up the behaviour-based component

Gets the situation overview

Probes for detail and takes notes around actions and the result/outcome

Interviewee

Responds to questions asked by interviewer

Provides feedback to the interviewer

Observer

Observes the interview

Completes an Observation Checklist

Provides feedback to the interviewer

SHOW OH49 (Interview practice) and explain that the remainder of the

day will be spent on skill practice. There will be two rounds of practice.

SHOW OH50 (Interviewing practice – roles) and review the three roles

for the practice rounds.

For the purpose of these practice rounds, you will be interviewing the

candidate for a Direct Support Professional or Supervisor role. The

competencies and associated target levels for the role are included on

the Summary Page at the back of the Interview Guide.

You’ll be working in trios for the practice rounds, and I’ll be circulating

and observing each group.

You will be taking turns in one of three roles:

1. Interviewer – the interviewer will:

Select a competency and two targeted competency questions

from the Behaviour-Based Interview Guide (there are two

copies in the Participant Binder, one for each round) – when

selecting a competency to explore, discuss your selection with

the interviewee to ensure it is a competency around which

he/she has situations to share (i.e., try to select questions

where individuals are more likely to have had an opportunity to

demonstrate the behaviours associated with the competency)

Open the interview and establish rapport

Set up the behaviour-based component and ask the

competency question

Get the situation overview

Probe for detail around the actions and result for one

competency

2. Interviewee – the interviewee/candidate will:

Think of a situation/story

Respond to the interviewer’s questions

3. Observer – the observer will:

Observe the interview, focusing on the interviewer

Complete an Observer Checklist

Provide feedback to the interviewer at the end of the interview


INTERVIEW PRACTICE ROUND 1, CONTINUED

Timing: 2 hours

12:30 – 2:30 p.m.

OH51


Interviewing practice round 1

1. The interviewer will have 20 minutes to conduct the interview, setting

up the behaviour-based component and exploring one competency.

Try to get the candidate to share two situations if time permits.

2. Following the interview, the observer will have 5 minutes to provide

feedback.

3. Switch roles and complete steps 1-2 until each person has had a

chance to play each role.

4. Once everyone has played the role of interviewer, take a few

moments to reflect on your performance and feedback, and note

ideas for what you will do differently in the next round on page 11 in

your Participant Workbook.

Observer Checklist


ASK participants if they have any questions about the roles for the practice

rounds.

SHOW OH51 (Interviewing practice round 1) and review the instructions

for the first round.

Materials:

Behaviour-Based Interview Guide

Observation Checklist

Instructions:

1. You’ll each have 20 minutes to conduct the interview, including:

Opening the interview and establishing rapport

Setting up the behavioural component of the interview (you will not

be going through the career history)

Asking a targeted competency question and getting the context.

Ideally, time permitting, try to get the candidate to share two

situations.

Probing for the details – remember to take detailed notes

Be sure to obtain the context, actions and results.

2. The interview guide is designed to take you through the process, but

avoid reading the “script” in the guide – put it in your own words so that

you are comfortable saying it. At the end of the 20 minutes, the

observer will have 5 minutes to provide feedback. The interviewee

should provide feedback as well.

3. You’ll then switch roles until each person has had a chance to conduct

the interview.

Before participants begin, HAND OUT a copy of the Observer Checklist to

each participant.

Once everyone has played the role of interviewer, take a few moments

to reflect on your performance and the feedback you received, and

note ideas for what you will do differently in the next round. There is

space on page 11 of the Participant Workbook to capture your

reflections. If you have breakout rooms, have a group go to each

room, and the other groups spread out in the main meeting room.

Give participants 5 minutes to prepare by selecting a competency and a

targeted competency question.

Have participants begin round 1. Circulate among the trios and note your

observations for use during the debrief.



Timing: 2 hours

12:30 – 2:30 p.m.

Debrief:

ASK the Interviewers:

Q How did it feel to be the interviewer?

Q How comfortable were you with the process?

Q What went well? What could have gone better?

Q Did you hear any competency-related behaviours?

Q What will you do differently the next round?


ASK the Interviewees:

Q How did it feel to be the interviewee?

Q How engaged did the interviewer seem to be?



ASK the Observers:

Q What were your key observations?



Share your own observations with the group.



Timing: 2 hours

12:30 – 2:30 p.m.

OH52


Interview problems and solutions

Potential Problem Possible Solution

Interviewer asks questions that are too

complicated. Candidate is unsure about how to

respond to follow-up questions.

