IntroductionWelcome| 00:00 |
(music playing)
| | 00:04 |
Business is good and you need to add more
| | 00:07 |
people to your team.
Now what?
| | 00:10 |
In this course, we'll cover the steps you
can take to hire the best person for your role.
| | 00:16 |
We'll begin by defining your requirements
and what would make the ideal candidate,
| | 00:22 |
including the nuts and bolts of writing a
job description.
| | 00:26 |
We then cover how you'll assess your
candidates from reviewing resumes to
| | 00:31 |
building selection activities.
Next, we'll delve into interviewing and
| | 00:37 |
how to build an interview plan and
questions that will ensure applicants
| | 00:42 |
provide the information you need to make
a solid selection.
| | 00:47 |
Along the way, we'll view interview
scenarios, seeing what a good interview
| | 00:52 |
can look like and how things can go
wrong.
| | 00:56 |
Finally, we'll review the steps that
occur after you've chosen your ideal candidate.
| | 01:03 |
You want to find the best person for the
job.
| | 01:05 |
By taking the time to understand the
principles in this course, you can
| | 01:10 |
increase the likelihood of a successful
match.
| | 01:13 |
| | Collapse this transcript |
| Using the exercise files| 00:01 |
We've provided free exercise files that
are available to all lynda.com members to
| | 00:06 |
help you get the most from this course.
These files include: sample behavioral
| | 00:11 |
interview questions, an interview plan,
and guidelines on how to create a
| | 00:16 |
weighted rubric.
I suggest that you download these
| | 00:20 |
documents and print them out prior to
watching the course.
| | 00:23 |
In order for you to get the most out of
this training, it's good to have these
| | 00:27 |
worksheets on hand.
Now, let's get started.
| | 00:31 |
| | Collapse this transcript |
| Seeking legal counsel| 00:01 |
This course is designed to be a guide for
managers on how to find the most
| | 00:05 |
qualified person for an open role.
While the course was written primarily
| | 00:10 |
for US based audiences, the information
provided on determining your needs,
| | 00:15 |
building your selection processes, and
effective interviewing can be used by
| | 00:19 |
individuals in any country.
It's important to recognize that each
| | 00:24 |
country and region may have specific laws
or requirements related to hiring that
| | 00:30 |
need to be adhered to.
In the US, federal agencies such as the
| | 00:36 |
Department of Labor, the Equal Employment
Opportunity Commission and the Office of
| | 00:40 |
Federal Contract Compliance Programs, as
well as state and local governments all
| | 00:45 |
have clear requirements that must be
followed throughout the hiring process.
| | 00:51 |
I recommend that before implementing any
selection process you have a good
| | 00:56 |
understanding of your specific governing
bodies requirements and perhaps seek
| | 01:01 |
legal counsel to ensure that you're
providing a fair process for all applicants.
| | 01:06 |
| | Collapse this transcript |
|
|
1. Understanding Who Your Ideal Candidate IsAssessing your needs| 00:01 |
One of the first steps in the hiring
process is to understand what the
| | 00:04 |
specific job duties will be.
You'll also need to define what
| | 00:09 |
knowledge, skills, and qualifications are
required for a person to be successful in
| | 00:13 |
completing the specific job duties.
This information is often captured in a
| | 00:19 |
job description.
Let me briefly share with you the basic
| | 00:23 |
process used to create a job description
and the typical components that are included.
| | 00:29 |
The usual process in a large organization
is for a trained HR professional or an
| | 00:34 |
industrial organizational psychologist to
conduct a job analysis.
| | 00:40 |
This analysis may include interviews with
incumbents and supervisors, work samples,
| | 00:46 |
questionnaires, observation, gathering
background information, as well as other techniques.
| | 00:54 |
Often, more than one of these methods is
utilized when analyzing a job.
| | 00:59 |
In a smaller organization it may be the
manager's responsibility to create the
| | 01:04 |
job description.
If this is the case in your situation, I
| | 01:08 |
recommend that before you start to write
it, you review descriptions that are
| | 01:13 |
already created for similar roles.
One great resource of job description
| | 01:18 |
information is O Net Online.
Here you can type in an occupation and do
| | 01:24 |
a quick search of the necessary tasks,
knowledge, skills and abilities often required.
| | 01:31 |
Another resource on line is the Society
for Human Resource Management.
| | 01:36 |
Under templates and samples you can find
job descriptions for dozens of roles.
| | 01:42 |
Only members can view the detail of
descriptions on charm, but the membership
| | 01:46 |
provides information on all aspects of
HR.
| | 01:50 |
So let's cover the typical components
included in a job description.
| | 01:55 |
These include the job title, a short
summary that describes the purpose of the
| | 02:00 |
position, the key responsibilities of the
role.
| | 02:04 |
The skills and qualifications required.
The department that is hiring, as well as
| | 02:10 |
the title of the supervisor.
The location, and the employment
| | 02:14 |
classification, such as part-time or
full-time, salaried or hourly, and exempt
| | 02:20 |
non-exempt status.
The job description is your first step in
| | 02:26 |
finding you ideal candidate.
Once you have a good understanding of the
| | 02:30 |
knowledge, skills, and qualifications to
be successful in the role, you'll need to
| | 02:36 |
determine which of these elements you'd
like to focus on in your selection process.
| | 02:42 |
In a typical job description, the most
important responsibilities of the role
| | 02:46 |
will be listed at the beginning of the
duties and responsibilities section.
| | 02:51 |
The most critical skills required will be
at the top of the skills and
| | 02:56 |
qualifications section.
It's important that you invest time in
| | 03:01 |
assessing your needs to create a well
thought out job description as it will
| | 03:05 |
have big pay offs down the road.
You'll have a selection process that can
| | 03:10 |
help you find the best candidate for the
role which will likely lead to better
| | 03:14 |
productivity and less turn over on the
job.
| | 03:18 |
| | Collapse this transcript |
| Understanding selection activities| 00:01 |
There are several selection activities
that can be used when evaluating candidates.
| | 00:06 |
A selection activity is the process or
activity you will use to determine
| | 00:10 |
whether the candidate has the knowledge,
skills, and qualifications to
| | 00:14 |
successfully do the job.
Qualifications such as a degree or
| | 00:18 |
certification are easy to assess, because
they are listed on the resume or
| | 00:22 |
application, and can be validated through
the background check process.
| | 00:26 |
For other requirements, such as work
hours, physical demands, or specific
| | 00:31 |
language skills, questions can be
included on the application.
| | 00:35 |
For elements that can't be gleaned from
looking at an application or a resume.
| | 00:40 |
You'll need to define the selection
activity.
| | 00:44 |
You'll want to focus on the top five to
seven requirements, since it's not
| | 00:48 |
practical to create selection activities
for everything.
| | 00:52 |
Here are some methods for assessing
potential candidates.
| | 00:55 |
Questionnaires are often used to get at
an understanding of the applicant's
| | 00:59 |
knowledge or technical expertise.
For example, if you were hiring a
| | 01:04 |
technical support analyst, you may ask
questions specific to the technology used
| | 01:09 |
at your company.
Assignments may be used to better
| | 01:13 |
understand how an applicant would problem
solve or address a typical real-time work challenge.
| | 01:20 |
So, for a video editor, I might provide
several video and audio clips and ask
| | 01:25 |
that candidate to edit it together into
one single product.
| | 01:30 |
Work samples or portfolio reviews ask the
applicant to show and describe past work
| | 01:36 |
that is similar to what you'll be
requiring for the role you're hiring for.
| | 01:41 |
These are often used for positions in
marketing, graphic design, or other
| | 01:45 |
artistic roles.
Psychological or individual assessments
| | 01:50 |
may also be used to help an organization
make hiring decisions.
| | 01:54 |
This involves utilizing a measurement
tool that has been developed in
| | 01:58 |
accordance with legal and professional
guidelines.
| | 02:01 |
And validated to measure personality,
leadership style, cognitive ability, or
| | 02:06 |
other factors that you are attempting to
assess.
| | 02:09 |
Examples include, Myers-Briggs and the
DISC assessment.
| | 02:15 |
Some companies combine several of these
selection activities, as well as
| | 02:19 |
interviews, into what is known as an
assessment center.
| | 02:22 |
This is a costly endeavor, and is most
often used for senior-level leadership roles.
| | 02:28 |
One of the advantages is that they can
provide information on how a candidate
| | 02:33 |
performed in the past, as well as how
they might address issues in the future.
| | 02:38 |
Of course, interviews are the most
commonly used selection activity, which
| | 02:42 |
we'll cover in more depth later,
including the various types of questions
| | 02:46 |
that can be used.
Finally, I want to mention that any
| | 02:51 |
activity you use should be a reliable and
valid measure of the specific job
| | 02:56 |
requirements in question.
In this way, you can be confident that
| | 03:00 |
the activity is fair for all applicants,
and does not create any unintentional bias.
| | 03:08 |
| | Collapse this transcript |
| Screening resumes| 00:01 |
You've posted your positions and the
resumes start to flow in.
| | 00:04 |
So, how do you determine which resumes
are most aligned with your hiring requirements?
| | 00:11 |
Whether it's an in-house recruiter or you
doing the screening, it's important to
| | 00:15 |
review all of the application materials
for correct grammar and spelling.
| | 00:20 |
This may include a cover letter, the
application itself, questionnaires, or
| | 00:25 |
other materials.
