CAREPix Selection Workshop © 2006 CareLeaders, Inc.

Introductions Name Your position
Something unusual/unique about yourself Interviewing experience What you want to get out of this class When you ask “What you want to get out of this class?”, put comments on flip chart sheets and tape them to the wall so that at the end of the training session, you can review them to ensure everything was covered. © 2006 CareLeaders, Inc.

Day 1 Agenda CAREPix Overview & Behavioral Interviewing
Competency Profiles Getting the Whole Story Parts of the Story Dig, Dig, and Dig More Using the Selection Guide Taking Notes, Building Rapport & Managing the Interview Feedback (Giving & Receiving) Interview Role Play Summary & Assignments for Day 2 © 2006 CareLeaders, Inc.

CAREPix Behavioral interview approach to selecting the Best
Helps avoid costs of hiring “wrong” Minimizes chances of hiring “C” players This is just a summary of pages 1-4 of the workbook. Able to avoid most common selection mistakes Minimizes tendency to ask illegal questions © 2006 CareLeaders, Inc.

Behavioral Interviewing
“If you don’t know what you are looking for, you will never find it.” Anonymous Reiterate that companies invest a lot of time, money and resources to find people so not just any people will do. This is why CAREPix and its behavioral interviewing approach can come to the rescue. © 2006 CareLeaders, Inc.

Behavioral Interviewing
Around since WWII Based on premise – Past behavior predicts future behavior Ask specific open-ended questions When the Army Air Corp was split into the Army and Air Force, following WWII, the flying assignments were split up. Both the Army and Air Force realized for the first time that the skills necessary to fly bombers differed greatly from those necessary to fly fighters. At that time, they began to study and analyze behaviors. Refer to the sample behavioral question on page 1, “Tell me the last time you had to deal with an angry customer and how did you handle him/her?”, when you talk about the third bullet. Fourth bullet – Refer to the examples on page 1 regarding the success of both Southwest and the Doubletree Hotel in New York City. If you have any other success stories, relay them here. Proven successful & legally credible © 2006 CareLeaders, Inc.

Three Common Elements…
Hire Right Fairness & Consistency Team Confirmation © 2006 CareLeaders, Inc.

Hire Right… Fits company values Validates Key Attribute profile
Before you bring up the bullets, ask the class what they think is meant by Hiring Right. If they are struggling, have them refer to their workbook, Module 6, on page 1. Meets job standards Find the “A” players © 2006 CareLeaders, Inc.

Fairness & Consistency…
Each candidate interviewed in same manner Same as with “Hire Right”. Ask them what they think is meant by Fairness and Consistency. Candidate feels & tells others he/she had fair chance © 2006 CareLeaders, Inc.

Team Confirmation… Time well spent Management believes Peers buy-in
Again, ask class what is meant by Team Confirmation. Make sure the point is made that this must have 360 degree ownership for process to be successful. Those participating in the interviewing process need to feel good about the process and feel that their time is well spent doing interviews. The management team, especially upper management, will believe in the process when they realize the higher caliber of employees (“A” Players) being hired. Peers buy into the process when they see the difference in fellow employees being hired. You no longer hear those comments like, “Who hired this one into the company?” The candidates believe in the process because it is fair, consistent, and they feel they have sincerely been given an opportunity to become part of the team. They feel so good about the company and the interview process that even if not hired, they refer others to the company and they become or remain loyal customers. Hence, 360 degree Team Confirmation. Explain when these three elements do not exist, roadblocks can occur that affect the bottom line (refer to bottom of page 2) Explain underlying reasons are costs of hiring wrong and selection mistakes. This is a great segue into the next slide, which talks about the costs of hiring wrong. Candidate believes © 2006 CareLeaders, Inc.

Costs to Hire Wrong… Surprises???? 40-60% of annual salary
Unrealized hidden costs Surprises???? Review example in the workbook on page 2. Ask if anyone can think of anything else. Know what the current avg. costs per employee are. You can find this information on the internet. One good site is Nobscott.com. Emphasize some of the hidden costs such as unemployment costs, and the big one, LOST BUSINESS! © 2006 CareLeaders, Inc.

