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TRAINING PACK
Managing Yourselfand Others
Edited by Andrew Baker
Recruitment and Selection
Coaching and Feedback
Time Management
oOxfam
First published by Oxfam GB in 2006
© Oxfam GB 2006
ISBN 0 85598 567 4
A catalogue record for this publication is available from the British Library.All rights reserved. Reproduction, copy, transmission, or translation of any part of this publicationmay be made only under the following conditions:
with the prior written permission of the publisher; or
with a licence from the Copyright Licensing Agency Ltd., 90 Tottenham Court Road, LondonW1P 9HE, UK, or from another national licensing agency; or
• for quotation in a review of the work; or
under the terms set out below.
This publication is copyright, but may be reproduced by any method without fee for teachingpurposes within the purchasing institution, but not for resale. Formal permission is required for allsuch uses, but normally will be granted immediately. For copying in any other circumstances, orfor re-use in other publications, or for translation or adaptation, prior written permission must beobtained from the publisher, and a fee may be payable.
The handouts in Managing Yourself and Others are designed to be copied for use in thepurchasing institution. Purchasers are free to make copies of this material for their own use andfor teaching within the purchasing institution, provided that the material is not sold to third parties.The handouts as presented on the CDRoM are designed to be adapted for use in training sessions.The base material remains the copyright of Oxfam GB even after it has been adapted, and thecopyright notice 'Adapted from material in Managing Yourself and Others © Oxfam GB 2006'must be included on all such adapted materials.
Available from:Bournemouth English Book Centre, PO Box 1496, Parkstone, Dorset, BH12 3YD, UKtel: +44 (0)1202 712933; fax: +44 (0)1202 712930; email: [email protected]
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For details of local agents and representatives in other countries, consult our website:www.oxfam.org.uk/publications
or contact Oxfam Publishing, Oxfam House, John Smith Drive, Cowley, Oxford, OX4 2JY, UKtel: +44 (0)1865 473727; email: [email protected]
Our website contains a fully searchable database of all our titles, and facilities for secureon-line ordering.
Published by Oxfam GB, Oxfam House, John Smith Drive, Cowley, Oxford, 0X4 2JY, UK
Printed by Oxfam GB
Oxfam GB is a registered charity, no. 202 918, and is a member of Oxfam International.
This book converted to digital file in 2010
ContentsPreface 4
Recruitment and Selection 5Facilitator's notes 9Handouts 30Flipcharts 48
Coaching and Feedback 55Facilitator's notes 59Handouts 86Flipcharts 94
Time Management 105Facilitator's notes 109Handouts 140Flipcharts 159
Preface
Oxfam GB currently employs more than four thousand staff in more thanseventy countries. Some of them are based in remote locations with limitedcommunication links. This geographical dispersal presents many challenges.Among them is the question of how to provide opportunities for learningand development, to enable local staff to achieve all the ambitious anddiverse aims and objectives of Oxfam's many programmes.
Pick-up-and-Go training packs represent one of the solutions that Oxfam GBhas developed to address that challenge. They contain all the guidance andmaterials that facilitators will need in order to present some of the basicprinciples and processes of Oxfam's work, in the form of training that canbe delivered where and when it is most needed by local staff.
These training materials have been written in a structured, standardisedformat. They are designed to give the facilitator as much support aspossible, and to require as little preparation work as possible. Facilitatorswho have more time and/or particular expertise are invited to adapt thematerial to the particular needs of the learners. Staff in organisationsother than Oxfam are welcome to adapt the resources to their ownparticular circumstances.
The packs are comprehensive, containing facilitators' notes, handouts,flipchart headings, and PowerPoint slides and additional background informationin some cases. Depending on the subject matter, the workshops last fromtwo hours to one whole day. They are designed to be participative and toengage learners' interest through a mix of activities and a range of media.
In introducing these packs into Oxfam GB, we have consciously challengedthe conventional assumption that workshops can be run only by 'experts'.Non-specialist staff have run pilot courses using these materials withgood results, and a commitment to use the Pick-up-and-Go resourcesis already included in the performance objectives of some managers.
We would be pleased to receive feedback from users of these packs.Please contact us by email on [email protected]
Andrew BakerOxfam GBOxfam House, Oxford, UK
PICK-UP-AND-ftR
Recruitment and Selection
8 hours / one day
Written by Andrew Baker
(Oxfam GB International Learning and Development Manager)
with help, support, and contributions from many Oxfam staff around the world
Recruitment and Selection
ContentsFacilitator's notesIntroduction 9Session 1: Introductions 14Session 2: Steps in recruitment 15Session 3: Diversity 16Session 4: Agreeing the vacancy 17
Session 5: Deciding how and where to advertise 19Session 6: Criteria for short-listing 20Session 7: Practice in short-listing 21Session 8: Interviewing and assessing candidates 22Session 9: Practice in interview skills (part 1) 24Session 10: Practice in interview skills (part 2) 27Session 11: Completing a recruitment 28Session 12: Review and summary 29
HandoutsHandout 1 Checklist for agreeing a vacancy 30Handout 2 Oxfam model of behavioural competency 31Handout 3 Attracting suitable applicants 32Handout 4 Advice on short-listing 33Handout 5 Job profile, Logistics Administrator 34Handout 6 Job applications for short-listing 36Handout 7 Short-listing form 39Handout 8 Assessment methods 40Handout 9 Interview questions 41Handout 10 Role-play brief for'candidates' 42Handout 11 Role-play brief for 'interviewers' 43Handout 12 Role-play brief for observers 44Handout 13 Checklist for completing a recruitment 46Handout 14 Evaluation of Recruitment and Selection course 47
FlipchartsFlipchart 1 Workshop objectives 48Flipchart 2 Agenda for today 49Flipchart 3 Diversity 50Flipchart 4 Our criteria for shortlisting 51Flipchart 5 Funnelling 52Flipchart 6 Instructions for the role-play 53
Facilitator's notes
Introduction
Information for managers
Length of module8 hours including breaks = one day
Facilitation skills• This module requires presentation skills and the ability to manage facilitated
discussion and small-group activities, including role-plays.
• The level of facilitation skills required for this course will be determined by theextent of the behavioural change that the workshop will be promoting.
• The module includes questions about the Oxfam recruitment and selectionprocesses. The facilitator needs to be able to answer these or to have someoneelse in the room who can act as an expert resource.
• This course should be run by someone who has had direct experience ofrecruiting staff. It does not need to be run by Human Resources staff, providedthat questions can be referred to them as appropriate.
• Managers are responsible for ensuring that this workshop is delivered by asuitably competent and experienced member of staff.
LearnersThis module is intended for all who will be involved in recruiting and selecting staff.
Preparation by learnersNo prior knowledge or preparation is required.
Size of groupThis course could be run for groups of 2-25, but note that it is easier to meetlearning aims with smaller groups; most facilitators prefer to work with groupsno larger than 12.
Information for facilitators
RoomThis module requires space for the whole group to be working together in a room,sitting in such a way that they can all see one another. It also requires sufficientspace for participants to work in smaller groups.
Equipment needed• Flipchart stand, paper, and pens.
10 Pick-up-and-Go Training Pack • Managing Yourself and Others
Preparation of material• Photocopy handouts• Write up flipcharts in advance. (Examples are given at the end of these notes.)
Preparation by the facilitatorThe facilitator will need to read and become familiar with the material, and managethe preparation of the materials and the room.
Linked learning(For Oxfam staff) Intranet:
• Business-process pages on the Oxfam GB intranet athttp://homepage/procedures/ihrhowto/default.htm
• Oxfam GB Human Resources ManualOther internal resources:
• If you need any other support on recruitment and selection, ask theHuman Resources team in your Country, Region, or Department.
• Share learning with your colleagues. Discuss how to decide the short-listingcriteria; challenge their criteria for short-listing candidates; practise the interview ina role-play with a colleague, to test whether the questions are appropriate.
