ValuesBased Recruitment Interviews Overview Overview of ValuesBased Recruitment

Values-Based Recruitment Interviews

Overview • Overview of Values-Based Recruitment (VBR) • Understanding of Values • Best Practice Assessment and Selection Principles • Introduction to Values-Based Interviewing (VBI) • VBI Approaches and Techniques

Training Objectives • Create opportunities for learning and sharing knowledge. • Review the trust’s core organisational values. • Enhance existing interview skills by refreshing and clarifying knowledge of assessment best practice. • Summarise the VBR evidence base. • Increase understanding of VBI techniques, including VBI interviewer skills and effective evaluation of applicant performance. • Provide opportunities for interaction, participation and feedback. • Consider how VBI techniques are implemented in our trust.

To get the most out of the session… This session belongs to you, please: • Actively engage into discussion and exercises • Share your experiences and opinions, where comfortable • Respect confidentiality • Appreciate and listen to other people’s points of view • Focus on peer learning and support throughout • Use opportunities to record your reflections; consider and review your learning objectives

Understanding VBR • A range of tools and techniques to assist with recruiting individuals with values aligned to the organisation and the right attitudes required for roles. • Measuring the extent to which an individual’s approach, attitudes and motives align with the demands of the job, the values of the business and the culture of the working environment. • Considers how attitudes, motives and values of applicants influence their behaviour. • Focuses on ‘how’ and ‘why’ an applicant makes choices in work. • Getting the ‘right people in place, doing the right thing, in the right way’. • Recruit for values, train for skills.

VBR – HEE Definition • Definition: Values Based Recruitment is an approach which attracts and selects students, trainees or employees on the basis that their individual values and behaviours align with the values of the NHS Constitution. • Purpose: The purpose of Values Based Recruitment is to ensure that the future and current NHS Workforce is selected against the values of the NHS Constitution so that we have the right workforce not only with the right skills and in the right numbers but with the right values to support effective team working in delivering excellent patient care and experience. • Delivery: Values Based Recruitment can be delivered in a number of ways: through pre-screening assessments, to values based interviewing techniques, role play, written responses to scenarios and assessment centre approaches amongst others.

VBR Benefits • In-depth information for managers regarding applicant suitability. • Insight into applicants’ values and behaviours; extent to which these ‘fit’ with organisation and role. • Reflects commitment to NHS values and delivery of high quality patient care. • Applicants gain understanding of organisational culture. • Recruiting right people at the right time - reduces recruitment costs long-term. • Increased retention and enhanced performance in the role. • Enhanced performance translates to more positive experience for patients.

VBR Drivers – NHS “Much of what needs to be done does not require additional financial resources, but changes in attitudes, culture, values and behaviour. ” Robert Francis QC 11 • Delivery of high quality and safe patient care, consistently, across professional, institutional and geographical boundaries. • Support effective team working that enables delivery of excellent patient care. • Time and costs associated with poor selection decisions. • Research evidence identifies benefits of alignment between individual and organisational values. 1 Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry, Robert Francis QC, The Stationery Office, 2013

VBR: Research Evidence • Values are motivational goals that influence behaviour – complex relationship means assessing values in recruitment is more challenging. • Tailored approach to measurement is more likely to accurately assess the diverse requirements of different job roles across the NHS. • VBR recruiters should represent the values the organisation is seeking to attract. • Multifaceted approach to organisational values required beyond recruitment issues alone. VBR is only one part of embedding values in the NHS. – ‘value internalisation’ and ‘behavioural modelling’

VBR: Research Evidence • More detailed evaluation of effectiveness and efficiency of VBR measures is required. • Interviews can be effective methods for VBR if: – – Designed appropriately (based on role analysis). Structured. Relevant and standardised questions. Panel of interviewers trained in best practice interview techniques is utilised. – Validated scoring criteria exists.

