1. “Getting Results for Children”
Welcome to DAY I!
Competency-based Recruitment
in UNICEF
“Getting Results for Children”

2. “Why are we here?” The learning objective of this workshop is to
enable participants to:
Understand the importance of competencies as a framework against which to assess people;
Learn the key skills of competency-based interviewing;
Practice interview skills and receiving feedback;
Learn how to evaluate candidates and make fair, objective decisions.
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Understand the structure and design of an Assessment Centre (Optional)

3. Agenda Welcome Introductions Objectives
Introduction to the competency framework
Core interviewer skills before and during the interview
Competency-based interviewing: OPEN-BACK
Practicing skills
Core interviewer skills during and after the interview
ORCE
Panel interview
Assessment centre (Optional)
Wrap up and evaluation
DAY I
DAY II

4. Introductions
Please say your:
Name,
What you do at UNICEF
“A great strength of mine…?”
“A great joy of mine is …”

5. “There is no single set of decisions that affects an organization's
long-term viability more than the decision who is hired!”

6. The 12 Most Important Recruitment Traps(!)
Focusing on previous incumbent
Halo-effect
Not checking references
Political pressure
Unstructured interview
Not doing proper preparation
Not sticking to the agreed process
Focusing only on technical knowledge
Delegating the recruitment to others
Too ambitious for the selection
Candidate does not fit the overall team
One quality outshining everything else

7. “Why do we need job-interviews ?”
Perfect prediction
Assessment Centres
Reference checking
Ability Tests/Job Samples
Job Previews
Group Exercises/Personality Questionnaires
Highly Structured Competency-based Interviewing
Bio-data
Typical Employment Interviews
Education Qualifications
Graphology/Astrology/Phrenology
Highly Structured Competency-based Interviewing
is the most widely used selection tool!
Random Prediction

8. Think of a time when you were successful Professionally:
Exercise
Think of a time when you were successful Professionally:
What behaviors did you display?
What could you have done differently in terms of behaviors? Ex. “I could have sought feedback from other team-members”.
Draw a picture of your Professional Self during that period.

9. “What are competencies ?”
Competencies are the combination of knowledge, skills, traits and attributes that collectively enable a person to perform successfully in a given job.
The UNICEF competencies identify and describe the competencies and associated behaviors required for effective performance in UNICEF.
Link to Competencies and related behaviors on the Learning Web

10. “Why are competencies important ?”
Competencies are essential to the way we work effectively at UNICEF.
A competency-based approach will be used for Personal and Professional Development (P2D), Human Resources Planning, Recruitment and Selection, Performance Appraisal, Succession Management, Learning and Development.

11. “What is a competency profile ?”
A competency profile identifies and describes the competencies critical for successful performance in a job, within a specific functional area and at a specific level.
Each competency in the profile is defined and accompanied by statements of behaviour which describe standards of performance to which the incumbent should aspire.
1. Link to Professional Competency Profiles on the Learning Web
2. GS Competency Profiles

12. GS Category Competency Profile
6 Foundational Competencies
Applies to all staff at all levels and categories!
Functional competencies
Depends on level!
Technical Knowledge:
Generic and
Functional

13. Professional Category Competency Profile
Junior Level
Mid Level
Senior Level
6 Foundational Competencies
Applies to all staff at all levels and categories!
Functional competencies
Depends on level and functional area!
Technical Knowledge:
Generic and
Functional

14. “What do we know about job-interviewers?”
Use different evidence for their assessments;
Have different views on the person they are looking for;
Decide intuitively and early in the interview;
Overweight negative and academic qualifications;
Raise ratings if pressurised to select;
Prefer candidates like themselves.

15. Group Exercise Consider the three stages of selection/interview:
Before interview
During interview
After interview
cont’d

16. Exercise (cont’d) A) Write down the things you liked the most
As interviewer/assessor (Before/During/After)
As interviewee/candidate (Before/During/After)
B) Write down the things you liked the least, and turn them into positive.
Ex. “JD was not available to me before the interview” (neg.). “JD was shared with me prior to the interview “(pos.)
cont’d

17. Exercise (cont’d) “Liked Most…” …. “Liked Least…” “… Turned Positive!”
Let’s compare notes!
“Liked Most…”
As Interviewer
As Interviewee ….
“Liked Least…”
“… Turned Positive!”