TranslationsThis module is currently available in English, Spanish, French, and Portuguese.If it would help learners, please feel free to translate all or part of this into additionallanguages - but please send a copy to the Oxfam Publishing Team at Oxfam House.
Support and feedbackPlease send any questions, ideas, and feedback to [email protected]
Workshop objectivesDuring this workshop learners will:
Know...• Oxfam GB processes and good practice for recruitment and selection• the importance of diversity in our workforce
Feel...• confident to run a recruitment and selection process.
Do. . .
• practise short-listing skills• practise interviewing skills
... then be able to• undertake recruitment and selection of staff in accordance with Oxfam policies
and good practice.
Recruitment and Selection • Facilitator's Notes 11
TimetableStart Finish Session00.00 00.10 1. Introductions
3.35
00.35 01.25
QU25- 01.45
(3Z0Q 02.20
02.20 03.00
§fy&k. Q3.40
03.40 04.05
07.40 08.00
2. Steps in recruitment
3. Diversity
4. Agreeing the vacancy
01.45 02.00 BREAK
5. Deciding how and where to advertise
6. Criteria for short-listing
7. Practice in short-listing
8. Interviewing and assessing candidates
MM •••;• 05.00 LUNCH
05.00 06.15 9. Practice in interview skills (1)
: $ f * $ f ^ • Q6-30 BREAK
06.30 07.25 10. Practice in interview skills (2)
11. Compteting a recruitment
12. Review and summary
The timings for this eight-hour event are shown as starting from 00.00. The actual start-timewill depend on the group's normal working hours.
12 Pick-up-and-Go Training Pack • Managing Yourself and Others
Note to facilitatorThe subject of recruitment and selection will stimulate many questions and debates,which may generate many useful lessons. But it is important that you move thecourse along and delay questions until the relevant part of the course (when theymight be covered anyway).
• Pay careful attention to the timings of the course and be prepared to chair theevent. Tell participants that not every question can be asked or answered ifthe group is going to complete the course.
• Have a page of flipchart on the wall to 'park' questions that arise. This is a wayof acknowledging a question without having to answer it at that time; but youneed to ensure that by the end of the course you have answered all of thequestions - or at least that you have established a clear mechanism foranswering them (for example: announce that you will ask your regionalhuman resources team for an answer, which you will then email to all of theparticipants).
In order to maintain the pace of the course, it is important for the facilitator to provideenergy to the group. This can be done by being really clear about timings andinstructions: for example, if you give 10 minutes for groups to do an exercise,after five minutes you should tell them 'You have five minutes left'; after nine minutes,tell them 'You have one minute left' - and then finish after 10 minutes. You will findthat a sense of pressure often helps groups to produce better results.
Recruitment and Selection • Facilitator's Notes 13
Preparation material for facilitatorsWrite out each of the recruitment steps below on to separate pieces of card. They will be used inSession 2. You will need a full set of cards for each group of 4-5 participants. The arrows are intendedto guide you through the exercise; they should not appear on the cards that you draw.
Agree the vacancy Sign off job profile
Decide where and how toadvertise
Advertise
Decide short-list criteria Short-list
Decide methods forinterview and assessment
Interview
Make selection decision Offer the job subject toreferences and medicalexamination
References and medical Contracts
New employee startswork
Induction
Ses
sio
n 1
In
tro
du
ctio
ns
TOTA
L T
IME
:
10 m
inut
es
Pu
rpo
se:
to p
rese
nt t
he a
ims
of t
he w
orks
hop
and
to i
ntro
duce
the
par
ticip
ants
to
each
oth
er.
Tim
ing
W
hat
YO
U d
o
Wh
at t
he
LE
AR
NE
RS
do
R
eso
urc
es00
.00
• In
trod
uce
your
self.
•
Ask
que
stio
ns i
f the
y ne
ed c
larif
icat
ion.
• A
sk t
he p
artic
ipan
ts t
o in
trod
uce
them
selv
es.
• In
trod
uce
them
selv
es.
dist
ract
ed,
but
so t
hat
impo
rtan
t qu
estio
ns s
till g
et
Bla
nk f
lioch
art
00.1
0 an
swer
ed.
3 Q. o O
Intr
oduc
e th
e co
urse
obj
ectiv
es:
show
Flip
char
t 1
and
Flip
char
t 1:
3
atta
ch it
to th
e w
all s
o it
can
be s
een
thro
ugho
ut t
he c
ours
e.
'Wor
ksho
p |-
Exp
lain
tha
t yo
u w
ill w
rite
up u
nans
wer
ed q
uest
ions
on
the
obje
ctiv
es'
^fli
pcha
rt,
so th
at t
he c
ours
e ca
n pr
ocee
d w
ithou
t be
ing
o 05 £ O Q.
O
Ses
sio
n 2
S
tep
s in
rec
ruitm
ent
TO
TA
L T
IME
:25
min
utes
Pu
rpo
se:
to i
ntro
duce
the
bas
ic s
teps
in r
ecru
itmen
t an
d se
lect
ion
and
to p
rese
nt t
he o
utlin
e of
the
wor
ksho
p. T
his
is a
n ac
tive
sess
ion
whi
ch h
elps
to
set
the
pace
for
the
day.
Tim
ing
Wh
at Y
OU
do
00.1
0 •
Tel
l the
gro
up t
hat t
his
exer
cise
is d
esig
ned
to i
ntro
duce
them
to
the
basi
c st
eps
in r
ecru
itmen
t an
d se
lect
ion.
The
end
res
ult
will
pro
vide
the
age
nda
for
the
day.
• A
sk t
he p
artic
ipan
ts t
o ge
t in
to g
roup
s of
4-5
. T
ell t
hem
that
you
will
giv
e ea
ch g
roup
a s
et o
f ca
rds
show
ing
the
vario
usst
eps
in r
ecru
itmen
t an
d se
lect
ion.
Ask
the
m t
o pu
t th
eca
rds
into
the
right
ord
er o
n th
e flo
or.
Han
d ou
t a
set
of c
ards
to
each
gro
up a
nd te
ll th
em t
hat
they
hav
e10
min
utes
.
00.2
0 •
Che
ck t
he p
rogr
ess
of th
e gr
oups
and
que
stio
n th
em if
they
are
getti
ng t
hing
s w
rong
. (T
he c
orre
ct o
rder
is s
how
n on
the
last
pag
e of
the
Intr
oduc
tion.
)
• O
nce
the
grou
ps h
ave
finis
hed
the
exer
cise
, ta
ke o
ne s
et o
fca
rds
and
stic
k th
em o
n th
e w
all i
n th
e co
rrec
t or
der
so th
atth
ey c
an a
ll se
e th
e an
swer
. T
ell t
he g
roup
tha
t th
is w
ill f
orm
the
agen
da f
or t
he d
ay.
00.3
5 •
Sho
w F
lipch
art
2 (t
he a
gend
a) a
nd a
ttach
it to
the
wal
l so
that
it is
vis
ible
thr
ough
out
the
even
t.
Wh
at t
he
LE
AR
NE
RS
do
Res
ou
rces
Get
into
gro
ups
of 4
-5
Arr
ange
the
car
ds o
n th
e flo
or i
n th
e rig
ht o
rder
.
Ca
rds
- se
eIn
trod
uctio
n
Com
e ba
ck in
to o
ne fa
rge
grou
p.A
sk q
uest
ions
if t
hey
don'
t un
ders
tand
.