The Case for Change • Reasons for implementation of VBR at [ORGANISATION NAME]. • Supports recommendations in the Francis report. • Evidence of the benefits of values alignment. • Specific drivers in the Trust – Strategic Goal 5 - Recruiting, developing and retain a skilled and motivated workforce – Staff resilience (wellbeing ) – Mindful employer - Show a positive and enabling attitude to employees and job applicants with mental health issues

The Importance of Values • A set of enduring beliefs which a person holds about what is right and wrong/what is good or undesirable. • Values influence behaviour; complex relationship with other factors to consider (e. g. knowledge, skills, experience, personality). • Relatively stable but may change/adapt based on experiences or environment. • Organisational Values: describe culture, ‘the way things are done around here’, linked to vision, goals and strategy.

NHS Constitution Values • Developed by patients, public and staff. • Values that underpin the NHS, integral to creating a culture where patients come first. • Foundation for individual organisations to build on, tailored to local needs: Working together for patients Compassion Respect and dignity Improving lives Commitment to quality of care Everyone counts GROUP DISCUSSION What do these values look like in our Trust? Living the values handout

Trust Values

Recruitment Process

Advertisement • Accurate and sufficient information for applicants to appreciate the needs and requirements of the post. • No discriminatory requirements or language unless a “Genuine Occupational Qualification” • As an essential requirement of the job is to travel to all / most establishments within the Trust, candidates must be capable of “independent travel”. • Explanation of how to apply • Set all dates at advertising stage – Closing or “when sufficient applications have been received”, shortlisting and interviewing dates.

Job Description • • • Job Title Accountability Base Grade of Post Organisational Values Organisational Chart Job Summary Key Results Areas Required Skills Communications & Working Relationships Team Manager Secretary Administrator

Person Specification • Essential Criteria – Essential requirements for the adequate performance of the job as described in the job description and linked to the KSF. • Desirable Criteria – Desirable requirements of the job, linked to the KSF which are not essential initially.

Person Specification • Identifies the job criteria against which you will assess all applicants. • The criteria is considered in terms of essential and desirable. • Care must be taken to ensure the criteria are non-discriminatory. • Accurately reflects the post requirements in line with the KSF post outline (Knowledge and Skills Framework).

Person Specification Essential Desirable A. Education and Qualifications A. Knowledge A. Experience A. Skills and Abilities A. Personal Attributes A. Other

Shortlisting • All panel members should be involved in the shortlisting process. • Shortlisting decisions must be recorded on the shortlisting documentation on-line. • The shortlisting information should be returned electronically within 2 working days. • In line with Trust agreements, candidates who have declared a disability and meet the essential criteria for the post, will be invited for interview.

Shortlisting Options – NHS Jobs 2 • Reject – Person Spec (Desirable Criteria) • Reject – Person Spec (Experience) • Reject – Person Spec (Knowledge) • Reject – Person Spec (Qualifications) • Reject – Person Spec (Skills) • Reject – Registration • Reserve – (Only for use when shortlisting) • Shortlist EXERCISES 1 & 2

Best Practice Selection Standardisation All applicants experience same process; assessed using the same methods, against the same criteria; standardised documentation. Fair and Defensible Clearly defined selection criteria; competencies and criteria developed via role analysis to ensure accuracy; trained assessors to implement process consistently to ensure defensibility. Reliable and Valid Multiple assessments by multiple trained assessors; evaluation of selection processes; standardised scoring. Values based interview framework

Best Practice Assessment Principles FORCE • Familiarise yourself with the exercise and target criteria. • Observe the applicant’s behaviour fully and with an open mind. • Record the behaviours fully and accurately without judgement or evaluation at this stage. • Classify the evidence from the behaviour demonstrated in relation to the target criteria. • Evaluate the quality of the evidence in relation to the target criteria.

Assessment Bias Aim to be fair and unbiased when observing and recording behaviour. • Discrimination: Stereotypes can be powerful barriers to accurate observation. • 'Halos and Horns': First impressions we make, influence later perceptions. – Halo Effects - occur when a person makes a positive first impression which then colours everything they say or do. – Horn Effects - negative impressions created in the first place could have a lasting effect. • 'Red Rags': Habits, words, phrases which to you may be like a 'red rag to a bull’, causing irritation and stopping active listening.