18. “What do we need to know about interviewing ?”
3 Simple Steps!
1-2-3!
cont’d

19. “What do we need to know about interviewing ?”
1. Before the Interview : 1. Identify critical competencies
2. Develop questions
3. Send relevant info to candidate
2. During the Interview: 1. Manage the process
2. Ask questions
3. Listen and take notes
3. After the Interview: 1. Write up evidence
2. Check references
3. Make decision

20. Before the Interview
1. Before the Interview : 1. Identify critical competencies
2. Develop questions
3. Send relevant info to candidate
1. Before the Interview : 1. Identify critical competencies
2. Develop questions
3. Send relevant info to candidate
2. During the Interview: 1. Manage the process
2. Ask questions
3. Listen and take notes
3. After the Interview: 1. Write up evidence
2. Check references
3. Make decision

21. 1. Before the Interview Understand the Job Understand the Person
Identify Critical Important Competencies
Job Description
Person Specifications
Understand the Person
Resume (CV)
Background Information
Performance Management (PER)
Preparation
Develop Questions(!)
Brief the Candidate
Domestics

22. 1. Before the Interview Understand the Job Understand the Person
Job Description
Person Specifications
Understand the Person
Resume (CV)
Background Information
Performance Management (PER)
Preparation
Brief the Candidate
Domestics
Identify Critical Important Competencies
Develop Questions(!)

23. 1. Before the Interview
Identify Critical Important Competencies
Foundational Competencies are always important(!)
Additional Functional Competencies through:
Critical incidences/Frequent occurring situations;
Ask previous job incumbent;
Ask supervisor
For each identified competency based on …
OPEN – BACK principles(!)
Develop Questions(!)

24. During the Interview
1. Before the Interview : 1. Identify critical competencies
2. Develop questions
3. Send relevant info to candidate
2. During the Interview: 1. Manage the process
2. Ask questions
3. Listen and take notes
3. After the Interview: 1. Write up evidence
2. Check references
3. Make decision
2. During the Interview : 1. Manage the process
2. Ask questions
3. Listen and take notes

25. Let’s take a look at the model…
2. During the Interview
The OPEN-BACK Technique:
“Past performance is the best indicator of future performance!”
Is reliable
Is objective
Is behavioural and situational based
Is easy(!) to use
Let’s take a look at the model…

26. OPEN - BACK OPportunity ExperieNce Behavioural description Appraisal
2. During the Interview
OPportunity
ExperieNce
Behavioural description
Appraisal
Comparison
Knowledge
OPEN - BACK

27. OPPORTUNITIES / EXPERIENCE
2. During the Interview
COMPETENCY PROBING
OPPORTUNITIES / EXPERIENCE
EXAMPLES
BEHAVIOURAL DESCRIPTION
APPRAISALS / FEEDBACK FROM OTHERS
COMPARISONS WITH OTHERS
KNOWLEDGE / ATTITUDES

28. 2. During the Interview Useful Questions: Open Closed (sparingly!)
Identification
Probing

29. Examples of Probing Probe “Why was that?”
“I decided that it was time to move on …”
Probe “Why was that?”
“I did have some problems in that job …”
Probe “What sort of problems?”
“I see my strengths as being good with people …”
Probe “In what way do you mean good with people?”

30. 2. During the Interview Questions to Avoid: Leading Multiple choice
Double
Marathon
Ambiguous
Irrelevant
Discriminatory
Hypothetical (!)

31. Group Exercise Set up a group of three
Decide which competency to explore – not the same competency!
Identify questions that would help you explore that competency (Individually, 30 minutes)
Follow the OPEN-BACK funnel: Take turns in asking questions; third person is observer and provides feedback (15 minutes interview, 5 minutes feedback)

32. Questions?
See you tomorrow!

33. “Getting Results for Children”
Welcome to DAY II!
Competency-based Recruitment
in UNICEF
“Getting Results for Children”

34. Agenda Welcome Introductions Objectives
Introduction to the competency framework
Core interviewer skills before and during the interview
Competency-based interviewing: OPEN-BACK
Practicing skills
Core interviewer skills during and after the interview
ORCE
Panel interview
Assessment centre
Wrap up and evaluation
DAY I
DAY II

35. Behavioural description Appraisal Comparison Knowledge
2. During the Interview
OPportunity
ExperieNce
Behavioural description
Appraisal
Comparison
Knowledge
Remember OPEN – BACK ?