Flip
char
t 2
:'A
gend
a fo
r to
day'
73 CD o CD 03 Q.
V)
3L CD o 5' Q> o 0) o o CD w
Res
ourc
es
Flip
char
t 3:
'Div
ersi
ty'
Oft
Ses
sio
n 3
D
iver
sity
Pu
rpo
se:
to e
xpla
in t
he b
usin
ess
case
for
enc
oura
ging
div
ersi
ty a
nd e
ncou
rage
par
ticip
ants
to
cons
ider
the
mai
n di
vers
ity i
ssue
s re
leva
nt t
o th
e te
amth
at th
ey w
ork
in. T
hey
will
be
prep
ared
to
thin
k ab
out
the
dive
rsity
-rel
ated
im
plic
atio
ns o
f ea
ch o
f the
sta
ges
of r
ecru
itmen
t an
d se
lect
ion
that
will
mak
eup
the
day. W
hat Y
OU
do
• S
how
Flip
char
t 3.
Tel
l the
gro
up t
hat
this
exe
rcis
e is
des
igne
dto
ans
wer
the
que
stio
ns '
Why
is s
taff
dive
rsity
im
port
ant
for
Oxf
am?'
and
'In
term
s of
div
ersi
ty,
wha
t ar
e th
e th
ree
mos
tsi
gnifi
cant
gap
s in
our
reg
ion/
coun
try?
' A
sk t
he l
earn
ers
to f
orm
four
gro
ups.
Tel
l the
m th
at t
hey
have
10
min
utes
to
disc
uss
the
ques
tions
and
the
n re
cord
the
ir an
swer
s on
a fl
ipch
art.
• A
fter
10 m
inut
es a
sk t
he g
roup
s to
pai
r up
and
writ
e a
shar
edan
swer
to
each
of
the
two
ques
tions
on
a fli
pcha
rt.
• A
fter
10 m
inut
es b
ring
the
grou
ps b
ack
toge
ther
and
dis
play
the
two
com
plet
ed f
lipch
arts
. F
acili
tate
a n
egot
iatio
n to
agr
ee o
non
e se
t of
ans
wer
s. (
It is
not
ess
entia
l to
deci
de o
n a
final
top
3: th
is p
roce
ss is
sim
ply
a de
vice
to
enco
urag
e di
scus
sion
.)
Em
phas
ise
to t
he g
roup
s th
at d
iver
sity
is
impo
rtan
t to
Oxf
ambe
caus
e w
e ar
e m
ore
legi
timat
e if
we
refle
ct t
he p
opul
atio
n of
our
stak
ehol
ders
(be
nefic
iarie
s, p
artn
ers,
sup
port
ers,
etc
.),
and
beca
use
we
need
to a
cces
s th
e sk
ills
and
abili
ties
avai
labl
efr
om a
ran
ge o
f po
pula
tions
and
sec
tors
of
expe
rienc
e.F
or O
xfam
in in
tern
atio
nal t
erm
s th
e fo
ur k
ey t
ypes
of
dive
rsity
are
gend
er,
race
, eth
nici
ty/c
aste
, an
d w
ork
back
grou
nd.
Is it
the
sam
e fo
r th
eir
regi
on/c
ount
ry/te
am?
• A
sk t
he p
artic
ipan
ts t
o re
flect
on
the
com
posi
tion
of th
e te
ams
that
the
y w
ork
in. A
re t
here
any
gap
s in
term
s of
div
ersi
ty?
Wha
t do
es d
iver
sity
mea
n in
the
ir co
ntex
t? C
halle
nge
the
grou
pto
thin
k ab
out
how
thos
e ga
ps c
ould
be
addr
esse
d as
the
yw
ork
thro
ugh
the
rest
of
the
cour
se.
in o
ne?
ty-;
-v--
sw?-
-' •
>>
*:
3J o'
c XJ 0) 3 Q.
G)
O CO 2 o 7T 0) Q)
eg 3'
CO o c 0} 3 Q.
O E CD
CO
Ses
sio
n 4
A
gre
ein
g t
he
vaca
ncy
TO
TA
L T
IME
:20
min
utes
Pu
rpo
se:
to p
rese
nt t
he s
teps
tha
t ne
ed to
be
take
n be
fore
a r
ecru
itmen
t pr
oces
s ca
n be
gin.
By
the
end
of t
he s
essi
on,
part
icip
ants
will
und
erst
and
the
deci
sion
s th
at n
eed
to b
e m
ade,
and
the
y w
ill h
ave
cons
ider
ed s
ome
of th
e cr
iteria
for
tho
se d
ecis
ions
and
will
kno
w w
ho n
eeds
to
sign
off
conc
lusi
ons.
Bew
are:
pa
rtic
ipan
ts w
ill p
roba
bly
ask
man
y qu
estio
ns t
hat
are
slig
htly
off
the
subj
ect.
You
nee
d to
rem
ind
them
of
the
mai
n pu
rpos
e of
the
cou
rse,
and
limit
disc
ussi
on o
f qu
estio
ns t
hat
are
not
rele
vant
to
the
mai
n th
eme.
Use
the
flip
char
t on
the
wal
l to
'par
k' q
uest
ions
.
Tim
ing
Wha
t YO
U d
o
01.2
5 •
Rem
ind
the
grou
p ab
out
the
card
s th
at r
epre
sent
ed t
hest
eps
in th
e re
crui
tmen
t an
d se
lect
ion
proc
ess.
Tel
l the
mth
at t
hey
are
now
goi
ng t
o lo
ok a
t th
e fir
st s
tep
ofre
crui
tmen
t, w
hich
is a
gree
ing
wha
t th
e va
canc
y is
.•
Giv
e ou
t H
ando
ut 1
(che
cklis
t fo
r ag
reei
ng a
vac
ancy
).
• In
this
ses
sion
you
nee
d to
ask
que
stio
ns t
o dr
aw o
ut t
hekn
owle
dge
in th
e gr
oup.
• G
o th
roug
h th
e ha
ndou
t an
d, a
t eac
h st
age,
ask
the
gro
upw
ho n
eeds
to
be in
volv
ed i
n m
akin
g a
deci
sion
, an
d w
hosi
gns
it of
f. T
ell t
he g
roup
tha
t de
taile
d qu
estio
ns s
houl
d be
refe
rred
to
thei
r H
R te
am.
• C
heck
with
the
gro
up if
they
hav
e an
y qu
estio
ns.
• A
sk t
he g
roup
: W
hat i
s a
com
pete
ncy?
Ans
wer
: A
beh
avio
ur a
ssoc
iate
d w
ith e
ffect
ive
perf
orm
ance
.
• G
ive
out
Han
dout
2 (
'Oxf
am c
ompe
tenc
ies'
) an
d re
min
d th
egr
oup
that
job
prof
iles
shou
ld i
nclu
de a
list
of
key
skill
s an
dco
mpe
tenc
ies.
Ide
ntify
ing
key
com
pete
ncie
s w
ill b
e a
part
of th
e pr
oces
s of
dec
idin
g th
e st
rate
gies
for
adv
ertis
ing
and
inte
rvie
win
g.
• A
sk t
he g
roup
: W
hy a
re c
ompe
tenc
ies
impo
rtan
t in
recr
uitm
ent
and
sele
ctio
n?
Ans
wer
: B
ecau
se t
he w
ay th
atso
meo
ne b
ehav
es i
s a
bette
r in
dica
tor
of s
ucce
ss t
han
thei
r01
.45
expe
rienc
e or
qu
alifi
catio
ns.
Wha
t the
LE
AR
NE
RS
do
01.3
5
Res
ourc
es
Han
do
ut
1:'C
heck
list
for
agre
eing
ava
canc
y'
Ans
wer
que
stio
ns.
Ask
que
stio
ns i
f the
y do
n't
unde
rsta
nd.
Sug
gest
def
initi
ons
for
a co
mpe
tenc
y.H
and
ou
t 2:
'Oxf
am m
odel
of
beha
viou
ral
com
pete
ncy'
Sug
gest
ans
wer
s.
TO CD q CD CD.
CD O 21 3" CD
01
.45
-02
.00
BR
EA
K
Enc
oura
ge t
he g
roup
to
mov
e fr
om t
heir
chai
rs a
nd ta
ke s
ome
refr
eshm
ents
. W
hile
we
are
lear
ning
, it
isim
port
ant
to h
ave
time
to r
efle
ct.