Assessment Bias • Attribution Effects: Attributing 'inappropriate' behaviour in a person to an inherent part of their personality, rather than circumstance or situation. • Primacy & Recency Effects: Remembering the behaviour or comments from either the beginning or the end of an encounter. • May remember applicants from the start or end of the day rather than the middle. • Concentration: Difficult to concentrate on something for more than 10 minutes; be aware of this to avoid unintentionally missing important information.

‘Real World’ Assessor Stereotypes white stilettos designer stubble limp handshakes close-set eyes white socks double-barrel surnames male earrings Volvo drivers tattoos peroxide hair male long hair heavy make-up sweaty palms belly showing!

Recording Information • Factual information is transparent and easier to classify than subjective judgements. • Non-judgemental Records: Non-biased accounts of what actually happened; avoid ‘good’, ‘poor’ and ‘appropriate’. • Accurate Recording: Record all the relevant information during the exercise, not after. • Complete Recording: To provide an overall picture of what the applicant said and when – provides context. • Language and Movement: Record actions (descriptively) as well as words where appropriate. • Specific Records: Recorded statements should be specific and describe what took place or was said.

Classifying and Evaluating Evidence • Review the record of applicant behaviours/comments for evidence (Classify); some notes will not reflect evidence of required competencies/values. • Evaluation of evidence; make use of scoring indicators to determine the quality of evidence. • Utilise standardised scoring scales and guidance. • Where applicable, provide comments to explain scoring to assist with applicant feedback.

Value-Based Interviews • Based on role analysis. • Aligned to our values. • Probing questions designed to elicit evidence in relation to learning and reflection – Provides greater insight into what is important to an individual – Discussion focused on ‘how’ and ‘why’ an applicant makes particular choices in the work environment – Fluid interview style, responding and adapting to the information provided by the applicant.

Value-Based Interviews • Similar to competency based interview, different focus. • Applicants provide examples of demonstrations of behaviour consistent with values. • Flexible based on role/level. • Lead question with ‘follow up’ probing questions. • Key criteria/’things to listen for’/indicators. • Greater focus on: – – Choices made Learning Reflection Reasons for behaviour

CBI vs. VBI Competency based interview Values based interview Situation Task Action Task Result Action Result • What did you learn from it? • What impact did it have on you? • What would you do differently? • How did you feel about it? • Why did you decide to…?

Conducting the VBI 1. Complement with existing recruitment practices. • Assessment of competency based knowledge and skills still essential. – Selection process should assess the technical knowledge and skills and the individual’s values fit. • Candidates must demonstrate values and technical skills/competence. 2. Standardisation and objectivity - process and scoring. • Consider paired interviewers; interviewers can alternate questioning, one can focus on observing and recording whilst the other questions. • Semi-structured interview to allow flexibility.

Stages of a VBI 1. Interview Planning • Job description and person specification; ensure relevance to current and future needs; identify values of importance for role. • Interview panel; secure availability of trained assessors. • Timescales and logistics; assessment venue. • Advertising and attraction. 2. Interview Preparation • Select appropriate values based questions for interview, based on role. • Ensure standardised interview documentation is prepared. – Positive/negative indicators for values defined; suggested probes. • Provision of relevant information; applicants and interviewers.

Stages of a VBI 3. Conducting the Interview • Welcome, put applicants at ease, build rapport. • Remain fair and objective; remember assessment bias. • Utilise standardised interview questions and suggested probes. • Follow best practice assessment principles: FORCE. 4. Decision Making and Feedback • Ensure all interview documentation is complete; utilise VBI output, combined with other assessment outputs to inform selection decisions. • Provide constructive feedback; use examples of evidence and describe (not evaluate) applicant performance against these. 5. Evaluation • Determine the effectiveness of your VBI; does the VBI produce good quality information to inform selection decision making?

Skills for VBI • Questioning – Clarifying, probing, ‘peel layers’ • Active Listening – Cues, key words • Observing – Body language, actions, behaviours • Summarising • Building rapport – Open body language, introductions, explaining processes • Being authentic

VBI Questioaning Techniques • Open questioning style: Who When What Why Where How • Avoid leading questions. • Consider use of closed questions; useful if facts required but may limit ‘flow’ of conversation required to elicit evidence. • Summarise to clarify understanding; ensure that both parties have the same interpretation and expectations.