Something else to look for is whether the
| | 00:29 |
candidate has used the correct company
name on their materials.
| | 00:33 |
Checking accuracy is important if the
role requires attention to detail.
| | 00:37 |
And it's always a red flag to me when a
candidate neglects to change the name of
| | 00:43 |
the company they're applying to in their
cover letter, submitting the materials
| | 00:46 |
for one company to the website of
another.
| | 00:50 |
There are four key areas that will help
you get a better understanding of how
| | 00:54 |
well the candidate matches what you're
looking for.
| | 00:57 |
These are work objective or career
summary, relevant skills and
| | 01:02 |
qualifications, employment history, and
industry experience.
| | 01:07 |
Let's look at each one of these areas
individually.
| | 01:10 |
First, the work objective or career
summary may be found in several places,
| | 01:16 |
including at the top of the candidates
resume In their cover letter if they
| | 01:21 |
submit one or possibly in your company's
employment application.
| | 01:26 |
The first thing to look for is how
closely it's aligned with the role you
| | 01:30 |
wish to fill.
For example, if the candidate's objective
| | 01:34 |
is to be a network administrator, but the
role you're hiring for is a desktop
| | 01:39 |
support role The candidate potentially
will not have the skills or desire to be
| | 01:44 |
successful in the support role.
In some cases, the candidate may have a
| | 01:49 |
very open-ended objective such as to
secure a role that will allow me to add
| | 01:54 |
value to the company while developing my
skills.
| | 01:58 |
If the candidate is applying for an entry
level role, this may be totally
| | 02:03 |
appropriate since they're just getting
started in their career.
| | 02:06 |
However, by the time the candidate is
mid-level, they should have a clear idea
| | 02:11 |
of what would be a good fit for their
next role.
| | 02:13 |
Next, let's look at relevant skills.
This is one of the most crucial areas to
| | 02:20 |
examine, since it's important that the
candidate have the knowledge, skills, and
| | 02:24 |
qualifications to be successful in the
role.
| | 02:28 |
As you look through the resume, evaluate
whether the candidate has all of the
| | 02:32 |
basic skills required, or just some of
them.
| | 02:36 |
If your company is a contractor with the
U.S.
| | 02:38 |
government, then the candidate must meet
all of the basic requirements listed in
| | 02:42 |
the job description to be considered for
the position.
| | 02:46 |
There maybe addition preferred
requirements of course that you'll want
| | 02:49 |
to check as well.
Next, determine whether the candidate has
| | 02:53 |
the education, licenses, or certification
required for the role.
| | 02:57 |
For some roles such as an attorney or a
CPA, a license may be essential.
| | 03:05 |
The next thing to consider when screening
resumes is the candidates employment history.
| | 03:10 |
A well written resume will provide both
the responsibilities, as well as the
| | 03:14 |
actions and accomplishments the candidate
had in fulfilling their duties in their
| | 03:18 |
previous roles.
If the candidate does not list
| | 03:21 |
accomplishments or the value that they
brought to the company I recommend that
| | 03:25 |
you probe on those areas if you go
forward to an interview of the candidate
| | 03:29 |
since they may have been responsible for
an activity, but were not actually
| | 03:33 |
successful at it.
Another aspect of employment history is
| | 03:38 |
to look for a regular progression in
roles and responsibilities since it's
| | 03:42 |
generally a sign of success when the
individual has progressed in their roles.
| | 03:47 |
In addition, if the candidate has moved
quickly from company to company, less
| | 03:52 |
than 12 to 18 months, you'll likely want
to ask about the hopping when first
| | 03:57 |
speaking with the candidate.
In many cases there are valid reasons for
| | 04:01 |
making moves, but it also can be a sign
that the candidate has not been
| | 04:05 |
successful in their prior roles.
However, experience at a variety of
| | 04:10 |
companies can also be a good thing.
A candidate that has a few years of
| | 04:14 |
experience at multiple companies, may
bring the knowledge of different
| | 04:17 |
approaches and practices.
Finally, let's look at industry experience.
| | 04:23 |
For some rolls, it's quite important to
have specific industry experience, while
| | 04:27 |
for others, it's less important.
For example, if you were hiring a product
| | 04:33 |
marketing manager for a company that
makes washing machines, it could be
| | 04:37 |
important that the candidate have prior
consumer product industry experience.
| | 04:42 |
Yet in that same company, an accountatn
could have expeirence working for the
| | 04:46 |
government or an entertainment company,
and still be able to fulfill the
| | 04:50 |
requirments of the role.
One last consideration when screening resumes.
| | 04:55 |
It's estimated that up to 70% of resumes
have either omissions or errors on them.
| | 05:02 |
So, as you review the resume, keep an eye
out for potential inconsistencies.
| | 05:07 |
These are points you want to probe on
when interviewing the candidate.
| | 05:12 |
| | Collapse this transcript |
|
|
2. Interviewing Basics and Developing QuestionsChoosing your interview setting| 00:01 |
For most people, if they were asked what
an interview consists of, they would
| | 00:05 |
likely describe an interviewer sitting
across a desk from an applicant asking questions.
| | 00:11 |
While that is one setting for an
interview, there are other options to consider.
| | 00:16 |
Let's review the pros and cons of
interviewing in various settings.
| | 00:20 |
With phone interviews, you can assess the
individual's background and experience,
| | 00:25 |
clarify details from their resume or
application, and get an understanding of
| | 00:30 |
their verbal communication skills.
However, some studies have shown that
| | 00:35 |
only 7% of verbal communication comes
from the words spoken.
| | 00:39 |
The bulk of what we learn about someone
when we speak with them is expressed non-verbally.
| | 00:43 |
So while phone interviews tend to be much
more cost effective and can be scheduled
| | 00:49 |
more easily than face-to-face, they do
not provide all of the information that
| | 00:54 |
one can get from sitting directly across
from someone.
| | 00:57 |
Face-to-face interviews provide a better
opportunity to assess an applicant,
| | 01:02 |
including their social cues and body
language and the applicant gets to
| | 01:07 |
experience the culture and environment of
the company first-hand, providing
| | 01:12 |
valuable information they need to
determine if the company is right for them.
| | 01:16 |
Face-to-face is also your best choice
when there will be multiple interviewers
| | 01:21 |
meeting with an applicant in succession.
Of course, there can be added expenses
| | 01:26 |
associated with face-to-face interviews,
especially if the applicant is not
| | 01:30 |
located near the company.
A third mode that is becoming more common
| | 01:35 |
is to use video conferencing technology.
Video interviews provide an opportunity
| | 01:40 |
to pick up on social cues and non-verbal
information that can be missed in a phone
| | 01:44 |
interview, but with much less expense to
the company.
| | 01:48 |
Video interviews have their challenges as
well.
| | 01:51 |
At times, the connection may not be
clear, may have either the video or audio
| | 01:57 |
delayed or can drop altogether.
In addition, the candidate may be camera
| | 02:02 |
shy or may not be in a location that is
convenient for video conferencing.
| | 02:07 |
For example, if the applicant works in a
cube environment it would be much better
| | 02:12 |
to schedule a phone interview during the
day so that they can find a quiet place
| | 02:15 |
to take the call.
Finally, the interviewer should be
| | 02:19 |
mindful that the candidate may be in
their home when video conferencing.
| | 02:23 |
In most cases, it is essential to focus
on the candidate themselves not their surroundings.
| | 02:29 |
To help ensure that you have a successful
video interview it's a good idea to check
| | 02:35 |
your equipment ahead of time and to ask
the candidate to do the same.
| | 02:38 |
I also recommend that you turn off
alerts, alarms and pop-up chat windows on
| | 02:44 |
your computer or device and use a
headset.
| | 02:47 |
When determining which interview setting
to use keep in mind that ultimately your
| | 02:53 |
goal is to make sure you get all of the
information you need to determine whether
| | 02:57 |
the applicant is the right fit for the
role as well as provide a positive
| | 03:03 |
interview experience for the candidate.
| | 03:06 |
| | Collapse this transcript |
| Understanding types of interview questions| 00:01 |
In this video, we'll look at the many
types of questions that can be used in
| | 00:05 |
any interview setting, each provides
useful information.
| | 00:08 |
Let's start with fact-based or
fact-finding questions.
| | 00:12 |
These are used to clarify information
that the applicant provided regarding
| | 00:16 |
their experience, skills, credentials,
either on their resume or their
| | 00:20 |
employment application.
They generally are specific questions,
| | 00:25 |
such as, how many direct and indirect
reports did you manage at your last company?
| | 00:30 |
Or, describe for me your skill level in
Microsoft Access.
| | 00:35 |
Another type of question is a
hypothetical, or what if question.
| | 00:41 |
What if questions can provide some good
information, but because the question is
| | 00:46 |
hypothetical in nature, it doesn't
reflect what a person actually has done
| | 00:50 |
in a given situation.
It gives the applicant an opportunity to
| | 00:55 |
make up their answer, which might not
accurately reflect what they actually
| | 00:59 |
would do in a particular situation.
An example of a hypothetical question
| | 01:04 |
would be, what would your response be if
a customer got angry at you, and started
| | 01:09 |
yelling at you over the phone?