Keep your questions simple.

Ask:

“How?”

“When?”

“Who?”

“Then what happened?”

“What did you do?”

Candidate is giving too much information, too

fast, or the information is scattered.

Say:

“I’d like you to slow down a bit. Will you go back

to…?”

OR

“I’m not sure I understand that sequence. Could you

walk me through it?”

OH53


Interview problems and solutions, continued


Interviewer probes for detail too soon. First let the candidate give a broad picture of the

story. Then probe for details.

Candidate says he/she can’t remember the

actual words in a conversation.

Say:

“Just give me the flavour of it. What sort of things

did you say?”

OR

“Try to reconstruct the dialogue right now to

describe your memory of what happened. Make

believe that I’m the person you were talking to.”

Candidate seems uncomfortable. Let the candidate know when he/she has given you

the appropriate level of detail.

Say:

“That’s exactly the kind of information/detail I’m

looking for.”

OH54




Candidate cannot remember a specific incident. Remain silent to give the candidate a chance to

think. If necessary, say any of the following:

“Is there anything else you have done in a

previous job or at school?”

“Was there anything else you did during that

time?”

“Can you give me an example from your work

life or personal life?”

Candidate talks of the philosophy of doing the

job and remains abstract or vague, or discusses

hypothetical situations.

Ask for specific examples. You can say any of the

following:

“Can you give me a specific example when?”

“What did you actually say to him/her?”

“How did he/she respond to that?”

“What did you say then?”

OH55




Candidate is evasive or refuses to

answer questions because he/she is concerned

about revealing confidential material about

him/herself or others.

Say:

“I don’t need any names. I just need to understand

what your role was in the situation – what you said,

did, thought and felt.”

OR

“It’s OK to disguise the organization and people’s

names. I’m only interested in what happened and

your part in it.”

Candidate rambles or talks about

topics unrelated to the situation.

Say:

“I wish we could talk more about that but I really

need to hear about a specific incident.”

OR

“That’s interesting but we have a lot more ground to

cover. Can we get back to the incident? You were

saying that…”

SHOW OH52-55 (Interview problems and solutions) and review the

common problems interviewers experience and ideas for dealing with

these problems. Solicit input from the group. When reviewing the

problems, link back to any challenges participants mentioned in the debrief.

This type of interviewing takes practice, particularly around knowing

when to probe, when you are getting codable data, and when you have

enough to move on.

In a moment we’re going to take a break, and after the break you’ll

have another opportunity to practice and build your interviewing skills.

Once you’ve completed the second round, you’ll go back to your notes

from both rounds and code the data you gathered in the interview.

Before the break, take a moment to write down one thing you would

like to work on in the next practice round, and then I’ll have you share

that with the group.

Have participants take a few moments to complete the reflections

worksheet on page 11 in the Participant Workbook (if they have not

already done so), including one thing they would like to work on, and briefly

go around the room and have them share it with the large group.

BREAK

(2:30 – 2:45 p.m.)


INTERVIEW PRACTICE ROUND 2

Timing: 90 minutes

2:45 – 4:15 p.m.

OH56


Interviewing practice round 2

1. The interviewer will have 20 minutes to conduct the interview, setting

up the behaviour-based component and exploring one competency.

Try to get the candidate to share two situations if time permits.

2. Following the interview, the observer will have 5 minutes to provide

feedback.

3. Switch roles and complete steps 1-2 until each person has had a

chance to play each role.

4. Once everyone has played the role of interviewer, take a few

moments to reflect on your performance and feedback, and note

ideas for what you will do differently going forward on page 12 in

your Participant Workbook.

Observer Checklist


SHOW OH56 (Interviewing practice round 2) and review the instructions

for the second round.

Materials:

Behaviour-Based Interview Guide

Observation Checklist (handout)

Instructions:

(Facilitator Note: The same process will be used as in Round 1.)

1. Once again, you’ll each have 20 minutes to conduct the interview,

including:

Opening the interview and establishing rapport

Setting up the behavioural component of the interview (you will not

be going through the career history)

Asking a targeted competency question and getting the context.

Again, time permitting, ideally try to get the candidate to share two

situations.

Probing for the details – remember to take detailed notes

Be sure to obtain the context, actions and results.

4. Once again, the interview guide is designed to take you through the

process, but avoid reading the “script” in the guide – put it in your own

words so that you are comfortable saying it. At the end of the 20

minutes, the observer will have 5 minutes to provide feedback. The

interviewee should provide feedback as well.