Harvard Business Journal Article
“A”, “B”, and “C” players What’s the difference???? Refer to pages 3-4 in the workbook. Talk about the pitfalls of hiring “C” players and how hiring and keeping “C’ players can have a negative impact on the bottom line and most importantly, on the “A” and “B” players in the organization. Segue into the next slide with selection mistakes that we have either made or seen made. Make a point that when hiring decisions are made like this, it is highly likely “C” players will be hired. © 2006 CareLeaders, Inc.

Common Selection Mistakes
First Impression Gut Feeling Hand Shake Warm Body Syndrome Ask the class if they can think of any others that either they have made or seen made that aren’t on the list. Ensure they see the relationship between these selection mistakes and hiring “C” players. Explain the purpose of using CAREPix is to avoid these and hire based on past behaviors. Reiterate the point that ‘past behavior helps us predict future behavior’, thus future job performance. When speaking about the premise of past behavior predicting future behavior, ask participants if they can think of anything they have done based on past behavior i.e. buying the same brand of car again and again, going to see a movie because of a certain actor or actress, loaning money to a friend, etc… Ask if they have any questions or if there is anything you can clarify before moving into the first component of behavioral interviewing – Competency Profiles. Illegal Questions Asked Interviewer Not Prepared Non Specific Hiring Discussions © 2006 CareLeaders, Inc.

Key Attribute Profiles
A Key Attribute Profile is a list of Key Attributes for each position or job grouping within the organization. These Key Attributes are further defined with desired behaviors. Refer class to page 5 in the workbook. © 2006 CareLeaders, Inc.

How Does This Work? Key Attribute Interviews Behavior Do’s & Don’ts
Behaviors Organized & Categorized Give example of the most recent assessment you did with a particular group and how the Key Attributes were derived. Explain group dynamics and the reason behind those selected. Give a couple examples of high level questions asked during the interviews. Behavioral Questions Determined Interview Guide Created © 2006 CareLeaders, Inc.

Open Position? Applications/Resumes screened Interviews completed
Consensus reached Every company has its own application flow process. This is the short version of the CAREPix process. Explain your process. Background checked Offer made © 2006 CareLeaders, Inc.

Key Attributes Abilities Likes/Dislikes © 2006 CareLeaders, Inc.
When we are interviewing, we are looking for two types of Key Attributes. They are those that tell us the abilities of the candidate and those that tell us the candidate’s likes and dislikes. As you can tell by the illustration, you cannot have one without the other. We don’t get the full picture of the candidate without the information for both. We need to know, from past behaviors, the candidate has the abilities to do the job. We also need to know if the candidate will be a culture crusader for the company and fit in. At this point, you want to pass out a Selection Guide and review the differences between a Behavioral Key Attribute and a Match Key Attribute. Make sure the class sees and understands the differences in how the questions are asked and what kind of information we are looking for under each; again, “Complete Stories” under the Behavioral Attributes and the Where, What , Why they liked/disliked something under the Match Key Attribute. © 2006 CareLeaders, Inc.

Matching Key Attribute Exercise…
Five Key Attributes Ten Stories Use Selection Guide for Definitions Match each Story to Correct Key Attritute Indicate + or – Story Hint: One +, One – for each Key Attribute Introduce the Matching Key Attribute Exercise 1. Explain the importance of being able to determine which Key Attribute a “Complete Story” belongs under when interviewing. The consequences of not knowing affects the grading of each Key Attribute and possibly the ultimate decision to recommend or not recommend the candidate to be hired. Explain the exercise by reviewing the points on the slide. Give the class about 10 minutes to do the exercise. Before they begin, have them review the Selection Guide and the definitions of all the Key Attributes. If they get stuck, tell them to go back to the definitions. When everyone is finished, review answers with them. © 2006 CareLeaders, Inc.

Benefits Hiring Right – Full Picture of Candidate
Candidates interviewed in same manner (Fairness & Consistency) Structured process Focus is on past behavior Confidence in evaluation process (Team Confirmation) Reiterate that the three key fundamental elements, Hiring Right, Fairness & Consistency, and Team Confidence are being fulfilled when CAREPix is used to its potential. © 2006 CareLeaders, Inc.