Or, what would you do if you found out
| | 01:13 |
that your manager was sharing
confidential information outside of the company?
| | 01:17 |
Stress-inducing questions are designed to
put the applicant in a stressful
| | 01:23 |
situation and observe how they react.
Using stress-inducing questions is only
| | 01:28 |
appropriate for roles requiring constant
adaptation to new circumstances, or
| | 01:34 |
certain types of high-stress roles, such
as customer service representative,
| | 01:38 |
police officers, or air traffic
controllers.
| | 01:43 |
An example of a stress-inducing question
would be, you're driving down an empty
| | 01:47 |
country road, and come upon a car with
the door open.
| | 01:50 |
When you get to the car, you find a lone
woman who is about to have a baby.
| | 01:55 |
What do you do?
Again, the point of these questions is to
| | 01:59 |
see if the person can stay calm under
stress.
| | 02:03 |
I recommend using these questions only if
the role can be overly stressful.
| | 02:08 |
After all, while the interview process is
designed to glean information from or
| | 02:12 |
about the applicant, it's also your
opportunity to share the work environment
| | 02:16 |
that the applicant would be joining.
Problem solving questions require the
| | 02:23 |
applicant to solve a specific problem.
This problem should be similar to one
| | 02:28 |
they'd encounter in the role they're
interviewing for, or would provide
| | 02:32 |
information on their abilities in a
particular skill or knowlege area, such
| | 02:36 |
as logic or math skills.
With problem solving questions, the
| | 02:41 |
interviewer provides the framework of the
problem and necessary instructions, and
| | 02:45 |
allows the applicant to work through the
problem.
| | 02:48 |
An example would be something like,
estimate how many cows there are in Canada.
| | 02:53 |
For some roles, very open-ended creative
thinking questions may be included in the
| | 03:00 |
interview process.
These questions provide information on
| | 03:04 |
the applicant's understanding of a broad
topic area, such as their knowledge of an
| | 03:08 |
industry or discipline that you're hiring
into.
| | 03:12 |
An example of a creative thinking
question for someone in marketing would
| | 03:15 |
be, what emerging trends do you see
changing the landscape of marketing over
| | 03:20 |
the next five years?
Finally, the question format that
| | 03:25 |
research has shown to be the best
predictor for success on the job is
| | 03:29 |
behavioral interviewing.
With behavioral interviewing, you seek
| | 03:33 |
information about actual experiences the
applicant had in prior roles, which is
| | 03:39 |
similar to experience required in the
role you are hiring for.
| | 03:42 |
Finally, in determining which type of
question to use, keep in mind that you're
| | 03:49 |
seeking information that will help you
understand how well the applicant will
| | 03:53 |
perform in your role.
And to make the interview more
| | 03:57 |
conversational, it's always a good idea
to use more than one type of question.
| | 04:02 |
| | Collapse this transcript |
| Writing effective behavioral interview questions| 00:01 |
In this video, I'm going to explain how
to use behavioral interviewing to
| | 00:05 |
increase the likelihood that you'll make
good hiring decisions.
| | 00:09 |
If you've ever heard the old adage, the
best predictor of future performance is
| | 00:13 |
past behavior, you have a good
understanding of the basic premise of
| | 00:17 |
behavioral interviewing.
It's the process of asking questions to
| | 00:22 |
get information from the applicant about
past experiences.
| | 00:25 |
Specifically, past experiences that are
similar to those they would encounter in
| | 00:31 |
the role you're hiring for.
What does this really mean for you as a
| | 00:35 |
hiring manager?
Well, behavioral interviewing has been
| | 00:39 |
found to improve hiring outcomes by as
much as 55% when compared to a
| | 00:44 |
traditional interview.
So learning this type of interview
| | 00:47 |
process can dramatically increase the
chances, that you'll hire the right
| | 00:51 |
person for the role.
Let's look at how this works.
| | 00:55 |
It can be boiled down to three basic
steps.
| | 00:59 |
First, as the hiring manager, select the
specific knowledge, skills, and
| | 01:04 |
qualifications that are critical for the
applicant to have to do well in the new role.
| | 01:09 |
Again, you can identify these in the job
description.
| | 01:12 |
Second, write open-ended questions based
on the requirements you've selected.
| | 01:19 |
These are questions that will get the
applicant to share experiences where they
| | 01:23 |
were successful in the past.
Third, if you feel that the applicant
| | 01:28 |
didn't answer the question fully, you can
use tactful followup questions to get
| | 01:33 |
more information.
In preparing your behavioral interview
| | 01:37 |
questions, there are some basic
guidelines to follow.
| | 01:40 |
First, these are almost always written as
open-ended questions.
| | 01:46 |
This is to ensure that the applicant
provides a description of past
| | 01:49 |
experiences and behaviors, not simply a
yes or no answer.
| | 01:54 |
Because you weren't asked in a yes no
question, there's no right answer.
| | 01:58 |
The applicant is merely describing a past
experience.
| | 02:03 |
In addition, the questions are rooted in
past performance allowing the applicant
| | 02:07 |
to relate what they actually did in a
situation rather than a theoretical answer.
| | 02:13 |
Let's take a look at a common tool used
to build an effective behavorial
| | 02:17 |
interviewing question.
This is called the STAR method.
| | 02:21 |
STAR is an acronym that represents asking
the applicant to describe the situation
| | 02:27 |
they were in, the task that they needed
to accomplish, the actions that they
| | 02:32 |
took, and the results of those actions.
Let's try it out.
| | 02:38 |
As an example, let's compose a question
to assess an applicant's experience with
| | 02:42 |
working on a team.
First, for the situation they were in, we
| | 02:47 |
might start with, tell me about a
project.
| | 02:51 |
Note that this is an open and a
beginning.
| | 02:54 |
Next, for the task that they needed to
accomplish, we would select something
| | 02:58 |
from their past, such as where you worked
with a team.
| | 03:02 |
Next, for the actions that they took, we
could ask, how did you balance tasks?
| | 03:08 |
Finishing with the results of those
actions, we would add, to meet the
| | 03:12 |
project goals.
Tell me about a project where you worked
| | 03:16 |
with a team, how did you balance the
tasks to meet the project goals.
| | 03:22 |
Now let's say the applicant didn't
address how they balanced the tasks in
| | 03:26 |
their answer.
An example of a follow-up question might
| | 03:30 |
be, what project management tool or
technique did you use to manage the tasks?
| | 03:37 |
As you can see, a well-written behavioral
interview question can provide great
| | 03:42 |
information on a persons past successes.
Investing the few extra minutes to create
| | 03:49 |
these types of questions will improve
your chances of hiring the right person
| | 03:53 |
for the job.
| | 03:54 |
| | Collapse this transcript |
| Following US guidelines| 00:00 |
Now, let's focus on how we can be sure
we're being fair and following US federal
| | 00:06 |
guidelines when hiring folks.
These are specific to the US, but many
| | 00:11 |
countries have similar guidelines.
Now, you may want to grab a cup of
| | 00:15 |
coffee, as we're going to have a short
lesson on the laws that can affect your
| | 00:19 |
hiring practices.
First, Title VII of the Civil Rights Act
| | 00:24 |
of 1964, which was amended in 1993,
prohibits employment discrimination based
| | 00:31 |
on race, color, religion, sex, and
national origin.
| | 00:36 |
Other federal laws which affect the
hiring process include, the Age
| | 00:41 |
Discrimination in Employment Act of 1967,
which prohibits discrimination in
| | 00:46 |
employment against anyone 40 years of age
or older.
| | 00:50 |
The Rehabilitation Act of 1973, and Title
one of the Americans with Disabilities
| | 00:56 |
Act of 1990, which prohibits
discrimination in employment based on a
| | 01:01 |
person's disability or, if the person is
perceived to have a disability.
| | 01:06 |
Others include the Pregnancy
Discrimination Act, the Vietnam Era
| | 01:11 |
Veterans' Readjustment Assistance Act, or
VEVRAA, and the Jobs for Veterans Act of 2003.
| | 01:16 |
Let's look at how this set of legislation
affects our hiring practices.
| | 01:24 |
It's important to remember that the
selection process for a given role in any
| | 01:28 |
company should be consistently applied to
each applicant for that role.
| | 01:33 |
This is to ensure that the process is
fair to all applicants.
| | 01:38 |
Also, we want to be sure that the process
does not tread into any area that could
| | 01:44 |
potentially be discriminatory or
considered inappropriate.
| | 01:48 |
Every question you ask should be job
related whether the question appears on
| | 01:53 |
an application form or is asked in and
interview.
| | 01:57 |
Avoid completely or use great caution if
you have to ask questions that might
| | 02:02 |
touch in any of the following areas.
Race or color.
| | 02:06 |
National origin, ethnicity, religion,
gender, age, criminal history, mental or
| | 02:18 |
physical disability, medical condition or
pregnancy, sexual orientation, marital
| | 02:25 |
status or family.
Military or veteran status, compensation,
| | 02:31 |
and legal issues.