Tel
l the
gro
up t
hat,
whe
re p
ossi
ble,
they
sho
uld
not
use
the
brea
k as
an
oppo
rtun
ity t
o m
ake
tele
phon
e ca
lls o
r re
turn
to
thei
r de
sks.
o'
Q. o o 3 CQ "• 01 o 01 (Q CO 0) Q.
CD 55
Ses
sio
n 5
D
ecid
ing
how
an
d w
her
e to
ad
vert
ise
Pu
rpo
se:
to e
xpla
in t
he p
roce
ss o
f id
entif
ying
an
appr
opria
te p
ool o
f ca
ndid
ates
and
way
s in
whi
ch t
hose
gro
ups
coul
d be
targ
eted
.Le
arne
rs w
ill c
onsi
der
how
Oxf
am c
an a
ttrac
t ap
plic
ants
fro
m a
ran
ge o
f di
vers
e ba
ckgr
ound
s.
TO
TA
L T
IME
:20
min
utes
Tim
ing
02.0
0
02.2
0
Wha
t YO
U d
o
• T
ell t
he g
roup
: le
t us
now
ass
ume
that
we
have
agr
eed
wha
t th
eva
cant
rol
e is
, and
hav
e ob
tain
ed a
ppro
val f
or i
t. W
e ar
e no
w g
oing
to m
ove
on a
nd lo
ok a
t w
ays
to a
ttrac
t su
itabl
e ap
plic
atio
ns.
• G
ive
out
Han
dout
3.
Tal
k th
e gr
oup
thro
ugh
the
stag
es o
f de
cisi
onm
akin
g. A
sk if
they
hav
e an
y qu
estio
ns.
Fac
ilita
te a
sho
rt,
bris
k br
ains
torm
to
iden
tify
way
s of
rea
chin
gca
ndid
ates
.
Rec
ord
thei
r an
swer
s on
a b
lank
flip
char
t an
d en
cour
age
part
icip
ants
to
reco
rd t
hem
in th
e sp
ace
on H
ando
ut 3
.F
ill in
any
gap
s yo
urse
lf: n
ewsp
aper
and
mag
azin
e ad
vert
s,w
ebsi
tes,
age
ncy
head
-hun
ters
, di
rect
tar
getin
g of
sui
tabl
eca
ndid
ates
, ne
twor
ks (
team
/ pa
rtne
rs/
allie
s/ o
ther
Oxf
ams)
,re
crui
tmen
t fa
irs o
r ev
ents
, po
ster
s/le
afle
ts.
Em
phas
ise
to th
e gr
oup
that
the
y ca
n as
k th
e H
uman
Res
ourc
este
am fo
r ad
vice
and
sup
port
. T
he H
R te
am w
ill p
lace
the
adve
rtis
emen
ts.
Ask
the
gro
up:
Whi
ch o
f the
se m
etho
ds w
ill h
elp
you
to a
chie
ve a
mor
e di
vers
e w
orkf
orce
? A
nsw
er:
all o
f the
m,
but
it is
the
task
of
the
recr
uitin
g m
anag
er t
o de
cide
whe
ther
to
try
som
ethi
ng d
iffer
ent
inor
der
to r
each
a d
iffer
ent
audi
ence
.
Tel
l the
gro
up:
Eac
h of
the
se m
etho
ds r
equi
res
us t
o de
sign
attr
activ
e m
essa
ges
to e
ncou
rage
app
licat
ions
. D
on't
assu
me
that
you
have
this
ski
ll. A
sk f
or s
uppo
rt f
rom
you
r H
R t
eam
, w
hich
has
som
e st
anda
rd t
empl
ates
ava
ilabl
e fo
r yo
u to
use
in a
dver
tisin
g.
Wha
t the
LE
AR
NE
RS
do
Rea
d th
e ha
ndou
t.A
sk q
uest
ions
.
Sug
gest
way
s of
sou
rcin
g ca
ndid
ates
.
Res
ourc
es
Han
do
ut
3:'A
ttrac
ting
suita
ble
appl
ican
ts'
Bla
nk f
lipch
art
Ans
wer
the
ques
tion
73 CD O CD Q)
Q.
2L CD o Tl
Q] O CD Cfl
Ses
sio
n 6
C
rite
ria
for
sho
rt-l
isti
ng
TO
TAL
TIM
E:
40 m
inut
esP
urp
ose
: to
giv
e pa
rtic
ipan
ts p
ract
ice
in d
ecid
ing
on c
riter
ia f
or s
hort
-list
ing
and
give
the
m a
n op
port
unity
to
refle
ct o
n th
e w
ays
in w
hich
the
crit
eria
may
affe
ct t
he d
iver
sity
of
shor
t-lis
ted
cand
idat
es.
Tim
ing
W
hat
YO
U d
o
o
Wh
at t
he
LE
AR
NE
RS
do
Res
ourc
es02
.20
02,3
0
02.4
5
Rem
ind
the
grou
p ab
out
the
card
s th
at r
epre
sent
ed t
he s
teps
inth
e re
crui
tmen
t an
d se
lect
ion
proc
ess.
Tel
l the
m t
hat
the
next
exer
cise
will
con
side
r th
e pr
oces
s of
sho
rt-li
stin
g ca
ndid
ates
.
Ask
the
gro
up:
Wha
t is
the
aim
of
shor
t-lis
ting?
Ans
wer
: T
o se
lect
from
the
app
lican
ts t
he b
est
poss
ible
can
dida
tes
for
the
job,
and
to
give
the
inte
rvie
w p
anel
a d
iver
se (
but n
ot t
oo la
rge)
gro
up o
fca
ndid
ates
to
sele
ct f
rom
. (3
-6 c
andi
date
s is
the
usua
l siz
e.)
Giv
e ou
t H
ando
ut 4
. Allo
w t
he g
roup
tim
e to
rea
d it.
Tel
l the
m th
at t
hey
will
be
doin
g an
exe
rcis
e in
gro
ups.
The
y w
illde
cide
on
the
key
crite
ria f
or a
par
ticul
ar jo
b an
d th
en d
raw
up
ash
ort-
list
from
som
e ap
plic
atio
ns.
Div
ide
the
part
icip
ants
int
o gr
oups
of 3
—4.
Giv
e ou
t H
ando
ut 5
. Tel
l the
gro
ups
that
the
y ha
ve 1
0 m
inut
es t
ode
cide
thr
ee k
ey c
riter
ia a
gain
st w
hich
the
y w
ill b
e sh
ort-
listin
g.A
fter
10 m
inut
es b
ring
the
grou
ps b
ack
toge
ther
and
ask
eac
hgr
oup
to q
uick
ly r
epor
t th
e th
ree
shor
t-lis
ting
crite
ria t
hat
they
hav
ese
lect
ed.
Writ
e th
em a
ll up
on
Flip
char
t 4.
Ask
the
gro
up if
thes
e cr
iteria
are
rea
lly e
ssen
tial t
o th
e jo
b.
(Ask
abo
ut d
iver
sity
e.g
. D
o an
y of
the
se c
riter
ia e
xclu
de p
eopl
ew
ho h
ave
not w
orke
d in
an
NG
O b
efor
e? D
oes
that
mat
ter?
)C
an a
ll th
e cr
iteria
be
asse
ssed
fro
m a
n ap
plic
atio
n?B
ewar
e: s
ome
com
pete
ncie
s, s
uch
as i
nter
pers
onal
ski
lls,
cann
otbe
ass
esse
d on
pap
er.
Tel
l the
gro
up: t
o sa
ve t
ime,
you
hav
e be
en a
sked
for
onl
y th
ree
key
crite
ria.
How
man
y sh
ould
you
nor
mal
ly l
ook
for?