Getting the Whole Story
Education & Work History Past Behaviors Likes/Dislikes There are three components we are looking for in a candidate we bring in to interview. Educations & work history tells us whether or not this person has the education level and technical skills needed for the job. This information is gathered from the application and/or resume (CV) during a pre-screen process. During the interview process, we dig a bit deeper into the candidate’s education and work history. During the interview, we ask behavioral questions that will tell us whether or not the candidate has the behaviors required to do the job. Reiterate the philosophy that “Past behavior predicts future behavior”. We not only need to know the candidate has the technical knowledge and skills to perform the job, the candidate provides behavioral examples that demonstrates he/she has the ability to exemplify the job’s Key Attributes, but we also need to close the circle by determining if the candidate will enjoy working within the company’s culture and work environment. Let’s take a look at each one a little closer. © 2006 CareLeaders, Inc.

Education & Work History
Gaps in employment Certificates/Awards Verify Schools Dates of Employment Reconfirm Reasons for Leaving Some of the items looked for in the pre-screening process are these listed on the slide. Mention that any one of these items might disqualify a candidate from being eligible to interview. If more information is desired, then a phone screen might happen to obtain additional information. During the interview, the People Person reconfirms the information gathered from the application/resume (CV) or phone screen. Explain it is very important to dig a bit more in this area vs. taking information at face value. You might want to give the example of a candidate who puts on his resume that he/she graduated with honors. So, you congratulate the candidate for the accomplishment and ask how he/she was able to do that. In a particular situation, the candidate responded that he/she took the easiest classes and for the more difficult classes found out who the easier teachers were. Ask if this kind of behavior would be something desired in the company. Do we want someone who looks for the easy way out or the shortcuts to getting a job done? Each of these areas needs to be reconfirmed, and again in the area of “reasons for leaving”, many people put “personal reasons”. This could mean a lot of different things to different people. So, find out in a way the candidate does not feel you are prying, but maybe just simply asking the question again – Why did you leave? © 2006 CareLeaders, Inc.

Past Behaviors Ask Specific Questions Who What Why When How
Getting specific behaviors from the candidate gives us the meat of the interview so that we have good information upon which we are able to base our decision to recommend or not recommend a candidate to be hired. In order to gather behaviors, we need to ask specific behavioral questions, including the ‘who’, ‘what’, ‘why’, ‘when’, and ‘how’ of the story. We want to know everything the candidate did regarding the story. © 2006 CareLeaders, Inc.

Likes/Dislikes Will the candidate “like” the job?
Ask about previous likes/dislikes in previous jobs As mentioned earlier, this information links the two circles together. We have determined the knowledge and skills of the candidate. We have also determined that their past behaviors are in line with what we want to see on the job. Now we want to know if the candidate will actually “like” doing the job and working within the company culture. Explain the way we find this out is by asking about previous likes/dislikes in previous jobs. Once this is known, we have a complete picture, and we are better able to make a qualified hiring decision. © 2006 CareLeaders, Inc.

Quest for Behaviors See examples in Manual…. © 2006 CareLeaders, Inc.
Refer to pages 10 & 11 in the workbook and review the three examples. Point out how by doing just a little bit of digging you can find out some very interesting information. If you have any personal examples, tell the class at this point. The more real examples you can share, the more credible and alive the process becomes. © 2006 CareLeaders, Inc.

“I AM” EXERCISE….. I am.. A people person I am.. A hard worker
I am.. A quick study I am.. Dependable I am.. A team player When you get to this slide, have them refer to the exercise on page 11 of the workbook. Ask them to write in their workbooks what they believe the top five answers to be and then show them the answers from this slide. © 2006 CareLeaders, Inc.

Beginning… Setting & Background Sets up the Action Examples..
On page 11, you want to explain the purpose and importance of getting the beginning of a story. Review the three examples and then explain that you will go back after going over the middle and ends to take one example from beginning to end. © 2006 CareLeaders, Inc.

Middle… Most important piece Action is here Behaviors become apparent
Examples.. Again, review the purpose and importance of getting the middle of the story. Reiterate that this section of the story is where the action takes place. This is where you will receive the behaviors you are looking for in order to make your hiring recommendations. Review examples of middles. © 2006 CareLeaders, Inc.