This is quite a list.
| | 02:35 |
What do you do if you have to ask a
question that may fall into a pitfall area?
| | 02:41 |
For example, what if an applicant is
applying for a technical support role
| | 02:45 |
where one of the requirements is to be
on-call on weekends?
| | 02:50 |
Some applicants may not be able to work
on weekends due to their religious
| | 02:54 |
affiliation, which is protected under
federal law.
| | 02:58 |
When asking the question focus on the job
requirement such as.
| | 03:03 |
In this role, you will be required to
work every other Saturday and Sunday.
| | 03:07 |
Are you able to meet that requirement?
This way, you avoid asking directly about
| | 03:13 |
any topics that might make it difficult
for the candidate to meet the
| | 03:17 |
requirement, such as their religious
affiliation.
| | 03:20 |
But at the same time, getting the
information you need to make an
| | 03:25 |
appropriate hiring decision.
Remember, you want to create a positive
| | 03:30 |
interview experience for the applicant
and comply with all employment laws and regulations.
| | 03:36 |
Finally, if an applicant brings up
subjects in one of these pitfall areas,
| | 03:41 |
it is best to simply steer the interview
back to work related topics.
| | 03:47 |
Cindy: Let's see what this looks like.
Eric: And because of the weekly check-ins,
| | 03:51 |
we were able to rescue the project, and
release the product on time.
| | 03:55 |
Michelle: Alright, it sounds like you solved
that problem.
| | 03:57 |
Now, this job requires 50% travel which
can mean traveling over the weekends.
| | 04:04 |
Michelle: Are you able to meet that requirement?
Sam: Well I'm not sure how my wife would
| | 04:09 |
feel about that.
we have kids and they play soccer on the weekends.
| | 04:14 |
Eric: it might be kind of difficult.
Michelle: Okay.
| | 04:17 |
Michelle: Now I would like to focus on your
customer service experience.
| | 04:22 |
Michelle: Can you give me an example?
Cindy: Okay so notice how the hiring
| | 04:26 |
manager did not make any comment or
judgement about the response but moved to
| | 04:30 |
the next question.
In summary here are some things to keep
| | 04:34 |
in mind.
Ask questions related to the knowledge,
| | 04:38 |
skills, and qualifications of the role.
Ask similar questions of each applicant
| | 04:43 |
you are interviewing for the role.
When in doubt whether a question is
| | 04:48 |
appropriate or not, just don't ask.
And if the applicant brings up subjects
| | 04:54 |
in one of the pitfall areas, it is best
to simply steer the interview back to
| | 04:59 |
work-related topics.
Finally, if you have any questions
| | 05:03 |
regarding the material covered in this
course, it's a good idea to consult your
| | 05:08 |
HR department for further guidance.
If you don't have an HR team on staff,
| | 05:13 |
consult an attorney who specializes in
labor law.
| | 05:16 |
| | Collapse this transcript |
| Understanding interview biases| 00:01 |
There is a great deal of research on why
some people are viewed more favorably
| | 00:05 |
than others.
Attractiveness, gender, and similarity in
| | 00:09 |
background can, unfortunately, and
unfairly, influence the way someone
| | 00:14 |
thinks about another person.
When interviewing it is critical not to
| | 00:19 |
let these factors influence the hiring
decision.
| | 00:21 |
But as human beings, it can be tricky to
avoid such judgments.
| | 00:26 |
Let's look at ways that an interviewer
may unknowingly make biased decisions
| | 00:31 |
about a candidate.
One of the most common interview biases
| | 00:35 |
is the like-me effect.
As its name implies, people tend to like
| | 00:40 |
people who are like themselves.
This bias can create an unfair selection
| | 00:45 |
process for any applicant who is not like
the hiring manager.
| | 00:49 |
And, given the value of having a diverse
workforce, you can see how this bias can
| | 00:56 |
ultimately have a negative effect on the
company.
| | 01:00 |
A pair of interview biases that are often
looked at together are known as the
| | 01:04 |
primacy and recency bias effects.
The primacy effect occurs when an
| | 01:10 |
interviewer gives preference to the first
applicant.
| | 01:13 |
With the recency effect, preference is
given to the last applicant.
| | 01:18 |
The interviewer then compares all other
applicants against that person rather
| | 01:23 |
than against the requirements for the
role.
| | 01:26 |
It's important to remember that all
applicants will bring different strengths
| | 01:29 |
to the interview.
Another way that these effects can be
| | 01:33 |
seen is with an individual applicant.
Suppose an applicant does very well on
| | 01:39 |
the entire interview and then provides an
answer to the last question that could be
| | 01:44 |
construed as negative.
An interviewer with recency bias may
| | 01:49 |
discount all of the positive elements of
the interview and form their final
| | 01:53 |
opinion of the applicant based on the
last information gathered.
| | 01:58 |
On the flip side, an example of the
primacy effect would be, if a nervous
| | 02:02 |
applicant struggles on that first
question in the interview.
| | 02:05 |
Even if that applicant was the most
qualified based on all of the other
| | 02:10 |
answers given in the interview, an
interviewer with primacy bias might not
| | 02:15 |
really see any of the answers in a
positive light because of the way the
| | 02:19 |
applicant answered the first question.
Another closely related set of biases are
| | 02:26 |
the halo and horns effect.
This occurs when one answer or attribute
| | 02:31 |
of the applicant, either positive or
negative, is the primary factor in
| | 02:36 |
evaluating the applicant against the
requirements of the role.
| | 02:40 |
A halo effect is when one positive trait
overshadows other negative information.
| | 02:46 |
And a horn effect is when one negative
trait takes precedence over the many
| | 02:51 |
positive things that the applicant brings
to the table.
| | 02:55 |
As an example, if a hiring manager has a
bias toward Ivy League schools, they may
| | 03:01 |
view the answers provided by an applicant
who went to Harvard very favorably.
| | 03:07 |
Or, a candidate that went to a small,
less prestigious school less favorably.
| | 03:13 |
There is a great deal of research on
these common biases.
| | 03:16 |
One of the findings of the research is
that the best way to avoid them, is
| | 03:21 |
simply to be aware that they exist.
Of course, a more tactical way to avoid
| | 03:27 |
these biases is to have an interview
plan, that provides a clear understanding
| | 03:32 |
of the knowledge, skills, and
qualifications.
| | 03:35 |
All candidates will be assessed against,
and we'll cover that a little later in
| | 03:39 |
the course.
I've presented some of the most common
| | 03:42 |
biases that can impact an interview.
Remember, your job is to assess the
| | 03:48 |
candidates on a set of criteria, not
through the lens of personal preference.
| | 03:53 |
| | Collapse this transcript |
|
|
3. Managing the InterviewBuilding the interview plan| 00:01 |
Rarely is a selection decision made based
on one interview.
| | 00:04 |
Usually, there's a small team of people
who interview a candidate.
| | 00:08 |
It's up to you, often working with an HR
professional, to design an interview plan
| | 00:13 |
that screens for the key knowledge,
skills, and qualifications deemed
| | 00:17 |
critical for success in the role.
Building the interview plan is a
| | 00:22 |
straightforward process where you create
a grid to organize the interviews.
| | 00:27 |
In the exercise files for this course,
we've included an interview plan that can
| | 00:31 |
be customized for each role.
Let's walk through an example.
| | 00:35 |
First, enter the criteria that will be
evaluated.
| | 00:39 |
These are the knowledge, skills, and
qualifications that are required to be
| | 00:43 |
successful in the role.
You may have identified these criteria
| | 00:47 |
earlier in the recruitment process.
Next, write the behavioral interview
| | 00:52 |
questions that will be asked by each
interviewer.
| | 00:56 |
Your company may have a library of
behavioral interview questions that you
| | 00:59 |
can use as a resource.
We've also provided some examples in the
| | 01:03 |
exercise files.
In the third column, enter the name of
| | 01:07 |
the person who will interview for those
skills.
| | 01:10 |
You'll want someone to have a good
understanding of the required skill, to
| | 01:15 |
ask those questions.
For example, to assess the applicant's
| | 01:19 |
skills and abilities that are
marketing-specific, like online analytic
| | 01:23 |
tools, you would probably have a member
of the marketing team ask related
| | 01:28 |
questions in the interview.
To assess communication or management
| | 01:32 |
skills, you might include your HR
professional.
| | 01:36 |
In some cases it may be valuable to have
the interviewers rate the applicant on
| | 01:42 |
scale of one to five, for example.
If so, you can add a column for
| | 01:46 |
interviewers to enter the rating that
they would apply to the candidate on each
| | 01:50 |
of the skills or qualifications.
If you do request a rating from the
| | 01:55 |
interviewers, it's a good idea to provide
guidance to them as to what qualifies as
| | 01:59 |
a good response and what does not.
You may want to weight certain skills or
| | 02:05 |
qualifications more heavily than others.
You do this with a weighted rubric.
| | 02:11 |
The advantage of weighting is that you
can emphasize some requirements over others.
| | 02:16 |
It also allows you to quickly identify
your top applicants when conducting
| | 02:21 |
multiple interviews.
As a caution, this does require some
| | 02:24 |
mathematical skills.
So I've provided a guide in the exercise
| | 02:29 |
files for creating a weighted rubric.
As you can see, it's your job to create a
| | 02:35 |
successful interview plan.
The small investment of time it takes to
| | 02:41 |
build a plan will pay off by providing
better information on your applicants.
| | 02:45 |
This will allow you to make a more
informed, and better, hiring decision.
| | 02:51 |
| | Collapse this transcript |
| Preparing your interview team| 00:01 |
Once your interview team is selected,
it's up to you as the hiring manager, to
| | 00:05 |
set the stage for a successful interview.