VBI Questions • Value: TEAMWORK. • Do you have experience of being a team member and can you give us an example of how you contributed to the success of the team? – What was the impact of this to others? – How did it make you feel? – Why was it important? • In groups of 3 practice conversations. 1 candidate, 1 interviewer, 1 observer

VBI Questions • Value: Commitment to quality. • Can you describe a situation when you have had to understand what a person needed… – What skills did you use for this? – How did it make you feel? – What was the outcome?

Evaluating VBI Evidence • • • Apply best practice principles – ‘Classify & Evaluate. ’ Classify – review observation notes in comparison to the positive and negative indicators identified for each question to classify evidence from the interview. Evaluate - decide on the appropriate overall rating for each question, using standardised scoring system. Hints & Tips: • Re-read interview notes carefully and clarify anything that is unclear – don’t make assumptions. • Refer to the positive/negative indicators for each value. • Look for more than one piece of evidence for each value. • Look for supporting evidence. • Attempt to reconcile conflicting evidence. • Avoid tendency to generalise good/poor responses from one question to another.

Scoring Frameworks • A scoring framework should be used when evaluating an applicant’s responses at the VBI. • Assessors/Interviewers should have a clear understanding of the positive and negative indicators associated with each question within an interview. • Indicators are tailored for each value/question. • Applicants will be given a score for each question and an overall score for the interview. • Assessors/Interviewers should be aware of the weight applied to the value/question.

Scoring guidelines from Framework • 5 -point rating scale used for consistency of scoring. • Scoring framework is based on values identified. • As with other assessments, focus is not on ‘correct’ answers but the extent to which evidence to demonstrate values is provided. 1 Unsuitable No behavioural evidence seen: unable to score. Negative behaviours demonstrated. 2 Developing Some positive behaviours, but mainly demonstrated development needs. 3 Possible 4 Good 5 Strong Equally demonstrating positive behaviours and development needs. Mainly positive behaviours demonstrated, though still evidence of a few development needs. Strongly evidenced requirements for role with no areas of development demonstrated.

Example: Involvement • Thinking about your work or personal experiences, can you give us an example of how you have encouraged people to share their ideas? Positive Indicators Negative Indicators What looking for What not looking for Reflects on own performance Concerned with own views Can explain own actions and takes responsibility for self Dismissive of conflicting or alternative views Sees all roles of equal value Unconditionally seek to understand the perspective of others Sees all peoples’ contributions of equal value Ask groups to identify score based on responses

Example: Wellbeing • This is a busy role. What are your coping strategies for looking after your wellbeing in a stressful situation? Positive Indicators Negative Indicators What looking for What not looking for Able to be flexible in changing plans / prioritisation Indifference Ability to seek advice / clarity Unable to see significance Delegation Unable to relate to concept of stress Time management Unhealthy coping strategies only Identified healthy coping strategies Not recognising there is a need to look after self Ask groups to identify score based on responses

VBI Feedback • To be conducted for successful and unsuccessful applicants. • Feedback should be factual, objective and constructive, based on evidence from interview documentation. • Want applicants to have positive perceptions of our organisation, successful or not. • Values should be demonstrated in interactions with applicants in the same way they are expected to demonstrate values during interview. • Feedback mechanisms: telephone feedback, written reports.

Providing Constructive Feedback Hints & Tips: • Ensure feedback is information-specific, issue-focused, and based on observations/evidence. • Be direct/straightforward – ensure clarity of message. • Be specific – use examples from the evidence recorded. • Provide observations not interpretations. • Be descriptive not evaluative.

Providing Constructive Feedback Hints & Tips: • Be sincere and authentic. • Avoid mixed messages e. g. ‘yes but. . ’, ‘however. ’ • Seek input from the applicant to clarify observations and understanding. • Consider tone and manner in which you communicate. • Seek/offer alternative suggestions to support development. • Provide an opportunity for the applicant to offer their reflections