End… Results of Behaviors Examples.. © 2006 CareLeaders, Inc.
Again, purpose and importance. This is also important because we find out what did or did not happen based on the candidate’s behavior. We also find out whether the candidate takes initiative to follow up on their actions and if the outcomes of the behaviors are positive or negative. When you are finished with this piece you will want to refer the class back to page 11 and take them all the way through one example. It is here also that you want to begin introducing how to take notes on the pieces of the story by asking them such questions as, “What was the beginning, middle, and end?” Explain that this is how their notes should also read. They can fill in the details once the candidate has left the interview area. © 2006 CareLeaders, Inc.

Empty Stories They sound impressive Candidate thinks we want to hear
Can’t think of specific General/Vague Exercise to Recognize Empty Stories (Hint: Stay out of the “woulds & allys” Now, as interviewers, our jobs would be incredibly easy if we always received complete stories from candidates. Unfortunately, this is not the case. The type of story you will often get is called an “empty story”. Ask the class if any of them had a class in school on how to interview. Ask them how they were taught to respond to interviewers. If none had any classroom teaching, explain that we are taught to sell ourselves with very general statements making us look good to the interviewer. Review the examples on page 13. Emphasis the red flag words with the “woulds & allys” example, as well as always, etc... Introduce the exercise on page 14 to help the class recognize those key words that send up red flags. Make sure everyone understands before moving on. © 2006 CareLeaders, Inc.

Missing Parts.. Part(s) are missing Receive out of order
Do I Have a Complete Story Exercise?.. The other type of story we often receive is one with a missing part or parts. As interviewers, we need to be able to determine right away which kind of story we are getting so we can redirect, if necessary or ask the appropriate questions to get the missing part(s). Introduce the next exercise on page 16. Do examples 1 and 2 with the class to ensure class understands. Give the class about 10 minutes to do the next nine examples, then review each when everyone is done. With those “complete stories”, ask the class to tell you what the beginning, middle, and end are, and again, reiterate that this would also be how notes are taken. Review the benefits of “complete stories”. Then introduce the next section “Dig, Dig, and Dig More”. © 2006 CareLeaders, Inc.

Dig, Dig, and Dig More Leading Theoretical Behavioral
Explain that because it is not realistic to believe we will get “complete stories” every time we ask a question, we will be learning how to dig with the proper questions to turn stories, empty or those missing parts, into “complete stories”. Let’s take a look at each. © 2006 CareLeaders, Inc.

Leading Most commonly used Moving things along Finishing thoughts
Avoiding silence Review the bullet points and give the examples as shown on page 21. © 2006 CareLeaders, Inc.

Theoretical “Woulds & Allys” They think we want to hear
We think we want to hear Learned in school Review bullets and give examples on page 21. © 2006 CareLeaders, Inc.

Behavioral Follow-up Question Exercise.. Behavioral = Behavioral
THIS IS THE ANSWER!!! Follow-up Question Exercise.. Emphasize if one wants to get behavioral statements, behavioral questions need to be asked. Have the class do Exercise 5 on page 23 so they begin to recognize what type of question they are seeing and how to turn it into a behavioral based question when interviewing. Introduce the follow-up question exercise 6 on page 24. Give the class about five(5) minutes to complete the exercise and then review each with them to ensure understanding. At this point hand out the sample follow-up questions sheet for them to use during the exercise after lunch and during interviews. LUNCH TIME!!!!! Let the class know when lunch is over, they will get to practice using the follow-up questions they just learned in a role play exercise. © 2006 CareLeaders, Inc.