To me, a successful interview is one that
| | 00:11 |
creates a fair and positive experience
for each applicant, is executed
| | 00:16 |
consistently, and flawlessly.
And, in the end, yields the information
| | 00:22 |
you need to make the best selection for
the role.
| | 00:25 |
Let's look at the things you can do to
ensure a successful interview process.
| | 00:31 |
First, schedule time with the interview
team to explain the requirements of the
| | 00:35 |
role, and the desired profile.
This will help ensure that each
| | 00:40 |
interviewer, has a good understanding of
what they are accessing.
| | 00:43 |
Its also the hiring managers
responsibility to provide each
| | 00:47 |
interviewer with a copy of the job
description and the resume, at least 48
| | 00:52 |
hours before the interview is conducted.
Providing this information early, allows
| | 00:58 |
the interviewer time to review the
documents and ask any questions before
| | 01:02 |
the interview occurs.
We all know how busy our days get, so I
| | 01:07 |
recommend that you check in with all of
the interviewers on interview day.
| | 01:12 |
Remind them to review the job
description, the resume, and the
| | 01:16 |
questions that they are responsible for
asking.
| | 01:20 |
Other key responsibilities of the hiring
manager during the interviewing process
| | 01:24 |
include, arranging for a location for the
interview.
| | 01:28 |
This should be a well lit, comfortable
room without distractions.
| | 01:33 |
Ensuring appropriate scheduling, this
would include making sure that there is
| | 01:38 |
ample time for each interview, and time
for transitioning the applicant from one
| | 01:43 |
interview to the next.
I recommend scheduling 50 minute
| | 01:48 |
interviews with 10 minutes between.
In addition, if the applicant will be at
| | 01:54 |
the company for longer than three to four
hours, schedule a break.
| | 01:58 |
For interviews longer than four hours,
you may need to include a lunch
| | 02:02 |
interview, or a lunch break for the
applicant.
| | 02:06 |
The hiring manager is also responsible
for coaching the interview team on how to
| | 02:11 |
conduct interviews.
Here are some things I recommend that you
| | 02:14 |
discuss with your team.
First, encourage your team to respect the interviewee.
| | 02:21 |
Remind them to turn off laptops and
mobile devices, and not take calls during
| | 02:26 |
the interview.
You want your team to focus their full
| | 02:30 |
attention on the applicant.
Second, encourage your team to make the
| | 02:35 |
interview a dialogue, where both the
interviewer and the applicant share information.
| | 02:41 |
You want to take time at the beginning of
the interview to make the applicant feel
| | 02:45 |
comfortable, and also save some time at
the end of the interview for the
| | 02:50 |
applicant to ask their questions.
Third, interviewers should be prepared to
| | 02:56 |
let the applicant know the next step.
This may be as simple as walking the
| | 03:01 |
applicant to the next interview.
The final interviewer should let the
| | 03:05 |
applicant know who will follow up with
them on the next steps.
| | 03:09 |
And finally, remind your team to provide
comprehensive feedback to you after the interview.
| | 03:16 |
This may include completing the interview
plan, and providing feedback on the
| | 03:20 |
requirements that they assessed.
By taking these steps, your interview
| | 03:25 |
team will create a positive and fair
experience for each applicant.
| | 03:30 |
And ultimately, provide the information
you need to identify the applicant that
| | 03:36 |
best matches your requirements.
| | 03:38 |
| | Collapse this transcript |
| Opening the interview| 00:01 |
In this video we'll cover successfully
opening a face to face interview with an applicant.
| | 00:06 |
To make the day as productive as possible
it's a good idea to have sent an agenda
| | 00:11 |
to the interviewers and the applicant
beforehand.
| | 00:15 |
This will include the name of the
applicant, the position title, start
| | 00:20 |
times and locations of each interview,
the name and title of each interviewer,
| | 00:25 |
as well as information on other
activities, such as a tour of the
| | 00:30 |
facility or lunch.
Now, let's look at what will happen once
| | 00:35 |
you are in the room with the applicant.
In opening the interview, you'll begin by
| | 00:41 |
introducing yourself and greeting the
applicants with a handshake and a smile.
| | 00:46 |
Remember, the applicant might be nervous.
And part of your job is to put them at
| | 00:51 |
ease and create a comfortable interview
experience.
| | 00:55 |
Once you've introduced yourself, offer
the applicant something to drink such as
| | 00:59 |
water or coffee.
Next, describe for the applicant the
| | 01:04 |
structure of your time together.
This may include letting them know that
| | 01:08 |
there will be time at the end of the
interview for their questions.
| | 01:12 |
During this introductory portion of the
interview, you might want to review the
| | 01:15 |
duties of the role.
Alternatively, you may want to ask very
| | 01:19 |
open-ended, ice-breaking questions, such
as, tell me about what interests you in
| | 01:25 |
our position?
By asking this question, you allow the
| | 01:29 |
applicant to get comfortable since you've
asked something they can likely easily answer.
| | 01:35 |
While at the same time, you get an
understanding of their motivation for
| | 01:38 |
considering the role.
Now, let's see what this looks like.
| | 01:43 |
Michelle: Hi Eric.
I'm Michele.
| | 01:47 |
Eric: Hi Michelle.
It's very nice to meet you.
| | 01:49 |
Michelle: And you as well.
Can I offer you something to drink?
| | 01:52 |
Michelle: Water, coffee, tea?
Eric: I'm good.
| | 01:54 |
Eric: Thank you.
Michelle: Oh sure.
| | 01:55 |
Michelle: Please take a seat.
And we'll get started here.
| | 02:01 |
First of all, I would like to thank you
for coming in to meet with us today
| | 02:04 |
concerning the Social Media Manager role.
Now, this is a critical role for our
| | 02:08 |
Michelle: company as we continue to grow.
Eric: Well, I am very excited about this opportunity.
| | 02:13 |
Eric: And I really appreciate you taking
| | 02:15 |
Eric: the time to meet with me today.
Michelle: You're very welcome.
| | 02:17 |
Michelle: Now, let me share with you the flow of
our time together.
| | 02:20 |
I have some questions that I will be
asking of you, but I would like to keep
| | 02:24 |
this very conversational.
And then at the end, I'll save some time
| | 02:28 |
Michelle: for any questions that you might have.
Eric: Sounds good.
| | 02:31 |
Michelle: Great.
So for my first question, I would like to
| | 02:34 |
know what attracted you to the role in
our company.
| | 02:36 |
Eric: Well for the last four years I've
worked in social media.
| | 02:40 |
Eric: And I'm very excited.
Cindy: As you can see, the interviewer
| | 02:45 |
immediately put the applicant at ease by
explaining the flow of the interview.
| | 02:50 |
And giving the applicant a question that
they could answer right off the bat.
| | 02:55 |
By taking these few steps, you establish
a strong opening, which will set the tone
| | 03:00 |
for the rest of the day.
| | 03:02 |
| | Collapse this transcript |
| Having the interview conversation| 00:01 |
During the body of the interview, you'll
be assessing the applicant on the
| | 00:04 |
specific knowledge, skills, and
qualifications that were defined in the
| | 00:08 |
interview plan.
Remember, the questions defined in the
| | 00:12 |
plan should be asked of each applicant
being interviewed for the role.
| | 00:16 |
So, be sure to cover all of the questions
that have been defined.
| | 00:21 |
And ask appropriate follow up questions
as needed.
| | 00:25 |
Sometimes, interviewers will take over
the interview.
| | 00:28 |
Talking most of the time, in an effort to
sell the applicant on either the
| | 00:33 |
organization or their team.
When this happens the applicant doesn't
| | 00:38 |
get the chance to express the value they
would bring to the organization.
| | 00:42 |
And, inadvertently, it is an unfair
interview process.
| | 00:48 |
Utilize active listening techniques where
you listen and occasionally reflect back
| | 00:53 |
to the applicant what you heard.
By doing so, you can confirm that you
| | 00:57 |
understand the key messages from the
applicant and can ask follow-up questions
| | 01:03 |
if necessary.
This helps you control the cadence and
| | 01:07 |
tenor of the interview as well.
Your active listening is also expressed
| | 01:12 |
in your body language, so be conscious of
the messages you're sending to the
| | 01:16 |
applicant through your gestures and
expressions.
| | 01:20 |
Good eye contact is essential to show
interest in what the applicant is saying
| | 01:24 |
to you.
Also, be careful not to reveal your
| | 01:29 |
initial impressions of the applicant or
any negative responses, through your body language.
| | 01:35 |
Of course, you should also be conscious
of the applicant's body language.
| | 01:40 |
If they seem tentative in their response,
it may indicate that they're not
| | 01:44 |
confident in their answers.
That would be a good time to ask a
| | 01:48 |
follow-up question or if they seem just
disinterested in what you are saying or
| | 01:53 |
distracted while you are speaking, it may
be an indicator that they really not
| | 01:58 |
interested in your role.
When you are providing information check
| | 02:03 |
in with the applicant to be sure that
they have a good understanding in what
| | 02:07 |
you are sharing.
Let's check in and see how our interview
| | 02:11 |
is going.