2. You’ll then switch roles until each person has had a chance to conduct

the interview.

Once again, HAND OUT a copy of the Observer Checklist to each

participant.

Once everyone has played the role of interviewer, take a few moments

to reflect on your performance and the feedback you received, and

note ideas for what you will do differently going forward. There is

space on page 12 of the Participant Workbook to capture your

reflections. If you have breakout rooms, have a group go to each

room, and the other groups spread out in the main meeting room.

Give participants 5 minutes to prepare by selecting a competency and a

targeted competency question.

Have participants begin round 2. Circulate among the trios and note your

observations for use during the debrief.



Timing: 90 minutes

2:45 – 4:15 p.m.


Debrief:

ASK the Interviewers:

Q As the interviewer, what went well? What could have

gone better?

Q What will you do differently going forward?


ASK the Interviewees:

Q As the interviewee, what went well? What could have

gone better?


ASK the Observers:

Q As the interviewee, what went well? What could have

gone better?


Share your own observations with the group.

Remind participants to take a few moments to complete the reflections

worksheet on page 12 of the Participant Workbook (if they have not

already done so).

Transition to a discussion on assessing candidate data.


ASSESS THE CANDIDATE

MODULE OBJECTIVES:

Understand how to assess the candidate.

Practice coding interview notes.


ASSESSING THE CANDIDATE

Timing: 30 minutes

4:15 – 4:45 p.m.

OH57


Assess the candidate

5.0

OH58


Phase 3: Assess the candidate

Try to arrange time immediately following the interview to code the data you

gathered

Review your notes and look for codable data

Rate the candidate on each competency:

Review the behavioural levels of the competencies explored with the candidate

and compare to the data you gathered – tick the appropriate

level demonstrated by the candidate

Enter the behavioural level demonstrated for each competency on the Summary

Page at the back of the Interview Guide

Make any additional notes on strengths and

areas for development and your

recommendation

Do not compare thoughts about a candidate with

other interviewers (if applicable) until everyone

has completed their evaluation

Assess

the

Candidate

Make a

Selection

Decision

Conduct

the

Interview

Prepare

for the

Interview

SHOW OH57 (Assess the candidate) and introduce the next component

on assessing the candidate.

SHOW OH58 (Phase 3: Assess the candidate) and review the steps in

assessing the candidate.

If possible, try to arrange time immediately following the interview to

code the data you gathered while it is still fresh in your mind. Take this

time to review all your notes and fill in any details you may have

missed.

You may want to record your observations of the candidate’s

behaviours and reactions to your questions during the interview, but be

careful to remain objective in your observations.

Rate the candidate on each competency and note your ratings on the

summary page at the back of the Behaviour-Based Interview Guide.

Refer to the competency scales in the Interview Guide (or alternatively

in the Core Competence Dictionary) to help you code the data.

If you see what you perceive to be a negative example of a

competency, make a note of it and “flag” it as a concern. A “negative”

example is like a “contraindication” of the competency. What’s most

important, however, is that it be evaluated in perspective of all the

other responses. This is where intent comes into play. If you get a

negative example, it’s important to probe for intent, e.g., “What

prompted you to take that action?” or “What was your thinking in doing

that?,” etc. Be careful not to allow one negative example to

overshadow the data as a whole. If there are no positive examples of

the competency, and only one negative example, then assign a “0” to

the competency.

Note any strengths, areas for development and your recommendation.

Review all other data, including the candidate’s work experience,

education, training, technical skills, certifications or designations, and,

if appropriate, consider how this person would fit with the job,

manager, department and organization.

Do not compare thoughts about a candidate with other interviewers (if

applicable) until after everyone has completed their evaluation.

ASK participants if they have any questions before moving on to the next

exercise.


ASSESSING THE CANDIDATE, CONTINUED

Timing: 30 minutes

4:15 – 4:45 p.m.

OH59


Exercise: Coding candidate data

1. Review the notes you took in both practice rounds and

code the data.

2. Review your work with a partner.

3. Be prepared to share examples of codable data with the

large group.


SHOW OH59 (Exercise: Coding candidate data) and review the

instructions.

Instructions:

1. Have participants review their notes from the two practice rounds and

code the data using the appropriate competency scale in the Interview

Guide and or by referring to the Core Competency Dictionary. Point

out that the competency dictionary identifies the target levels for each

competency.