Follow-up Role Play Exercise..
Each has already been given a copy of a selection guide. Here’s how the role play works. You ask one of the class members to ask you a question from the ‘Getting Along With Others’ Competency in the Interview Guide. You will have already prepared an empty story as your response. You then ask the class what type of response they heard. Then have another class member ask you a behavioral follow-up question to try and turn the empty story into a complete story. At this time, you respond with only one piece of the story. Make the class ask follow-up questions in order to dig the complete story out of you. When finished with the exercise, explain that this is the real world of interviewing and that most interviewees are going to respond with empty stories. If you have time, you can actually divide the class into teams of three. Explain that one will be the interviewer, one the interviewee, and one the observer/timekeeper. Each will have five minutes to complete the role play and then everyone rotates until each person has played each role. There is some preparation that needs to occur before the exercise begins. Each person selects a question from the sample Interview Guide that they want asked of them. Have them circle it. They then prepare an “empty story” and write it on the guide. Beneath that, they prepare a “complete story”, but have them answer it in pieces. This gives the interviewer several opportunities to practice the follow-up questions just learned. Give them about five minutes to prepare. Walk around making sure that each group understands what they are to do. Once everyone is ready, the group decides who will go first. The observer/time-keeper keeps track and writes down each type of question asked. Leading, Theoretical or Behavioral. This person also makes sure the interview doesn’t last more than five minutes. The observer then gives feedback (2 minutes), and roles are switched until everyone is done. Make sure to manage this exercise so it doesn’t last any longer than 30 minutes. Have everyone turn to the next section on page 26. Explain that this will probably be a section they want to flag for future reference, and then have them grab the selection guide handed out earlier and move to the next slide. © 2006 CareLeaders, Inc.

Selection Guide “Guides” us through interview Provides checklists
Provides Key Attributes & Behavioral questions Determines Company Match Grading instructions Practice Greeting… Walk the class page by page through the selection guide. Review the Getting Ready and How to Begin checklists. Once you have done this, ask for a volunteer from the class so you can demonstrate a greeting. Explain that the People Guide is the only guide that covers the Background Confirmation, but they will be practicing it during the practice interviews the following day. Continue through the selection guide, page by page, asking for questions often. Emphasize the transition from the greeting to the first set of questions. Tell the class that they will want to once again, reiterate what they will be looking for when the question is asked. Point out the Observation Line at the bottom of each page and explain what should be written here. Explain that what they write here will help them grade the Communication and Influence pieces at the end of the guide. When they get to the Match question, they again will need to transition the candidate because by this time, the candidate will be trained to, hopefully, answer the questions with “complete stories”. Explain that they will need to make sure and tell the candidate that they are switching gears a bit and will be looking for the next question to be answered a bit differently. The Where, What, Why answer. Explain how critical the question is under “Saying Good-Bye”. This gives them a couple minutes to review their notes and make sure they have “complete stories”. After the answer to the questions has been received, the interviewer can then ask additional follow-up questions to get any information missed or needing further clarification during the interview. Point out that the grading is to be done only after the interview has concluded and the candidate has been taken to the holding area. Review the “What to do after the interview…” checklist and explain the grading process. Remind them not to forget to grade the Communication and Influence pieces and to use the information gathered on the “observation line” to help them with this section. Explain the importance of reviewing notes, making sure each story is placed under the proper Key Attribute, and grading each Key Attribute. Reiterate that their notes will be very important in justifying their grade during the consensus process that will be discussed later. Ask for questions. BREAK TIME!!! Explain that the next section will be about Note-Taking, Building Rapport, & Managing the Interview. © 2006 CareLeaders, Inc.

Taking Notes – Why? About % information forgotten is not written down immediately Helps us grade Key Attribute Assists in validating grades during consensus discussion Allows us to make fair, legal, and solid hiring decisions Explain that you have emphasized throughout the training and exercises so far the need to write down the key words and ideas of the story. You will now give them some additional pointers. Review the bullets on the slide then review the examples with the class listed on pages Go to the next slide. © 2006 CareLeaders, Inc.

Taking Notes – How? Key Words Abbreviate Concise Relevant to job Clear
Impersonal Real Time Review the bullet points and their definitions found on page 28 of the workbook. Explain the benefits of good note-taking, again, listed on the bottom of page 37. Move on to Building Rapport. © 2006 CareLeaders, Inc.

Building Rapport – How? Conversational Atmosphere
Maintain candidate’s confidence Listen carefully Tone of Voice Respond with compassion Ensure understanding by repeating Read body language Pretty self explanatory. Go point by point, and go on the next slide to review “why” building rapport with each candidate is so important. © 2006 CareLeaders, Inc.