Michelle: So now, I'd like to learn more about
| | 02:16 |
your experience managing projects.
Tell me about an experience you had where
| | 02:21 |
you had to manage team members from
different departments.
| | 02:25 |
How did you ensure that those team
members were completing their tasks on time.
| | 02:30 |
And were there any challenges with
timelines?
| | 02:33 |
Eric: Mm.
Well when I worked for my former company
| | 02:38 |
I did manage a project that involved
members of the sales, marketing and even
| | 02:43 |
an outside ad agency.
So I used a project plan that I built
| | 02:47 |
into a spread sheet.
And on that spread sheet it listed the
| | 02:50 |
task and the due dates.
Now it also listed the members who were
| | 02:54 |
responsible for each task.
Then I set up semi-weekly meetings with
| | 02:58 |
the production team to make sure that all
the action items were being completed as followed.
| | 03:02 |
Michelle: I see.
And was the project completed on time?
| | 03:05 |
Eric: (LAUGH) Well, we maintained to say
somewhere close to schedule.
| | 03:12 |
Michelle: I see.
So you were successfully able to complete
| | 03:15 |
the project as planned?
Eric: Well, there was one member
| | 03:20 |
Eric: of the sales team that was constantly
late with his work.
| | 03:23 |
Michelle: And how did you resolve those
challenges with that person from sales?
| | 03:27 |
Eric: Well I went to them.
Michelle: Mhm.
| | 03:29 |
Eric: And to ask, you know, what was
preventing him from finishing his
| | 03:31 |
assignments on time.
Michelle: Mhm.
| | 03:33 |
Sam: Because he was kind of falling
behind, it was slowing down the rest of
| | 03:36 |
the proje, project team.
What I found out was that, we were at the
| | 03:40 |
end of the quarter.
And he was behind on his sales quota.
| | 03:43 |
So he was focusing all of his
| | 03:45 |
attention on sales.
| | 03:47 |
Michelle: And what steps did you take to make sure
that he completed his tasks on time?
| | 03:53 |
Eric: Well, I asked if there was any
kind of way I could assist him with his assignment.
| | 03:57 |
or if there was someone in his department
that could assist him.
| | 04:00 |
What I wound up doing in the end was
working with a sales administrator to
| | 04:03 |
complete his task.
Now the project was completed late but we
| | 04:08 |
Eric: did get the project completed.
Michelle: Thank you for sharing the details of
| | 04:11 |
how you accomplished your goal.
Now, I'd like to focus on changes in the end.
| | 04:16 |
>> I really liked how the interviewer
maintained eye contact, had good body
| | 04:21 |
language And actively listen to the
applicant.
| | 04:24 |
And you may have noticed that the
interviewer asked an appropriate
| | 04:28 |
follow-up question, keeping a comfortable
cadence with the interviewee.
| | 04:32 |
Finally, a question that comes up is
whether to take notes during the interview.
| | 04:38 |
There are many opinions on this topic.
Often organizations have policies on note
| | 04:44 |
taking during an interview, so it's a
good idea to check with your HR team.
| | 04:50 |
If you do wish to take notes, first ask
the applicant if they're comfortable with it.
| | 04:56 |
Then only write down information that is
specific to what the applicant shared
| | 05:00 |
regarding the job requirements.
I recommend that you wait to write down
| | 05:05 |
your assessment until after the interview
is complete.
| | 05:09 |
And then only if you will be rating all
applicants using the same process.
| | 05:15 |
| | Collapse this transcript |
| Closing the interview| 00:01 |
Once you've asked your questions it's
time to answer any questions that the
| | 00:05 |
applicant has regarding the role,
co-workers, the culture of the
| | 00:09 |
organization or any other questions that
they have.
| | 00:14 |
In answering the questions it's important
to provide honest responses about what
| | 00:19 |
it's really like to work at the
organization, within the group, or in the position.
| | 00:25 |
By providing a realistic job preview to
the applicant, they can make an informed
| | 00:30 |
decision about whether the opportunity is
right for them.
| | 00:34 |
Being transparent is a key factor in
subsuquent job satifsfaction, improved
| | 00:40 |
productivity, and reduced turnover.
You also want to let the applicant know
| | 00:45 |
what happens next.
If you're in the middle of the interview
| | 00:49 |
agenda, close by letting the applicant
know that it's time to meet the next interviewer.
| | 00:54 |
If you're the last interviewer of the day
the applicant may ask, what happens next.
| | 01:01 |
I recommend that you keep it simple, and
let them know that the HR representative,
| | 01:05 |
or hiring manager, will follow up with
them on next steps.
| | 01:10 |
If you are the hiring manager, with the
authority to make the decision, I still
| | 01:15 |
recommend that you provide feedback to
the applicant at a later date.
| | 01:20 |
There are several reasons for this.
First, you only have your interview data
| | 01:25 |
to evaluate, not your interview team's.
And to provide a fair interview
| | 01:31 |
experience for all applicants, you need
to follow the same process, which
| | 01:36 |
includes gathering and evaluating
feedback from all interviewers.
| | 01:40 |
Second, it's your opportunity to be sure
that the applicant walks away with a
| | 01:45 |
positive feeling about the organization,
maybe the group, and the role.
| | 01:50 |
Even if the applicant doesn't get the
position, they potentially could be a
| | 01:55 |
future candidate or a customer of the
organization.
| | 01:59 |
Let's take a look at a solid close for
the interview.
| | 02:03 |
Michelle: So, do you have any questions you'd
like to ask of me?
| | 02:07 |
Eric: Well, since you are the hiring
manager, what are our next steps?
| | 02:12 |
Michelle: Well, this was a good conversation,
but I'll need to collect feedback from
| | 02:16 |
the rest of the team before making any
decisions.
| | 02:18 |
We'll able to get back to you in five to
six days.
| | 02:21 |
Eric: Oh, great.
Michelle: It was a pleasure meeting with you today.
| | 02:24 |
Michelle: Absolutely.
My pleasure as well Eric.
| | 02:27 |
Michelle: Here, let me walk you out.
Cindy: So, I'd think you'd agree that the
| | 02:30 |
applicant is walking away with a good
feeling about the organization.
| | 02:35 |
Remember, part of your job is to create a
positive interview experience, and end on
| | 02:41 |
a good note.
| | 02:42 |
| | Collapse this transcript |
| Dealing with challenges| 00:00 |
By now, you likely have a good
understanding of how things should go in
| | 00:04 |
an interview.
So what kind of things could go wrong?
| | 00:07 |
Lets look at a scenario that heads in a
very different direction.
| | 00:11 |
Michelle: Hi Sam.
Sam: Hello.
| | 00:16 |
Sam: It's good to meet you I'm Michelle.
Michelle: It's good to meet you.
| | 00:18 |
Sam: Please take a seat.
Michelle: Thank you.
| | 00:20 |
Michelle: Hm-hm.
Sam: There's something here, hold on.
| | 00:23 |
Sam: Alright, sorry.
Michelle: That's quite alright.
| | 00:26 |
Michelle: Well thank you, for coming in to
meet with us today, concerning the social
| | 00:31 |
Michelle: media manager role.
Sam: Okay.
| | 00:33 |
Michelle: Now it is a critical role for our
company as.
| | 00:35 |
Sam: Before we go any further, are you
going to run a credit check?
| | 00:39 |
Michelle: Why?
Sam: because my credit is not so good.
| | 00:42 |
Cindy: Now, you might have seen things that
you would think automatically
| | 00:49 |
disqualified the applicant for the role.
For example, you may have thought that
| | 00:54 |
the applicant wasn't dressed
appropriately.
| | 00:57 |
But consider this, if the role you're for
is a customer service representative, who
| | 01:03 |
would work primarily on the phone, the
attire might be irrelevant.
| | 01:07 |
Same thing applies for their credit
score.
| | 01:10 |
When issues like this come up in an
interview, use good judgement.
| | 01:14 |
Ask yourself, is this a factor in terms
of the applicant's ability to do the job?
| | 01:21 |
Be careful not to let personal biases
dictate your overall view of the applicant.
| | 01:28 |
Remember, what's important, is how well
the applicant is able to fulfill the
| | 01:33 |
requirements of the role.
Now, the applicant's cell phone did go
| | 01:38 |
off during the interview, and the
applicant was texting.
| | 01:41 |
This is something that could indicate a
lack of focu, and you likely would not
| | 01:47 |
want a customer service representative,
texting or taking personal calls while on
| | 01:52 |
the phone with customers.
Let's take a look at another scene.
| | 01:56 |
John: (SOUND) Hi Michelle.
Your 9 o'clock interview is here.
| | 02:03 |
Michelle: Thanks John.
He's 20 minutes late. Send him in.
| | 02:13 |
Sam: Hi. Nice to meet you.
Michelle: Hi, Sam. I'm Michelle.
| | 02:17 |
Michelle: Nice to meet you as well.
Sam: I'm sorry.
| | 02:18 |
Michelle: Are you okay there?
Sam: Yeah, I'm fine.
| | 02:20 |
Michelle: Okay, great.
Why, why don't you go ahead and take a seat?
| | 02:23 |
Sam: Thank you.
Michelle: Certainly. Okay.
| | 02:27 |
Michelle: Thank you for coming in today to
talk to us about our call representative role.
| | 02:33 |
I see you already have a drink, so
let's get started, shall we?
| | 02:38 |
Sam: Sure.