Ans
wer
: It
depe
nds
on t
he r
ole
and
on th
e av
aila
ble
pool
of
cand
idat
es.
Ans
wer
the
que
stio
n.
Get
into
gro
ups.
Dis
cuss
and
agr
ee t
hree
key
crit
eria
for
shor
t-lis
ting.
Gro
ups
call
out t
heir
chos
en c
rite
ria.
Dis
cuss
.
Ans
wer
que
stio
ns.
Han
do
ut
4: '
Adv
ice
on s
hort
-list
ing'
Han
do
ut
5:'J
ob p
rofil
e'
Flip
char
t 4:
'Our
crit
eria
for
shor
t-lis
ting'
o I" •? CD 3 Q. 6 O CD 3' T)
CD O • CD 3 CD CQ
CO -<
<S>
CD
.
EU Q.
O CD
CO
Ses
sio
n 7
P
ract
ice
in s
ho
rt-li
stin
g
TOTA
L T
IME:
40 m
inut
es
Pu
rpo
se:
to p
ract
ise
shor
t-lis
ting
skill
s.
Tim
ing
Wha
t YO
U d
o W
hat t
he L
EA
RN
ER
S d
o R
esou
rces
03,0
0 •
Tel
l the
gro
up t
hat
they
will
now
do
som
e sh
ort-
listin
g,us
ing
the
crite
ria t
hat
they
hav
e se
lect
ed. A
s th
is is
an
exer
cise
to
prac
tise
skill
s, w
e w
ill o
nly
look
at
a sm
all
num
ber
of a
pplic
ants
and
ran
k th
em in
ord
er o
f pr
efer
ence
,ra
ther
tha
n de
cidi
ng w
hom
we
wou
ld li
ke to
inte
rvie
w.
j?•
Ask
the
m to
ret
urn
to t
he s
ame
smal
l gro
ups
as in
*
Ret
urn
to th
e»r
grou
ps.
|se
ssio
n 6.
jjj
• G
ive
out
Han
dout
6 a
nd te
ll th
e gr
oups
tha
t th
ey h
ave
* C
onsi
der
the
cand
idat
es.
"Job
app
licat
ions
I
20 m
inut
es t
o ra
nk t
he a
pplic
atio
ns i
n or
der
of in
tere
st.
for
shor
t-lis
tina'
°~
Giv
e ou
t H
ando
ut 7
and
exp
lain
tha
t fil
ling
in a
grid
to
show
c£
each
can
dida
te a
nd e
ach
crite
rion
can
help
them
to
mak
e a
Han
do
ut
7:
^cl
ear
com
paris
on.
'Sho
rt-li
stin
g fo
rm'
g • Tl
03.2
6 •
Afte
r 20
min
utes
, br
ing
the
grou
ps b
ack
toge
ther
and
ask
•
Sha
re th
eir
resu
lts a
nd th
eir
lear
ning
fro
m th
is
|.ea
ch g
roup
to s
ay h
ow t
hey
have
ran
ked
the
cand
idat
es.
expe
rienc
e.
§pA
sk t
hem
to s
ay o
ne t
hing
tha
t th
ey h
ave
lear
ned
abou
t ?
shor
t-lis
ting
thro
ugh
this
pro
cess
, an
d to
rai
se a
nyqu
estio
ns t
hat
they
now
hav
e.o C
DC
O
• T
ell t
he g
roup
tha
t it
is g
ood
prac
tice
to h
ave
mor
e th
an o
nepe
rson
invo
lved
in th
e sh
ort-
listin
g, s
o th
at d
ecis
ions
can
be
03
4O
chal
leng
ed.
Ses
sio
n 8
In
terv
iew
ing
an
d a
sses
sin
g c
and
idat
esT
OT
AL
TIM
E:
25 m
inut
esJO PO
Pu
rpo
se:
to c
onsi
der
vario
us m
etho
ds o
f se
lect
ion
and
deci
de w
hen
they
are
app
ropr
iate
. T
o pr
esen
t a
rang
e of
que
stio
ning
tec
hniq
ues.
Tim
ing
W
hat Y
OU
do
Wha
t the
LE
AR
NE
RS
do
Res
ourc
es
03.4
0
03.4
5
04.0
5
Rem
ind
the
grou
p ab
out
the
card
s th
at r
epre
sent
ed t
he s
teps
in
the
recr
uitm
ent
and
sele
ctio
n pr
oces
s. T
ell t
hem
tha
t th
e ne
xt e
xerc
ise
conc
erns
int
ervi
ewin
g an
d as
sess
men
t.
Tel
l the
gro
up t
hat
ther
e is
no
time
toda
y to
con
side
r al
l of
the
way
sin
whi
ch th
ey c
ould
ass
ess
cand
idat
es;
toda
y w
e w
ill c
once
ntra
te o
nin
terv
iew
tec
hniq
ues.
Giv
e ou
t H
ando
ut 8
, lis
ting
sele
ctio
n m
etho
ds a
nd t
he q
uest
ions
tha
tre
crui
ting
man
ager
s sh
ould
ask
bef
ore
deci
ding
whi
ch t
o us
e.E
mph
asis
e th
e ne
ed t
o th
ink
abou
t ho
w k
ey s
kills
and
com
pete
ncie
sca
n be
st b
e m
easu
red
with
in t
he li
mita
tions
of t
ime,
bud
get,
etc.
The
re is
no
time
toda
y fo
r a
deta
iled
disc
ussi
on. T
ell t
he g
roup
tha
tan
y qu
estio
ns c
an b
e an
swer
ed la
ter
by th
eir
HR
team
.
Tel
l the
gro
up t
hat
they
will
now
con
side
r ho
w to
con
duct
an
inte
rvie
w.
Giv
e ou
t H
ando
ut 9
and
giv
e th
e gr
oup
time
to r
ead
it.
Use
Flip
char
t 5.
Tel
l the
gro
up t
hat
good
int
ervi
ewer
s st
art w
ith a
ver
yop
en q
uest
ion
whi
ch g
ets
cand
idat
es t
o re
coun
t so
met
hing
tha
t th
eydi
d in
the
past
; an
d th
ey f
ollo
w t
hat
by a
skin
g op
en p
robi
ng q
uest
ions
whi
ch n
arro
w t
he p
roce
ss d
own
to s
peci
fic d
etai
ls.
Ask
the
gro
up f
orex
ampl
es o
f ver
y op
en a
nd f
airly
ope
n qu
estio
ns,
and
add
them
to
the
flipc
hart
. A
sk f
or e
xam
ples
of
clos
ed q
uest
ions
.
Tel
l the
gro
up t
hat
they
will
now
des
ign
one
sam
ple
ques
tion
toge
ther
,to
exp
lore
the
com
pete
ncy
'Ada
ptab
le a
nd F
lexi
ble'
. A
sk t
he g
roup
to
sugg
est
a w
ide
open
que
stio
n w
hich
wou
ld le
t a
cand
idat
e te
ll a
stor
yab
out
how
they
hav
e de
mon
stra
ted
this
com
pete
ncy
in th
e pa
st.
Thi
s m
ay b
e a
diffi
cult
conc
ept
for
som
e gr
oups
. S
pend
tim
e en
surin
gth
at t
he m
essa
ge is
cle
ar:
we
wan
t to
exp
lore
rea
l exp
erie
nces
fro
mth
e ca
ndid
ate'
s ba
ckgr
ound
, to
help
us
to fi
nd o
ut w
heth
er t
heca
ndid
ate
has
show
n th
is c
ompe
tenc
y in
the
past
.
Giv
e ex
ampl
es o
f ve
ry o
pen,
op
en
, an
dcl
osed
que
stio
ns.
Ask
que
stio
ns if
the
y do
n't
unde
rsta
nd.
Offe
r ex
ampl
es:
e.g.