2. Have them review their coding with a partner.

3. Tell them to be prepared to share examples of codable data with the

large group.

Give participants 15-20 minutes to complete the exercise.

Debrief:

ASK:

Q Where did you have areas of difficulty?

Q How well did you take notes during the interviews you

conducted?

Q How would you do things differently?

Q What questions do you have?


Ultimately, you will be able to see how a candidate matches up to the

target levels for effective performance in the role for which you are

interviewing. This will enable you to see where his/her strengths are

and areas for development.

Before transitioning to the final component on making a selection decision,

have participants turn to page 13 of the Participant Workbook and note

their reflections on assessing the candidate.

Transition to the final component – making a selection decision.


MAKE A SELECTION DECISION

MODULE OBJECTIVES:

Understand how to make a selection decision.

Understand how to conduct reference checks.


MAKING A SELECTION DECISION

Timing: 10 minutes

4:45 – 4:55 p.m.

OH60


Make a selection decision

6.0

OH61


Phase 4: Make a selection decision

1. Review one candidate at a time including:

The rating for each competency

Behavioural examples/evidence to support the ratings

2. Consider all other data you have about the candidate

3. If there are multiple interviewers, discuss your conclusions

4. Make a hiring recommendation

5. Conduct reference checks and any other checks as required in your

organization (e.g., criminal checks, checks with regulatory colleges, etc.)

6. It is recommended that only after all

checks have been completed should

you make an offer to the candidate Make a

Selection

Decision

Conduct

the

Interview

Prepare

for the

Interview

Assess

the

Candidate

SHOW OH60 (Make a selection decision) and introduce the final

component on making a selection decision.

SHOW OH61 (Phase 4: Make a selection decision) and review the steps

in making a selection decision.

Making a selection decision should be done with all other interviewers

who were involved in the process.

The key steps in this stage are to:

1. Review one candidate at a time – look at the competency ratings

you have assigned and review the behavioural evidence to support

the ratings.

2. Consider all other data you have about the candidate, including

any assessments or tests the candidate completed, his/her

resumé, etc., for example:

Job/fit and the candidate’s career aspirations

The candidate’s key strengths as they relate to the role, and

any gaps or opportunities for development – if there is a gap in

a particular area, consider how critical the gap is to success in

the role and how much effort would be required to close the

gap (i.e., is this something that can be developed within a

reasonable period of time?)

Any risks associated with hiring the candidate for the role and

any strategies to mitigate these risks, e.g., training that might

be required post-hire

3. If there are multiple interviewers, discuss and come to agreement

on your assessment of the candidates.

4. Make a hiring recommendation.

5. Conduct reference checks and any other required checks. ASK

participants what other types of checks are conducted in their

organization.

6. It is recommended that only after all checks have been completed

should you make an offer to the candidate.


MAKING A SELECTION DECISION, CONTINUED

Timing: 10 minutes

4:45 – 4:55 p.m.

OH62


Tips for making a hiring decision

Keep an open mind

Be objective

Evaluate all candidates interviewed

Compare candidates’ skills/knowledge and behaviours to the selection

criteria, not to other candidates

Document your decision and rationale

Do not allow biases to affect your decision

SHOW OH62 (Tips for making a hiring decision) and review the tips.

When making a selection decision:

Resist the impulse to automatically weed out candidates

immediately after the interview. Keep an open mind. Do not make

any decisions until all candidates have been interviewed and

evaluated.

Be objective – ensure your selection decision is based only on job-

related factors.

Evaluate all candidates interviewed. Proper evaluation will ensure

you make fair assessments and select the most suitable person

for the job.

Compare the candidate’s skills/knowledge and behaviours to the

selection criteria, not to other candidates.

Document your decision and rationale to ensure it is legally

defensible.

Be conscious of any biases and do not allow them to affect your

decision. It is illegal to allow biases toward any of the prohibited

grounds under the Ontario Human Rights Code to affect your

selection decision. Remember, it is not necessary for candidates

to prove that you intended to discriminate, only that your actions

had the effect of discrimination.

Your role in the selection/hiring process is to make a sound decision based on the objective data you have gathered.



Timing: 10 minutes

4:45 – 4:55 p.m.

OH63


Checking references

The reference check is the tool for verifying and validating candidate

information, including:

Work history

Attendance

Degrees, certificates, licenses

The reason for any gaps in employment

Competency strengths

Ensure references are current

Ensure you maintain confidentiality

OH64


Reference check process

Explore the relationship of the reference to the candidate

Confirm details provided by the candidate

Ask questions pertaining to the competencies and other relevant areas

Take sufficient notes

Summarize information and compare with interview data

SHOW OH63 (Checking references) and review the tips.