Michelle: We have a bit shorter time here today.
| | 02:40 |
Michelle: So, I just want you to know, I'll be
asking you some questions, and I'll save
| | 02:44 |
time at the end for any questions that
you might have.
| | 02:47 |
Sam: Okay.
Michelle: Great.
| | 02:49 |
Michelle: Well, okay, so the first question I have
is what attracted you to the role in our company.
| | 02:56 |
Sam: Well a friend of mine told me about
the position.
| | 02:58 |
Michelle: Mm-hm.
Sam: And also, I figured I can do the job.
| | 03:00 |
Sam: I mean it's not rocket science.
(LAUGH) You know, so
| | 03:03 |
I don't know much about the company, but
I did hear that the pay and benefits are good.
| | 03:07 |
Michelle: Yes.
So let me ask you about a time when you
| | 03:12 |
were given a review on your performance
that.
| | 03:16 |
Cindy: In this scene, it may appear that
the applicant is not really interested in
| | 03:20 |
the role.
They were late.
| | 03:23 |
They didn't do their homework.
And they didn't seem to have a good
| | 03:26 |
reason for wanting the position.
These are valid concerns.
| | 03:30 |
But it's wise to probe on these concerns,
rather than making assumptions about the
| | 03:35 |
applicant's motivation.
For example, there may have been a bad
| | 03:40 |
accident that caused the applicant to be
late.
| | 03:42 |
And some applicants may live in a rural
area without easy access to the internet,
| | 03:48 |
which would make researching the company
difficult.
| | 03:52 |
Regarding their motivation, you have to
ask yourself, is this really a factor for
| | 03:58 |
success in the role I'm hiring for?
For most positions, it may be.
| | 04:03 |
But for some roles, a person can be
successful without necessarily having a
| | 04:08 |
strong reason for wanting the role.
Again, ask appropriate questions to
| | 04:14 |
address your concerns, and base your
final assessment on the answers that the
| | 04:19 |
applicant provides, rather than
assumptions.
| | 04:24 |
Through careful questioning you can
assess if the applicant meets the
| | 04:28 |
requirements of the roll, and have
confidence in your evaluation of their capabilities.
| | 04:35 |
| | Collapse this transcript |
|
|
4. After the InterviewCollecting feedback and determining next steps| 00:01 |
There are many ways a manager can collect
feedback after an interview, but the key
| | 00:05 |
is to collect it in a way that's fair to
each applicant.
| | 00:09 |
To avoid any unintended bias, I recommend
that you refrain from collecting feedback
| | 00:15 |
piece-meal from interviewers throughout
the day.
| | 00:18 |
A given interviewer may have positive or
negative feedback on the applicant.
| | 00:23 |
If you hear the feedback before you
interview, or, before you collect all of
| | 00:28 |
the feedback, it may skew your view of
the applicant.
| | 00:32 |
This can also apply to other
interviewers.
| | 00:34 |
So, before the interview day, coach your
team, not to speak about an applicant
| | 00:40 |
until the end of the interview process
for that applicant.
| | 00:45 |
You also want to be sure that the type of
feedback information provided is
| | 00:49 |
consistent across all who interviewed.
This is were your interview plan becomes
| | 00:55 |
very important.
As it allows you to collect feedback in a
| | 00:58 |
consistent and fair manner.
Finally, the feedback from an interview
| | 01:04 |
should be collected within 24 hours.
That way, if you have questions for your
| | 01:09 |
team about their feedback, the
information will be fresh in their minds.
| | 01:15 |
In addition, you can schedule a brief
meeting with the interview team at the
| | 01:18 |
end of the day.
That way, you can collect feedback and
| | 01:22 |
allow the team to share their thoughts.
It also gives the team a chance to
| | 01:26 |
confirm consistency of information shared
by the applicant throughout the day.
| | 01:32 |
In addition, it allows you, the manager,
to hear about any red flags or concerns
| | 01:38 |
that an interviewer observed.
And see if it can be corroborated.
| | 01:43 |
Ultimately it's best to base the final
decision on how well the applicant
| | 01:48 |
matched the skills and qualifications you
defined in your interview plan.
| | 01:54 |
If the applicant did not demonstrate in
the interview process that they have the
| | 01:58 |
knowledge, skills, or qualifications to
be successful.
| | 02:02 |
They should be removed from consideration
for the role.
| | 02:06 |
If there are any questions regarding an
applicant, those can be vetted in a
| | 02:10 |
follow up interview, either by you or
your HR representative.
| | 02:15 |
And if the applicant meets all of the
requirements and you are confident that
| | 02:19 |
they can be successful in the role.
You can then move them forward to the
| | 02:23 |
next stage in the process.
| | 02:25 |
| | Collapse this transcript |
| Conducting background checks| 00:01 |
Once the finalist for the role is
selected, the organization may conduct
| | 00:05 |
additional screening activities before
moving to the offer phase.
| | 00:10 |
Let's explore the various checks an
organization may use, and, as fair
| | 00:15 |
warning, we're going to get into some
legal topics.
| | 00:18 |
So it might be a good time to grab
another cup of coffee.
| | 00:23 |
Before conducting any checks on a persons
background, you should consider the
| | 00:27 |
requirements of the position to determine
which types of checks to include.
| | 00:33 |
I recommend that you seek legal advice
when determining which activities are appropriate.
| | 00:39 |
And remember that in the U.S.
there are local, state, and federal
| | 00:44 |
guidelines regarding background check
processes.
| | 00:47 |
Many other countries have their own
guidelines to follow as well.
| | 00:52 |
Let me also make note that the
information in this video is provided as
| | 00:57 |
general information only, it's not a
substitute for legal or other
| | 01:02 |
professional advice.
And reliance upon this material is solely
| | 01:06 |
at your own risk.
Okay, let's look at some of the common
| | 01:10 |
background check activities an
organization may engage in.
| | 01:15 |
Educational background checks are
designed to confirm that the applicants
| | 01:19 |
completed the degrees from the
institutions indicated on their resume or
| | 01:23 |
employment application.
Driving record checks are often
| | 01:28 |
administered when the position requires
the applicant to drive for the company,
| | 01:32 |
or use a company vehicle.
Employment and salary history checks are
| | 01:38 |
designed to confirm that the applicant
held the roles indicated on their resume
| | 01:43 |
or application.
And that the tenure and salary
| | 01:46 |
information matched what was submitted.
Criminal background checks are used to
| | 01:52 |
identify if there is any criminal history
in the applicant's past that would create
| | 01:57 |
risk for the organization, such as
potential workplace violence or theft.
| | 02:03 |
Often organizations will seek information
for up to seven years back.
| | 02:08 |
Prior to obtaining a background report
the employer must make a clear and
| | 02:13 |
written disclosure to the applicant that
a background report may be obtained and
| | 02:18 |
secure the written authorization of the
applicant to request the report.
| | 02:24 |
As an employer you must follow specific
processes if you will take adverse action
| | 02:30 |
based on the results of the check, such
as not hiring the applicant.
| | 02:35 |
Again, it's critical to get legal counsel
if you plan to conduct a criminal
| | 02:40 |
background check and to understand
specific federal, state and local laws
| | 02:46 |
governing the process.
As of this recording approximately 12
| | 02:51 |
states have enacted laws that
specifically prohibit an employer from
| | 02:56 |
using an applicants arrest record and
making an employment decision.
| | 03:01 |
Credit checks are often utilized when
hiring for a position with fiduciary responsibility.
| | 03:07 |
Like criminal background checks, there
are guidelines governing the process for
| | 03:12 |
conducting credit checks.
Other screening procedures that should
| | 03:16 |
only be implimented if necessary, for the
role, and fully vetted with your legal
| | 03:21 |
counsel, include drug screening and
medical exams.
| | 03:25 |
Drug screening may be a requirement if
your company is a federal contractor or
| | 03:31 |
receives federal grants funding.
However, with those drug screenings and
| | 03:36 |
medical exams, applicants are protected
under the Americans with Disabilities
| | 03:41 |
Act, creating a gray legal area.
In addition to the various background
| | 03:46 |
check processes, many organizations
utilize reference checking.
| | 03:51 |
The process involves contacting prior
co-workers or managers of the applicant
| | 03:56 |
who can provide feedback on the
applicant's work experience.
| | 04:00 |
In most cases the hiring manager or HR
representitive will request references
| | 04:06 |
from the applicant and contact only those
people provided.
| | 04:11 |
Reference checks can be basic and include
such information as start and end date of
| | 04:16 |
tenure, the position held by the
applicant.
| | 04:19 |
And re-hireability.
More often, the questions you'll ask will
| | 04:25 |
probe a bit deeper and include
information about tenure, the working
| | 04:29 |
relationship of the applicant,
capabilities, developmental
| | 04:32 |
opportunities, or if there is any reason
that the applicant should not be
| | 04:37 |
considered for the role.
Because we live in a highly social
| | 04:41 |
environment with access to career data
available at our fingertips through
| | 04:45 |
social media, you can often find someone
in your network that either knows the
| | 04:51 |
applicant you're considering or someone
who knows them.
| | 04:56 |
Hiring managers or recruiters may use
this information to conduct backdoor references.
| | 05:02 |
This refers to contacting people who have
worked with the applicant in the past, to
| | 05:07 |
get information about their work
behaviour and successes, without letting
| | 05:11 |
the applicant know.