36. Objective Assessment:
2. During the Interview
During
Objective Assessment:
Observe
Record
Classify
Only after the Interview (!)
Evaluate O R C E
the Interview (!)

37. Observe and Record: 2. During the Interview Listen to WHAT is said
Listen to HOW it is said
Watch what the candidate DOES
Take notes (!)

38. Observe and Record: 2. During the Interview
Base notes on observed behaviour rather than evaluations or judgements
rather than:
eg. described how she asked others for their opinions on how the task should be tackled
eg. is a good leader (!)

39. Observe and Record: 2. During the Interview Avoid being selective
Defer judgements
Avoid being selective
Quote where possible
REMEMBER: Initial impressions may bias subsequent views (!)

40. Observe & Record Role-Play Let’s simulate an interview: Behaviors (!)
Let’s compare notes!
Let’s simulate an interview:
Observe &
Record
Behaviors (!)

41. After the Interview
1. Before the Interview : 1. Identify critical competencies
2. Develop questions
3. Send relevant info to candidate
2. During the Interview: 1. Manage the process
2. Ask questions
3. Listen and take notes
3. After the Interview: 1. Write up evidence
2. Check references
3. Make decision
3. After the Interview : 1. Write up evidence
2. Check references
3. Make decision

42. Objective Assessment:
3. After the Interview
After
Objective Assessment:
Observe
During the Interview
Record
Classify
Evaluate O R C E
the Interview (!)

43. Classify and Evaluate:
3. After the Interview
Classify and Evaluate:
Review notes
Ensure recorded behaviours are relevant to the competency
Decide and indicate if the behaviour is
a + or ÷ indicator
Summarize and …

44. Classify and Evaluate:
3. After the Interview
Classify and Evaluate:
Rating:
Competency: Candidate A Candidate B
a. WD D
b. OD D
c. NE OD
d. D D
WD = Well Developed, D = Developed,
OD = Opportunity for Development, NE = No Evidence
“Who is the better Candidate ?”
Consider both Foundational and Functional Competencies …

45. Classify and Evaluate:
3. After the Interview
Classify and Evaluate:
Unreliability of the Assessment (!)
Inadequate data
Problems with the Evaluator:
Halo
Central tendency
Leniency
Contrast effects

46. 3. After the Interview
Final Assessment:
Interview protocol (Link)
Candidate comparison matrix (Link)
Reference Checking (Link)
Final Recommendation

47. Panel Interviews Facilitator’s Role: REMEMBER: Each panel member
develop own set of
questions for the
interview (!)
1. Before the interview:
Confirm venue and agenda
Facilitate identification of critical important competencies with the panel
Agree conduct of interview and selection process
2. During the interview:
1. Introduction
2. Controlling
3. Concluding
3. After the interview:
1. Chairing the assessment discussion
2. Recording the agreed assessment
3. Write recommendation

48. Panel Interviews Advantages: Uninvolved observations
Reduces risk of bias
Uninvolved observations
Functional Area representation:
For questioning
For decision making
Management development experience
Allows for further probing and clarification

49. Panel Interviews Disadvantages: Stress to candidates Hard to control
Lack of fluency / continuity
Uneven balance of power
Heavy demands on senior managers

50. Simulation of Panel InterviewOP EN B A C K
Simulation of Panel Interview
In groups of five identify a competency you want to explore (5 minutes)
Individually develop questions for the competency (15 minutes)
Each group identifies a person of the group to be interviewed (5 minutes)
Group A interviews the person identified by group B; the rest of group B observes (10 minutes per competency, roughly 50 minutes. 10 minutes debrief by observers, panel interviewers and interviewee)
Change roles: Group B interviews person identified by Group A
Remember: OPEN – BACK (!)

51. Conclusions Good Interviewers: Ask for evidence of behaviour OPEN BACK
Do not leap to a decision
Make sure questions are fair and relevant
Weigh up evidence objectively
Support decisions with evidence

52. GOOD SELECTION IS
FAIR SELECTION (!)

53. Assessment Centre (Optional)
Written test
Assessment centre
Role play