Building Rapport – Why? Candidate relaxes Able to think more clearly
Feels good about the interview Decisions based on firmer data Knows you care and are listening Even if offer not made, candidate recommends company to others Learn more about candidate Again, self explanatory. Just review each of the benefits of building rapport. Move on to Managing the Interview. © 2006 CareLeaders, Inc.

Managing the Interview – How?
May need to interrupt Re-route the conversation Stick to the Selection Guide Explain that this is critical in order to keep the interview on time for you, your partner(s), and the candidate. Explain some suggestions on how to do this and explain that they can also let the candidate know during the greeting that they may need to interrupt during the interview, but only to keep the interview on track. Explain that they will now put into practice everything they have learned up to this point during an Interview Role Play. Go to the next slide to instructions. © 2006 CareLeaders, Inc.

Feedback - Giving Positive Improvements Be specific Why was it good?
Give alternative(s) Prior to the practice interviews, review both the Giving and Receiving feedback so the observers know how to do this and the importance of the interviewer not taking anything personally. The feedback is to help make each of them better interviewers. Encourage them to learn from each other. © 2006 CareLeaders, Inc.

Interview Role Play.. Divide into groups of three
One will be interviewer One will be interviewee One will be observer 15 minutes for interview 5 minutes for feedback Rotate At this point you will pass out two copies of a compressed selection guide with just one of the behavioral Key Attributes in it. This will allow the interview to only last 15 minutes. Reiterate that the interviewer wants to try and receive a minimum of one “complete story” in each of the two Key Attributes. After explaining the instructions ask for questions. While each group is interviewing, walk around and take notes on your observations so that you can give some constructive feedback, good and helpful at the end. Also make sure that the rotations happen on a timely basis. © 2006 CareLeaders, Inc.

Summary & Assignments Read pages Review guide from interview and grade Key Attributes. Be prepared to do consensus discussions tomorrow a.m. Prepare for practice interview Review Guide and manual, as needed Read page 38 and do Exercise 11: “Legal Questions” Do review and give assignments for Day 2. You will want to break the class into teams for the real interviews on Day 2. If you have some stronger people, make sure you break them up and put them with classmates that have not had any interviewing experience. Handout the resumes and three Guide A’s per person so the class can prepare their guide. Explain that one guide will be used to conduct the interview. One guide will be used to take notes as the observer, and one will be used to also take notes as the secondary observer, but also note the amount of time taken in each section. Before they leave have a flip chart page drawn with the first column showing the teams, the second column showing the times of the interviews (50 minutes), the third column showing what room the team will be in, and the fourth column showing which candidate each team member will be interviewing. Make sure to leave room at the bottom of the flip chart page to show feedback times (15 min.) for each round of interviews. Example: Team Times Room Candidate Joe 10:00 – 10:50 Office 1 A Suzie 11:05 – 11: B Scott 12:10 – 1: C Dan 10:00 – 10:50 Office 2 B Julie 11:05 – 11: C Sarah 12:10 – 1: A So on… Feedback: Round 1 – 10:50 – 11:05 Round 2 – 11:55 – 12:10 Round 3 – 1:00 – 1:15 As for the Legal Questions, you will pass out an addendum for Canadian labor law (If applicable). That’s it for Day 1. © 2006 CareLeaders, Inc.

Day 2 Agenda Recap Day 1 Evaluating Information & Making the Grade
Reaching Consensus/Practice Feedback (Giving & Receiving) Reminder Practice Interviews Legal Guidelines Questions??? Review bullets. Answer any last minute questions about the interviews, explain the timing, where the candidates will need to be picked up and dropped off, and where the interviews will take place. Give the class some additional time to do final preparations for the interviews while you meet with the group of interviewees. You will explain to them what to expect. Tell them the position they are applying for, not to ask questions at the end, and how the room will be set up. Tell them to try and not be nervous and that the observers are in the room to take notes on the interviewer, not them. They need to pretend the observers are not there. Inform them that when the interviews are complete, they will join the class for lunch. After lunch, you will sit with them to get their feedback on the process and the interviewers, how they made them feel, etc… Return to the class room, make sure everyone is ready to go and tell the first interviewers they can get their candidates. As the groups are interviewing, roam from group to group to take notes on the interviewer. When each interviewer is done, have them return their candidate to the holding area. Explain that the first thing they need to do is return to the room and evaluate and grade each Key Attribute. Again remind them not to forget about the Communication and Influence. No discussion with the observers should take place at this point so as not to bias the grading process. Once the guide is complete, the feedback begins. When the feedback has been given by each of the observers, then give the feedback you noted. When all is done and the practice candidates have gone, you can give general feedback you observed and feedback from the candidates. © 2006 CareLeaders, Inc.