Tel
l me
abou
t a
time
whe
n yo
u ha
ve h
ad t
o be
fle
xibl
e to
get
a jo
b do
ne,
... D
escr
ibe
a tim
e w
hen
you
had
to c
hang
e th
e w
ay y
ouap
proa
ched
som
ethi
ng a
t sho
rt n
otic
e.
Han
do
ut
8:'A
sses
smen
tm
etho
ds'
Han
do
ut
9:'In
terv
iew
ques
tions
'
Flip
char
t 5:
'Fun
nelli
ng'
o'
c-up-a
-pu o o Trainir CO "0 0) o.
Q} 3 0) CQ —j"
CQ O self Q
. Oth CD
04.0
5-05
.00
LUN
CH
BR
EA
K
Whe
n w
e ar
e le
arni
ng, i
t is
impo
rtan
t to
hav
e tim
e to
ref
lect
. T
ell t
he g
roup
tha
t, w
here
pos
sibl
e, th
ey s
houl
d no
tus
e th
e br
eak
as a
n op
port
unity
to
mak
e te
leph
one
calls
or
retu
rn t
o th
eir
desk
s.
z CD o CD CD Q.
U) 2L <D T!
0) Q. 5T 3 CD Cfl
Ses
sio
n 9
P
ract
ice
in in
terv
iew
ski
lls (
part
1)
Pu
rpo
se:
to p
ract
ise
inte
rvie
win
g, u
sing
app
ropr
iate
que
stio
ning
tec
hniq
ues,
and
to
get
som
e fe
edba
ck f
rom
oth
er l
earn
ers.
2 pa
ges
TO
TA
L T
IME
:30
min
utes
Tim
ing
W
hat
YO
U d
o
05.0
0 •
Tel
l the
gro
up t
hat
they
will
be
prac
tisin
g in
terv
iew
s, a
nd t
hat
will
requ
ire t
hem
to d
o so
me
role
-pla
ying
. T
he b
enef
it of
this
is th
at it
allo
ws
prac
tice
in a
saf
e en
viro
nmen
t an
d w
ith f
eedb
ack.
• S
plit
the
part
icip
ants
int
o gr
oups
of
4. I
f the
gro
up d
oes
not
divi
de e
xact
ly i
nto
four
s, a
llow
som
e gr
oups
of
3 or
5.
(You
may
wan
t to
sel
ect
the
grou
ps i
n ad
vanc
e to
ens
ure
a m
ixof
abi
litie
s, s
o th
at i
nexp
erie
nced
mem
bers
can
lear
n fr
om m
ore
expe
rienc
ed c
olle
ague
s.)
• A
sk e
ach
grou
p to
dec
ide
thei
r ro
les:
one
can
dida
te t
o be
inte
rvie
wed
, tw
o in
terv
iew
ers
(or
thre
e in
a la
rger
gro
up),
and
one
obse
rver
to
prov
ide
feed
back
(or
no
obse
rver
if th
ere
are
only
thr
ee in
a g
roup
). T
ell t
he g
roup
tha
t th
ey w
ill e
xcha
nge
role
s an
d re
peat
the
exe
rcis
e af
ter
the
brea
k, s
o th
at e
very
one
gets
a tu
rn a
s an
inte
rvie
wer
. S
how
Flip
char
t 6
with
ins
truc
tions
for
the
role
-pla
y.
05.1
0 •
Onc
e ro
les
are
clea
r, a
sk a
ll of
the
'can
dida
tes'
to
get t
oget
her
ina
grou
p, a
ll of
the
'inte
rvie
wer
s' t
o ge
t to
geth
er in
a g
roup
, an
d al
lof
the
obs
erve
rs t
o ge
t to
geth
er i
n a
grou
p.
• G
ive
the
cand
idat
es H
ando
ut 1
0. G
ive
the
inte
rvie
wer
sH
ando
ut 1
1. G
ive
the
obse
rver
s H
ando
uts
10,
11
, and
12.
Tel
l the
m th
at t
hey
have
20
min
utes
to
prep
are.
Wor
k w
ith t
hegr
oup
of in
terv
iew
ers
to h
elp
them
thi
nk a
bout
que
stio
ns(s
ee th
eir
hand
out)
tha
t w
ill i
nves
tigat
e th
e ke
y co
mpe
tenc
ies
that
the
y ha
ve b
een
give
n. A
sk t
he in
terv
iew
ers
to p
lan
who
will
05.3
0 as
k w
hich
que
stio
n.
Wha
t th
e L
EA
RN
ER
S d
oR
esou
rces
Div
ide
into
sm
all g
roup
s.
Dec
ide
role
s in
thei
r sm
all g
roup
.
Get
into
gro
ups
acco
rdin
g to
the
ir ro
les.
Pre
pare
for
thei
r ro
le.
Flip
char
t 6:
'Inst
ruct
ions
for
role
-pla
y'
Han
do
ut
10:
'Rol
e-pl
ay b
rief
for
cand
idat
es'
Han
do
ut
11
:'R
ole-
play
brie
ffo
r in
terv
iew
ers'
Han
do
ut
12:
'Rol
e-pl
ay b
rief
for
obse
rver
s'
o 7 01 o 3 CO CD O 7? CO (Q CO O C 53 (0.
—1» CO CL O CD tn
Pra
ctic
e in
inte
rvie
w s
kills
(p
art
1 co
nti
nu
ed)
TO
TA
L T
IME
:45
min
utes
Pu
rpo
se:
to p
ract
ise
inte
rvie
win
g, u
sing
app
ropr
iate
que
stio
ning
tec
hniq
ues,
and
to
get
som
e fe
edba
ck f
rom
oth
er l
earn
ers.
Tim
ing
Wha
t YO
U d
o
05.3
0 •
Ask
the
par
ticip
ants
to
retu
rn to
thei
r in
terv
iew
gro
ups.
• T
ell t
hem
to
arra
nge
the
spac
e as
if fo
r an
int
ervi
ew(w
ith t
he o
bser
ver
sitti
ng t
o on
e si
de)
and
to p
lan
how
the
yw
ill w
elco
me
the
cand
idat
e.
05,3
5 •
Tel
l the
gro
ups
to s
tart
the
ir ro
le-p
lay
in a
ccor
danc
e w
ithth
e ha
ndou
ts.
The
y ha
ve 2
0 m
inut
es f
or t
he r
ole-
play
and
10 m
inut
es f
or f
eedb
ack.
(If
they
fin
ish
early
, th
ey s
houl
dre
peat
the
rol
e pl
ay in
res
pons
e to
som
e of
the
fee
dbac
k.)
• G
o ar
ound
the
gro
ups
to o
bser
ve, t
akin
g no
tes
so t
hat
you
can
give
fee
dbac
k to
the
int
ervi
ewer
s.
05.5
5 •
Afte
r 20
min
utes
tel
l the
gro
ups
to s
top,
no
mat
ter
how
far
they
hav
e go
t w
ith t
he e
xerc
ise.
The
y no
w h
ave
10 m
inut
esfo
r fe
edba
ck.
The
obs
erve
r sh
ould
man
age
the
feed
back
proc
ess
in e
ach
grou
p, fi
rst
aski
ng t
he i
nter
view
er(s
) ho
wth
ey f
elt
it ha
d go
ne, t
hen
aski
ng t
he c
andi
date
how
it fe
ltfo
r th
em, a
nd fi
nally
add
ing
thei
r ow
n co
mm
ents
as
anob
serv
er.
The
fee
dbac
k sh
ould
foc
us o
n th
e in
terv
iew
er(s
)an
d th
eir
beha
viou
rs,
not
on th
e ca
ndid
ate.
08.1
0 •
Ask
eac
h in
terv
iew
gro
up t
o sh
are
with
the
who
le g
roup
just
one
thi
ng t
hat
they
hav
e le
arne
d ab
out
aski
ng g
ood
00 IS
in
terv
iew
que
stio
ns:
som
ethi
ng t
hat
they
int
end
to d
odi
ffere
ntly
nex
t tim
e.