Checking references is a vital link in the selection process and it is

highly recommended that they be completed for external recruits. It is

the assessment tool for verifying and validating information you have

gathered about a candidate during your interview(s). It is advisable to

conduct reference checks before making a final selection decision.

In addition to verifying such things as:

Work history

Reliability/attendance

Degrees, certificates and licenses

The reason for any gaps in employment

Competency strengths

reference checks are conducted to validate a candidate’s job

performance.

It is important to ensure that references are current and that you

maintain confidentiality.

SHOW OH64 (Reference check process) and review the reference

check process.

Ideally, you need to speak with the most recent manager/supervisor of

the candidate. You want to avoid checking references with friends

and/or family.

Confirm any details provided by the candidate.

Ask questions pertaining to the competencies and other relevant

areas. When asking questions about competencies, ask the reference

to provide you with behavioural examples.

Be aware of any biases of the person providing the reference.

Listen for any contradictions in information given.

Take sufficient notes.

Following the reference check, summarize the information and

compare it to the interview data.



Timing: 10 minutes

4:45 – 4:55 p.m.

OH65


Tips for reference checking

Be sure to get specific, behavioural information for the competencies

Ask for a behavioural example when a reference offers an opinion or

impression

“Why is that?”

“Can you think of an example that would demonstrate that?”

Explore differences in the information provided by references by

asking for specific examples

Keep reference check information confidential


SHOW OH65 (Tips for reference checking) and review the tips.

It’s important to get specific, behavioural data for the competencies,

particularly where there are differences in the information provided by

references – ask the reference to provide examples.

Remember to keep reference check information confidential along

with any other checks.

Before moving to the wrap-up of the workshop, have participants turn to

page 14 of the Participant Workbook to note their key reflections on

making a selection decision.

Transition to a wrap-up of the workshop.


SUMMARY, WORKSHOP EVALUATION AND ADJOURN

Timing: 5 minutes

4:55 – 5:00 p.m.

OH66


In summary …

Behaviour-based interviews are based on the premise that past performance

predicts future performance

A clear understanding of the competencies you will be exploring with job

candidates is critical to conducting effective behaviour-based interviews

When conducting behaviour-based interviews, focus on the three key elements:

Context, Actions and Results

Become comfortable explaining the behaviour-based interview process to

candidates

Avoid letting biases come into play when making selection decisions.

Be familiar with the Ontario Human Rights Code to avoid asking “illegal” questions

Take very detailed notes during the interview

Conducting reference checks for external recruits is highly recommended – use

your behaviour-based interviewing skills to gather behavioural data about the

candidate

OH67


Questions?


SHOW OH66 (In summary…) and briefly summarize what was covered in

the workshop:

We talked about the value of behaviour-based interviews versus

traditional interviews. Behaviour-based interviews are based on the

premise that past performance predicts future performance.

Ensure you have a clear understanding of the competencies you will

be exploring with job candidates – this is critical to conducting effective

behaviour-based interviews. Your understanding of competencies will

better enable you to probe as you will be clear about the types of

behaviours you are looking/listening for.

When conducting behaviour-based interviews, focus on the three key

elements: Context, Actions and Results/Outcome.

Become comfortable explaining the behaviour-based interview

process to candidates.

Avoid letting biases come into play when making selection decisions.

Be familiar with the Ontario Human Rights Code so that you avoid

asking “illegal” questions.

Take very detailed notes during the interview.

It is highly recommended that you conduct reference checks for

external recruits. When conducting reference checks, you can use

your behaviour-based interviewing skills to gather behavioural data

about the candidate from the reference.

SHOW OH67 (Questions?) and ask participants if they have any final

questions

Have participants turn to page 15 in the Participant Workbook and note 2-

3 key things they’ve learned in the workshop. In addition, have them think

about the development they feel they will require to become proficient in

conducting behaviour-based interviews, and note the key steps they will

take.


SUMMARY, WORKSHOP EVALUATION AND ADJOURN, CONTINUED

Timing: 5 minutes

4:55 – 5:00 p.m.

Workshop Evaluation

HAND OUT a Workshop Evaluation to each participant. Have participants

complete the evaluation and turn it in before leaving the session.

Thank participants for their hard work and adjourn the session.

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