Recruitment and Selection

1. Recruitment and Selection Posting and Screening March 2008

2. This Session RECRUITMENT COMPONENTS: Posting and Screening Behavior-based Interviewing Setting Salaries March 2008

3. Objectives • Analyze a position to determine its key competencies • Write a compelling, competency-based job posting to attract qualified candidates • Use key competencies to screen applications and determine who to interview March 2008

4. Purpose of Postings • Sell the job • Attract applicants who can do the job • Provide information for applicants to use in determining whether to apply or not • Justify and defend hiring decisions March 2008

5. Steps in Developing a Posting • Define the business need • Describe the work • Identify the Competencies • Establish the training and experience requirements • Establish the recruitment range • Take care of the details- where and how long to post? March 2008

6. Define the Business Need • Consider departmental goals and objectives • Consider workforce planning needs • Consider funds available March 2008

7. Describe the Work • What are the main or primary responsibilities of the position? • Describe the range of duties (narrow vs. broad) based on the business need March 2008

8. Determine the Minimum Competency Requirements • Review the Position Description, Competency Profile, Competency Dictionary for behavioral competencies, and Agency core competencies • Review previous Performance/Competency evaluation forms (for existing positions) • Meet with Manager to determine Required and Preferred Competencies for the Posting • Competencies are part of the Job Description March 2008

9. Establish Training and Experience Requirements • Basic requirement is the class minimum from the class specification • Transition teams determined T&E (Training and Education) guidelines for each competency level. • 1-4 Competencies from Job Description • Remember, applicant must meet posted T&E minimum required and posted competencies to be qualified March 2008

10. Establish the Recruitment Range • Consider the four pay factors (business need, competencies, equity, market) • Have relationship with competency level • If you are willing to accept an entry level candidate, drop to minimum of the class range March 2008

11. Establish the Pay Range • Generally the entire banded pay range • If there is a limit on the level of duties possible for a job, a range maximum may be set below the salary range maximum. March 2008

12. Salary Grade Equivalency • Currently, a salary grade equivalency is set for each competency level • Levels the playing field between banded and non-banded employees March 2008

13. Taking Care of DetailsComments • To Consider Lower Level Candidates: “If no applicants apply who meet the required competency and T&E requirements, then management may consider other applicants.” Salary would be determined based on competencies, equity, budget, and market considerations • Salary Grade Equivalent provided for determination of Promotion Priority March 2008

14. Purpose of Screening • Determine Qualified vs. Not Qualified • Determine Most Qualified Pool from Qualified Pool • Identify Candidates for Interview March 2008

15. Steps in Screening • Know the job • Know the job requirements (required competencies and T&E) as stated in vacancy announcement • Incorporate competencies into “Posting Specific Questions” on Posting Requisition in Jobsearch March 2008

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23. Summary • Posting • Define Business Need • Describe the Work • Establish Minimum Training & Experience Reqs • Determine Minimum Competency Reqs • Establish the Recruitment Range • Compose Posting Specific Questions Based on Competencies • Screening • Questions? March 2008

24. Recruitment and Selection Behavior-based Interviewing March 2008

25. Objectives • Write effective behavioral interview questions • Use the STAR technique to assess applicant responses • Make a fair and informed selection decision March 2008

26. Career-banding system March 2007

27. A Model Structured Interview Process March 2007

28. KNOW THE JOB March 2008

29. Competency-Based Approach • Uses past behavior to predict future behavior • Uses job’s key competencies • Evaluates behavior against target job • Requires applicant to focus on job-related behavior • Uses planned questions March 2008

30. Why Behavioral? • Increase quality of hire • Direct link to competencies • Use questions that effectively evaluate performance • Assess candidates consistently March 2008

31. Develop Questions List of Behavior-based Questions on: • Your CD • HRS Website March 2008

32. Sample Question: “Tell me about a recent problem that came up in your job for which old solutions would not work. How were you able to solve this problem?” March 2008

33. Sample Question 2: “Describe a situation where you were successful in getting people to work together effectively.” March 2008

34. Use the “STAR” March 2008

35. Situation or Task – the situation or problem leading to the candidate’s actions • Action – active attempts to effect change or influence events • Result – the outcome of the candidate’s actions March 2008

36. Unusable STARs • “Non” STARs • Feelings or opinions • Theoretical statements • Future-oriented statements • Vague statements • Incomplete STARs • Missing one or more components March 2008

37. Behavioral Questioning • Focus on “why, how, what” candidates have learned from their experience • Use active listening skills to assess candidate’s credibility genuineness March 2008

38. Incomplete STAR Follow-up to Complete STAR Behavioral Question False STAR Follow-up to Get STAR Complete STAR Follow-up to Get Another STAR Questioning Sequence March 2008

39. Develop benchmarks • Framework to assess candidates’ responses objectively and consistently • Defines 3 levels – High, Medium, Low • Determine Benchmark for Specific Position March 2008

40. Benchmark Examples • Q: Describe some projects that you have been largely responsible for in your previous work experiences. March 2008

41. High Benchmark = Responsible for initiating and completing several major projects or developments.  Candidate describes how projects were accomplished and the results. March 2008

42. Medium Benchmark = Responsible for initiating or completing several major projects. March 2008

43. Low Benchmark = Worked on projects, but had no part in their initiation or responsibility for their completion. March 2008

44. Q: Suppose you had many important projects with rigid deadlines, but your manager kept requesting various types of paperwork, which you felt were totally unnecessary. Furthermore, this paperwork was going to cause you to miss your deadlines. What would you do? March 2008

45. High Benchmark = Present the conflict to the manager. Suggest and discuss alternatives.  Establish a mutually acceptable plan of action. Communicate frequently with the manager. March 2008

46. Medium Benchmark = Tell the manager about the problem. March 2008

47. Low Benchmark = Do the best I can. March 2008

48. Selecting the Candidate • Use High, Medium, Low scale • More significant behavior • More recent behavior • More related behavior March 2008

49. Make the Selection Decision • Relative importance of competencies • Quality/Quantity of behavioral information • Consistency of behavior • Trainability March 2008

50. A Model Structured Interview Process March 2007