Wha
t fo
e L
EA
RN
ER
S do
* R
etur
n to
thei
r in
terv
iew
gro
ups.
• A
rran
ge t
he s
pace
aro
und
them
for
an
inte
rvie
w.
Con
duct
an
inte
rvie
w.
Res
ourc
es
Sha
re fe
edba
ck a
s di
rect
ed.
Sha
re le
arn
ir^
poin
ts w
ith t
ie l
arge
r gr
oup.
73 CD o CO Q. <z> CD.
CD O. 5' 01 o I CJi
06
.15
-06
.30
BR
EA
K
Whe
n w
e ar
e le
arni
ng,
it is
impo
rtan
t to
hav
e tim
e to
ref
lect
. T
ell t
he g
roup
tha
t, if
poss
ible
, the
y sh
ould
not
use
the
brea
k as
an
oppo
rtun
ity t
o m
ake
tele
phon
e ca
lls o
r re
turn
to
thei
r de
sks.
0) a. 6 o CD O 7T CD CQ 01 Q
.
Ses
sio
n 1
0 P
ract
ice
in in
terv
iew
ski
lls (
par
t 2)
TO
TA
L T
IME
:55
min
utes
Pu
rpo
se:
to p
ract
ise
inte
rvie
win
g, u
sing
app
ropr
iate
que
stio
ning
tec
hniq
ues,
and
to
get
som
e fe
edba
ck f
rom
oth
er l
earn
ers.
Tim
ing
W
hat
YO
U d
o
06.3
0 •
Brin
g th
e in
terv
iew
gro
ups
back
tog
ethe
r an
d te
ll th
em t
hat
they
are
now
goi
ng t
o re
peat
thi
s ex
erci
se,
play
ing
diffe
rent
role
s. T
he o
bser
ver
and
the
inte
rvie
w c
andi
date
now
beco
me
the
inte
rvie
wer
s; t
he in
terv
iew
ers
beco
me
the
obse
rver
and
the
cand
idat
e. E
very
one
mus
t ha
ve a
nop
port
unity
to
be a
n in
terv
iew
er.
06.3
5 •
Onc
e ro
les
have
bee
n de
cide
d, a
sk a
ll th
e 'c
andi
date
s' t
ofo
rm o
ne g
roup
, al
l of t
he 'i
nter
view
ers'
to
form
ano
ther
grou
p, a
nd a
ll of
the
obse
rver
s to
form
ano
ther
gro
up.
• G
ive
the
cand
idat
es H
ando
ut 1
0, g
ive
the
inte
rvie
wer
sH
ando
ut 1
1, a
nd g
ive
the
obse
rver
s H
ando
uts
10,
11,
and
12. T
ell t
hem
tha
t the
y ha
ve 1
0 m
inut
es t
o pr
epar
e fo
r th
ene
xt in
terv
iew
, us
ing
the
less
ons
lear
ned
in th
e pr
evio
usse
ssio
n. W
ork
with
the
'int
ervi
ewer
s' t
o he
lp t
hem
to
thin
kab
out
ques
tions
(se
e th
eir
hand
out)
tha
t w
ill in
vest
igat
e th
eke
y co
mpe
tenc
ies
that
the
y ha
ve b
een
give
n. A
sk t
hein
terv
iew
ers
to p
lan
who
will
ask
whi
ch q
uest
ion.
06.5
0 •
Get
the
grou
ps t
o co
nduc
t in
terv
iew
s fo
r 20
min
utes
and
then
sha
re fe
edba
ck f
or 1
0 m
inut
es,
exac
tly a
s be
fore
.
07.2
0 •
Onc
e th
e gr
oups
hav
e fin
ishe
d, b
ring
them
all
back
toge
ther
and
ask
the
m to
sha
re w
hat
they
hav
e le
arne
d07
25
fr°m
tn
e in
terv
iew p
ract
ice
sess
ions
. Ask
the
m w
hat
they
will
do
diffe
rent
ly n
ext
time
they
run
an
inte
rvie
w.
Wh
at t
he
LE
AR
NE
RS
do
Dec
ide
role
s.
Res
ourc
es
Get
int
o ro
le g
roup
s.
Pla
n th
e in
terv
iew
.H
and
ou
ts 1
0,1
1,
and
12
Run
the
int
ervi
ew.
Sha
re f
eedb
ack.
Sha
re t
heir
lear
ning
with
the
wid
er g
roup
.
73 CD q CD 0) Q.
W CD.
CD 5' m a CO- o" CD CO
Ses
sio
n 1
1 C
om
ple
tin
g a
rec
ruit
men
t TO
TAL
TIM
E:
15 m
inut
es
a>
Pu
rpo
se:
to e
xpla
in h
ow t
o m
ake
a jo
b of
fer
and
to e
mph
asis
e th
e im
port
ance
of t
akin
g up
ref
eren
ces
and
arra
ngin
g m
edic
al c
heck
s.Le
arne
rs w
ill b
ecom
e fa
mili
ar w
ith c
ontr
acts
, kn
ow w
here
to
go fo
r fu
rthe
r su
ppor
t, un
ders
tand
the
par
amet
ers
for
nego
tiatin
g th
e re
war
d pa
ckag
e,an
d be
aw
are
of t
he i
mpo
rtan
ce o
f pl
anni
ng a
nd c
ondu
ctin
g a
thor
ough
ind
uctio
n.
Tim
ing
Wha
t YO
U d
o W
hat t
he L
EA
RN
ER
S d
o R
esou
rces
"
07.2
5 •
Tel
l the
gro
up t
hat
for
recr
uitin
g m
anag
ers
ther
e ar
e a
?nu
mbe
r of
cru
cial
ste
ps t
o ta
ke b
efor
e a
new
mem
ber
of
Han
do
ut
13:
o.st
aff
can
star
t w
ork.
'C
heck
list
for
g>•
Giv
e ou
t H
ando
ut 1
3 an
d go
thr
ough
it w
ith t
he g
roup
. .
Re
a<j t
he h
ando
ut a
nd a
sk q
uest
ions
. co
mpl
etin
g a
Hre
crui
tmen
t' 5'
• T
ell t
he g
roup
tha
t in
duct
ions
for
new
mem
bers
of
staf
f ar
eth
e re
spon
sibi
lity
of t
he li
ne m
anag
er;
for
Oxf
am s
taff,
the
07 4
0 O
xfam
int
rane
t ca
rrie
s in
form
atio
n ab
out
how
to d
o th
em.
CD O 7T 0}
CO
(Q C CD
_
—h
CD Q. g C
D
W
Ses
sio
n 1
2 R
evie
w a
nd
su
mm
ary
TO
TA
L T
IME
:20
min
utes
Pu
rpo
se:
to s
umm
aris
e an
d co
llate
the
less
ons
lear
ned
so f
ar.
Tim
ing
Wha
t YO
U d
o
07.4
0 •
Rem
ind
the
grou
p ab
out
the
card
s th
at p
rese
nted
the
esse
ntia
l ste
ps i
n re
crui
tmen
t an
d se
lect
ion.
Go
thro
ugh
them
in th
e co
rrec
t or
der,
ask
ing
the
grou
p at
eac
h st
ep t
oid
entif
y th
e m
ost
impo
rtan
t po
ints
.
• R
efer
the
gro
up t
o th
e ob
ject
ives
on
Flip
char
t 1
and
ask
them
if th
ey f
eel t
hat
the
sess
ion
has
met
the
orig
inal
obje
ctiv
es.
• A
sk if
ther
e ar
e an
y fu
rthe
r qu
estio
ns.
If yo
u ca
nnot
ans
wer
them
by
usin
g th
e re
sour
ces
in th
e ro
om, t
ell t
he g
roup
tha
tyo
u w
ill f
ind
the
answ
ers;
tel
l the
m h
ow y
ou w
illco
mm
unic
ate
the
answ
ers
to t
hem
.