Reference checking has its own set of
| | 05:16 |
confidentiality and legal issues.
Like many of the other background checks,
| | 05:20 |
it's wise to seek legal counsel before
implementing any reference checks.
| | 05:26 |
| | Collapse this transcript |
| Writing the offer letter| 00:00 | The final selection hurdles have been
completed, and it's now time to prepare an offer.
| | 00:07 | In this video, we'll review the various
components that may be included in an offer of employment.
| | 00:14 | What I'm covering is for informational purposes
only and should not be considered legal advice.
| | 00:20 | I recommend that either the HR department
in your organization or legal counsel review
| | 00:26 | the components of a written offer, which
can be in the form of a letter, memorandum, or
| | 00:31 | other document, before
it's sent to the applicant.
| | 00:35 | For purposes of our discussion here, I'm
going to refer to the written offer of employment
| | 00:40 | as the offer letter.
| | 00:42 | In most organizations, your HR
representative will be responsible for drafting the offer
| | 00:48 | letter with the components that have
been approved for your orgianzation.
| | 00:53 | If that's not the case and you, as the
hiring manager, are preparing the offer, please be
| | 00:58 | aware that some states may require
additional information to be included when presenting
| | 01:04 | a written offer of employment.
| | 01:06 | So, it's wise to check with your legal counsel
before sharing the offer letter with a potential new hire.
| | 01:13 | Offer letters should be on the
organization's letterhead, and include a a statement that
| | 01:18 | the organization is
presenting the offer to the finalist.
| | 01:22 | The first element of the offer letter is
the position that's being offered, and in most
| | 01:26 | cases, the name, title, and department of
the person that the position will report to,
| | 01:32 | should he or she accept the position.
| | 01:35 | The offer should include the employee's start
date and if the position is limited in duration.
| | 01:41 | It may also include the
end date of the position.
| | 01:44 | In addition, the status of the position
should be included, such as full time, part time,
| | 01:51 | temporary, exempt, non-exempt, etc.
| | 01:55 | Each of these status
classifications has a particular meaning.
| | 01:59 | So again, it is important to obtain legal
review prior to committing the organization
| | 02:04 | in the offer letter.
| | 02:06 | Next, the rate of pay will
be included in the letter.
| | 02:11 | For a non-exempt position the rate of pay
is most often listed as an hourly rate and
| | 02:16 | may specify any overtime that
will be provided to the new hire.
| | 02:21 | For exempt positions, usually a salary or
dollar amount to be paid per year, month,
| | 02:28 | or pay period will be specified.
| | 02:32 | Additional compensation components will also
be provided here, including verbage to describe
| | 02:37 | the bonuses, commissions, short-term or long-
term incentives that are offered, and provisions
| | 02:44 | for stock grants or options, if applicable.
| | 02:48 | Offer letters usually include information on the
benefit program that will be provided to the new hire.
| | 02:54 | These may include benefits such as medical,
dental, vision, 401K, or other retirement
| | 03:01 | participation, and time off, such
as vacation, sick, and holiday time.
| | 03:08 | If benefits are not to be provided--for example
for a part-time position that isn't eligible--it's
| | 03:14 | a good idea to state that in the letter as well.
| | 03:18 | If there are specific work hours or on-call
expectations, note those in the letter as well.
| | 03:26 | It is not uncommon for employers in the U.S.
| | 03:29 | to include a statement that the employment
is at will, which means that the employment
| | 03:34 | being offered is not for a specific duration,
and that the employment may be terminated
| | 03:40 | at any time by the either
the employee or the employer.
| | 03:44 | At-will employment is not recognized worldwide,
so be sure to obtain legal guidance if you
| | 03:50 | are outside the United States.
| | 03:52 | Some companies require that a condition of
employment is that the applicant review and
| | 03:57 | execute a confidentiality agreement, which
may include other terms applicable to employment
| | 04:04 | depending on the nature
of the employer's business.
| | 04:06 | Also, it is advisable that the offer letter
express an additional condition of employment
| | 04:13 | is that the employee will be required to
provide evidence of eligibility to work in the U.S.
| | 04:20 | within the statutory time
required by the federal government.
| | 04:25 | You may also want to include a disclaimer
in the offer letter indicating that the offer
| | 04:29 | is contingent on the applicant's ability
to meet the final selection requirements.
| | 04:35 | This would include successful completion of
a background check, drug screening, reference
| | 04:40 | checks or other verifications, or
legal or licensing requirements.
| | 04:46 | The letter usually will close with an area
for a signature of the acceptance from the
| | 04:51 | applicant, space for the date of signing,
and also, perhaps, a date by which the signed
| | 04:56 | letter must be returned to the organization,
although some organizations do not require
| | 05:03 | that the applicant sign and return the letter.
| | 05:06 | Again, various federal, state, and local
laws will govern what is included in the offer
| | 05:12 | letter, so it's wise to seek the advice
of your HR representative or legal counsel.
| | Collapse this transcript |
| Creating a compelling offer| 00:01 |
Now that you know the elements that can
go into an offer letter, how do you
| | 00:05 |
decide what to offer your applicant?
If you're working in a large organization
| | 00:10 |
the standards for what to include in the
offer letter are likely already
| | 00:15 |
determined and documented.
However, as a hiring manager it's still a
| | 00:20 |
good idea to understand the strategy
behind determining an offer package.
| | 00:26 |
There are four key areas of consideration
when determining the offer package.
| | 00:31 |
First, the labor market conditions will
have an effect on what's offered.
| | 00:35 |
In a tight labor market the compensation
or total package may need to be a bit
| | 00:41 |
more generous than it would be in a
market where applicants are plentiful.
| | 00:46 |
This is because other companies are vying
for the same applicants and so the market
| | 00:51 |
becomes more competitive.
A candidate conducting a job search may
| | 00:56 |
be comparing your offer to several others
in hand.
| | 01:01 |
Next, the needs of your organization or
department come into play.
| | 01:06 |
If the role is critical for the success
of your department or company or if
| | 01:10 |
timing is critical and you need the
person on board ASAP you may be willing
| | 01:17 |
to pay a premium.
Internal equity among employees should
| | 01:21 |
also be considered, both for similar role
within a department and in roles that
| | 01:26 |
exist across various departments, such as
administrative assistant.
| | 01:30 |
Third, the applicant comes to the table
with their own set of needs and requirements.
| | 01:37 |
Usually, the HR representative will have
vetted these requirements with the
| | 01:41 |
candidate early in the hiring process to
be sure that the expectations are aligned
| | 01:46 |
with the organization.
In addition, federal, state and local
| | 01:51 |
laws and legal requirements must be
considered.
| | 01:54 |
It's wise to work with your HR team or
legal counsel if your organization has
| | 02:00 |
not set the standards for what to include
in an offer.
| | 02:05 |
By the time you get to the offer phase
you've invested a great deal of energy in
| | 02:10 |
finding the ideal candidate for your
position.
| | 02:13 |
Taking the time to craft a compelling
offer will help you make that ideal
| | 02:19 |
candidate your ideal employee.
| | 02:21 |
| | Collapse this transcript |
|
|
ConclusionOnboarding and next steps| 00:01 |
In this course, we've reviewed how to
identify, select, and hire the right
| | 00:05 |
person to fill your role.
While these activities are critical to
| | 00:10 |
the new hire's success on the job, I want
to take a moment before we close the
| | 00:14 |
course to talk about one of the key
drivers of success.
| | 00:19 |
Research has shown, that of all the
activities companies undertake to fill a
| | 00:22 |
position, the aspect that has the biggest
impact on the new hires performance is
| | 00:28 |
how the organization helps the new hire.
Navigate early experiences or onboarding.
| | 00:34 |
Onboarding includes pre-hire activities
as well as activities that occur after
| | 00:40 |
the new hire has started.
Pre-hire activities might include sending
| | 00:45 |
a welcome kit from the organization.
Perhaps a welcoming letter from the
| | 00:49 |
hiring manager, and information on the
company's vision, mission, and values.
| | 00:56 |
On the new hire's first day, ensure they
have a login to systems and their
| | 01:01 |
workspace is ready for them.
Many organizations also have an employee
| | 01:06 |
orientation of some kind.
Its also critical that you engage your
| | 01:11 |
new hire during the first weeks on the
job.
| | 01:15 |
Provide them an opportunity to quickly
learn about the job as well as their group.
| | 01:21 |
These are just some of the things you can
do to make the new hire be successful.
| | 01:26 |
Again, the focus of this course wasn't
how to make the best selection for your
| | 01:30 |
open role.
For more information, you may want to
| | 01:34 |
check out the Society for Human Resource
Management, which provides information on
| | 01:39 |
both strategic and tactical aspects of
HR.
| | 01:43 |
As we close I want to remind you that
your success is directly related to the
| | 01:48 |
success of those who are on your team.
By taking the time to identify your
| | 01:53 |
needs, build an effective selection plan
and prepare a compelling offer.
| | 01:58 |
You can have a direct impact on the new
hire success, your success and and your
| | 02:05 |
organization's success.
| | 02:07 |
| | Collapse this transcript |
|
|