Evaluating & Making the Grade
Organize notes Review “observations” line Identify complete stories Determine importance of stories Move story, if necessary Grade Key Attribute Refer to Selection Guide Ask the class if they read this section of the workbook. Have them now sit with their completed selection guide and follow these steps while they go back through it and review their notes and grades in each of the boxes for each Key Attribute. Remind them to check the Communication and Influence sections. Give them about 15 minutes to review their evaluation and grades. Move on to Reaching Consensus. © 2006 CareLeaders, Inc.

Reaching Consensus.. Keep an open mind Not an average
Focus on relevant information Manage discussions Reach consensus Make recommendation Refer to the Team Selection Decision Worksheet at the back of the Interview Guide. Explain that this is the final phase of the interview process and one that is critical to the credibility and validity of the process. Review the bullet points and the information on pages Ask if there are any questions. Move to the next slides to remind the class of the feedback guidelines and then have everyone get into their teams and go to their designated interview room to prepare the room for the practice interivews. When the class returns to the room after interviews are completed put this slide back up on the screen to review how the consensus process will work. Divide the group up by the people who interviewed the same person. Make sure they have all completed the grading process before they get together. Ask each group to post their grades on one consensus sheet. Explain that each person writes there grades down, individually, on the sheet BEFORE they begin to discuss. Emphasize that individual grades MUST not be changed in the selection guides. That is the reason for consensus. Reiterate the bullet points on the slide before they begin discussions. Explain that the most difficult discussions will take place when there are B’s and C’s. This is where notes will be valuable during discussions. Give them 20 minutes to complete this exercise. Once everyone is done, have each group explain why they graded as they did, recommended or did not recommend the candidate, and why. Ask the rest of the group if they agree. In most cases, they will. © 2006 CareLeaders, Inc.

Feedback (Reminder)- Giving
Positive Be specific Why was it good? Improvements Why? Give alternative(s) Prior to the practice interviews, review both the Giving and Receiving feedback so the observers know how to do this and the importance of the interviewer not taking anything personally. The feedback is to help make each of them better interviewers. © 2006 CareLeaders, Inc.

Feedback (Reminder) - Receiving
Be open to suggestions Don’t take it personally Avoid being defensive © 2006 CareLeaders, Inc.

Interview Set-Up Observers Interviewer Candidate
Make sure everyone understands to place the two observers behind the candidate so the candidate is not distracted by them. The job of the secondary observer/time keeper is to give the interviewer the high five signal when there is five minutes left in the interview. At that point explain that wherever the interviewer is in the guide, they need to finish the current story and move to Company Match. They then do the buyback question, explain next steps and end the interview. © 2006 CareLeaders, Inc.

Legal Guidelines It’s smart It’s simply the “right thing to do”
Keeps hiring practices legal & credible Review Legal Guideline Exercise Before reviewing the exercise, ask the class if they had any questions from the reading they did the night before. If not proceed with the bullets on this slide and the exercise. © 2006 CareLeaders, Inc.

Congratulations!! Thank You © 2006 CareLeaders, Inc.
Ask for any questions. If there are none, ask them to please complete the evaluation form for the class. Explain name is optional. You just want feedback from them so you can continue to better the training process. While they are completing the form, handout the certificates, and let them know that once they have completed the evaluation form, explain next steps, i.e. live interviews scheduled the next day and when each of them should report. They are then free to go. Thank them for participating. © 2006 CareLeaders, Inc.

CAREPix Selection Workshop © 2006 CareLeaders, Inc.

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