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Do’s, Don’ts and Suggestions.  County Recruitment Goal/Purpose ◦ Primary  Recruit, identify through competition and hire best employees  Our responsibility.

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Presentation on theme: "Do’s, Don’ts and Suggestions.  County Recruitment Goal/Purpose ◦ Primary  Recruit, identify through competition and hire best employees  Our responsibility."— Presentation transcript:

1 Do’s, Don’ts and Suggestions

2  County Recruitment Goal/Purpose ◦ Primary  Recruit, identify through competition and hire best employees  Our responsibility to ensure the integrity of our recruitments (no blaming) and be accountable for result ◦ Secondary, but not required  Avoid selection complaints and related disputes  As a courtesy, enlighten County employees via feedback on test performance 2

3  HR staff at Recruiter or HR Management level are authorized – why? ◦ Trained to prevent complaints  Know when appropriate  Know what and what not to say  Know how - Face to face whenever possible. ◦ Access to Confidential information (ratings, pass point…) 3  Dept. managers & supervisors are NOT authorized ◦ Confidential – not privy to staff ratings or pass points ◦ May not realize ramifications of too much information ◦ Rater/Panelist has signed Confidentiality Form prohibiting from divulging information! Remind them in your Panel Briefing/Orientation

4  Unless otherwise authorized by the Human Resources Director, or designee, the names of eligibles referred to the hiring authority for hiring consideration shall appear within their designated score groups.  Neither an applicant’s final numerical rating nor rating received in any portion of the competitive assessment shall be available to the appointing authority or the applicant unless specifically authorized by the Human Resources Director or designee.  Any appointing authority requesting such information shall clearly state how this information would be used and how it would assist in making a selection.  When an applicant’s score is made available to the appointing authority, the affected applicant shall be notified of the following: his/her score, the appointing authority to whom the score was made available the reason the score was made available. 4

5  First determine the issue ◦ Listen with an open mind  What does the candidate really want? Verify – Repeat your understanding of the concern Clarify – Ask questions if needed (What do you want? Feedback?)  Research ◦ Find/review all relevant information including:  What if you see a violation? Determine remedy.  What if you don’t have an important document?  If rating form “comments” are unclear, discuss with raters.  What if you’re not sure what to share and what not to share?  When do you provide the feedback? Determine the priority.  Document your feedback session! 5

6  Again, listen carefully with an open mind – concern may be valid. ◦ Thank candidate – you will look into this and get back to him/her ◦ Research – discuss with supervisor  Generate ideas to remedy  Ideas as to how to respond to applicant 6

7  What are common questions/concerns you receive? ◦ I was in the A Group last time? ◦ Failed MQ? Pass test? Not referred?  Provide only general information; use discretion o No scores, rating forms, pass points, others’ performance, answers, or names of raters!  Can say the competition this time was very strong  Actual ratings are confidential  Avoid negative words; not weaknesses. Make it positive!  “You might become more competitive by including more of…”  “Have you thought about taking a class in…to be more compe titive?”  Best to avoid using words that imply score 7

8  Use positive words/concepts ◦ Preplan what you say and how you say it. ◦ Think: How would you feel with this answer?  Irritated? Embarrassed? Defensive? Hopeful? Thankful?  You can put a positive spin on most ideas. Try it out.  How could you say this differently? “You were weak in writing skill?”  How might you say, “You need more experience to become more competitive?”  “You were rated low in leadership” ◦ Can you put it in the form of a question?  What do you think you might do to strengthen your written communication?  Have you ever thought about volunteering to gain leadership experience?  Would it be possible to complete a supervisory or management course?  Is there anything else you think you could do to compete better? 8

9  Again, plan your approach before contact.  No absolutes – use tentative statements ◦ Not: The only competency you could do better in was written communications  Assumption: I was superior in all except one competency.  Even if he/she is rated “Well Qualified” he/she can do better to receive “Superior.”  Try: “We have found that applicants who were more careful with grammar and punctuation were perceived as more qualified.”  Try: “Generally raters have told us using paragraphs helps them. It shows organization skill, and makes it easier to read your responses.” ◦ Example Statements  Try: “Those who provide succinct detail generally compete better.”  “Next time consider providing examples to demonstrate your experience/education.”  “Generally raters look for substantiation of your claims of experience.”  Demonstrate sincere empathy 9

10  We want the candidate to do better  Does it mean the candidate is unqualified or just wasn’t as competitive?  May need to explain public employment requires competition  Ratings based only on the information the candidate has provided.  In AAP, only what’s on application. Sometimes redacted for objectivity.  In QAP, only on what you say. If rater knows you, he/she cannot consider your work on the job. Applying for different level/job. No access to your application. 10

11  Anticipate & assess: Is security needed? ◦ You sit closest to the door ◦ Consider having a witness ◦ When do we call security? (danger to others/self, disruptive, threatening)  What if the candidate is inappropriate or angry? How do we de-escalate the situation? ◦ What have you found successful to de-escalate anger? ◦ Be calm, lower your own voice and show empathy.  Example: I can see that you are feeling frustrated. Would you like a minute or two before we go on?  What else? 11

12  What do we do with someone bursting into tears? ◦ Empathy again – use empathic statement ◦ In person - take a break? ◦ On phone – I want to hear your concern. Can I call you back in just a minute? ◦ Remember EAP for our County staff ◦ Regroup – suggest meeting another time (if feasible) 12

13  Some applicants don’t want our help. ◦ Want this job NOW! – not a future job. ◦ Are certain that we are wrong and they are right. ◦ Are “victims” and see us only an obstacle  Refer them to the website to file a Selection Complaint. Explain: ◦ Selection Rules approved by State of CA ◦ Where to find Selection Rules ◦ Thank them for bringing this to our attention  Remember, we are public servants – be courteous at all times.  Fully document interactions immediately. ◦ Be sure the documentation finds its way to the Recruitment Summary.  Notify your supervisor and chain of command protocol. 13

14  Setting: Confidential conference room  Participants: Recruiter and Unhappy Applicant  Scenario: Read roles, then “Tony and Susie” will begin.  Debriefing 14

15  What did you learn? ◦ Active Listening ◦ How did you each feel? ◦ Ask! Do you want feedback?  Feedback Tips - handout 15

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