• T
ell t
he g
roup
abo
ut t
he a
dditi
onal
lea
rnin
g m
ater
ial a
ndop
port
uniti
es (
liste
d un
der
'Lin
ked
lear
ning
' in
'Info
rmat
ion
for
Fac
ilita
tors
' at
the
fron
t of
the
se n
otes
). F
or O
xfam
sta
ff,dr
aw t
heir
atte
ntio
n in
par
ticul
ar t
o th
e H
R b
usin
ess-
proc
esse
s pa
ges
on th
e In
tran
et.
• G
ive
out
Han
dout
14
(the
fee
dbac
k fo
rm)
and
ask
the
grou
pto
fill
it in
and
ret
urn
it to
you
bef
ore
they
lea
ve.
Tel
l the
grou
p th
at f
eedb
ack
is im
port
ant
in th
at it
will
hel
p us
toim
prov
e th
e co
urse
in
futu
re.
08,0
0 •
Col
lect
the
fee
dbac
k fo
rms.
The
y m
ust
be c
opie
d to
you
rR
egio
nal
HR
team
, tog
ethe
r w
ith a
list
of
nam
es o
f th
ose
who
atte
nded
.
• T
hank
the
gro
up f
or t
heir
inpu
ts o
f tim
e, e
nerg
y, a
nd id
eas.
Wha
t the
LE
AR
NE
RS
do
Ans
wer
the
que
stio
ns.
Say
whe
ther
the
y th
ink
that
have
bee
n m
et.
Ask
que
stio
ns.
Fill
in fi
e fe
edba
ck f
orm
.
Res
ourc
es
Car
ds o
n w
all
Flip
char
t 1
:'O
bjec
tives
'
Link
ed l
earn
ing
info
rmat
ion
Han
do
ut
14:
'Eva
luat
ion
ofR
ecru
itmen
t an
dS
elec
tion
Cou
rse'
CD q CD 03 Q.
U)
2L CD o. o' 01 o Si- s' en"
CD en
30 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 1Checklist for agreeing a vacancy
Do we need someone?• If this is a new role, then you will have to write a business case in order to
get a budget for this role.• If replacing a member of staff who is moving on, then you should still
ask yourself if you need the same role again, or if the needs of theorganisation have changed.
What do we want the post holder to do?• A job profile needs to be agreed and signed off, describing what the job is
and what the post holder will be responsible for.• The job profile should identify key competencies and skills for the role.
See handout 2 for Oxfam GB's Behavioural Competencies.
3. How much will it cost?• Once you know what role you are trying to fill, you need to evaluate the
job and decide (with the agreement of appropriate colleagues) on themarket salary and package for this role.
• You need to ensure that you have sign off for both the salary costs andthe costs of recruitment.
When do we need someone in post?• Think about how long it will take to get a new member of staff in place: for
some posts the process could take six months.o How could you plan to start the process earlier?o What interim arrangements do you need to make?
You cannot proceed with a recruitment until the following havebeen signed off and agreed:
s Job profiles Job family and levels National/National+/Global designations Recruitment budgets Salary budget
There are detailed procedures and rules for deciding these issues. Oxfamstaff, consult your Human Resources team, or the Oxfam GB intranet athttp://homepage/procedures/ihrhowto/default.htm
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 31
Handout 2Oxfam model of behavioural competency
Behaviours associated with effective performance in Oxfam
ACHIEVING RESULTS
Organisationto workeffectively
\Tenacity <— i — •
Decisionmaking
Drive toachieveresults
Initiative
SELF MANAGEMENT
Managingemotions
\Adaptable
and /flexible
Self-awareness
Respect\ for
others
LEADING OTHERS
Motivatingothers
Delegation
Developingothers
Takingcharge
THINKING AND UNDERSTANDING
Organisational Conceptualawareness thinking
Knowledgemanagement
Criticalinformationgathering
Analyticalthinking
WORKING EFFECTIVELYWITH OTHERS
Following
\
Supportingothers
Influencing / \ Interpersonalothers I awareness
Communications
JOB-SPECIFIC
Application ofunderpinningknowledge
Specificskills
© Oxfam GB 2006 All rights reserved
32 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 3
Attracting suitable applicants
Once you have decided on the role and level of the post, you need toconsider how to find the right candidates.
1. Are there sufficient internal candidates?• Oxfam is keen to encourage internal promotion so that staff can build
careers within the organisation.• Think about the staff whom you know, and ask your HR team about
possible candidates elsewhere in Oxfam.
2. Where could you go to find suitable external candidates?• How could you attract diverse applicants and applicants from groups who
are under-represented in your team?• Who are your target applicants? How do they search for jobs (if they are
actively looking)? What do they read (if they are passive jobseekers)?• Are recently used methods working well, or do you need to experiment
with new methods?• What is your budget for this recruitment?• What is the cost-effectiveness of the various methods? (Note that the
cheapest method may not be the most effective.)
3. What options are there?• You may wish to make notes from the group brainstorm session.
In making these decisions, talk to your Human Resources team.They will know about the options that are being used elsewhere, and they cangive you an idea about the costs and relative successes of various options.Whichever way you choose to advertise, don't forget to plan theadministration of the application process: who will be responsible for it?
Oxfam staff, see http://homepage/procedures/ihrhowto/default.htm
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 33
Handout 4Advice on short-listing
What is the purpose of short-listing?To select from the applicants the best possible candidatesfor the job.• To give the interview panel a diverse group of candidates from which
to select.
Who should short-list?• More than one person.• Must include the recruiting manager.• Short-listing needs to be done by staff who have the skills to spot the
unusual but interesting candidate as well as the obvious ones.• If there are very large numbers of applicants, it may be necessary to
do this in two stages - first a 'long-list' based on minimal criteria,and then a more refined short-list.
How should you decide on criteria for short-listing?• Think about the skills and competencies that are essential to good
performance in the role, as identified in the job advert.• Some criteria (for example, interpersonal skills) that may be absolutely
key to the role cannot be easily assessed from application forms.Therefore they should not be included in the short-listing criteria.
• Always look out for candidates who have transferable skills and areinteresting possibilities even though they may not fulfil every specifiedcriterion.
What are 'very minimum' criteria?• Some short-listing criteria may be so crucial to success in the role that if a
candidate does not fulfil them, then no matter how good the applicant isin other respects, he or she will not get the job. For example, for manynational posts a minimal criterion might be the legal right to work in thecountry in question.
• Judging candidates by 'very minimum' criteria is an easy way to identifyunsuitable candidates, but be very careful - are the criteria that you areusing absolutely essential in reality? Is there a risk that you will miss anopportunity to interview some potentially good candidates from diversebackgrounds by using such criteria?
Oxfam staff: for further guidance, consult your Human Resources teamor the Oxfam GB intranet athttp://homepage/procedures/ihrhowto/default.htm
© Oxfam GB 2006 All rights reserved
34 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 5 (2 pages)
Job profile, Logistics Administrator
JOB TITLE: Logistics Administrator
DIVISION / DEPARTMENT /LOCATION: Your team
JOB FAMILY: Business Support/ Administration
SALARY: As market rates LEVEL: E1Designation: National
OXFAM PURPOSE: To work with others to overcome poverty andsuffering
DIVISION PURPOSE: To act with poor people as a force for change inaddressing the causes of poverty, suffering, and injustice, alleviatingtheir symptoms.
TEAM PURPOSE: As your team.
JOB PURPOSE: Ensuring that the Logistics team is provided withefficient and comprehensive administration support. Occasional part-time support to the rest of the country team.
REPORTING LINES:Post holder reports to: Logistics Co-ordinatorStaff reporting to this post: not applicable
BUDGET RESPONSIBILITY: not applicable
DIMENSIONS:• Draws from a number of information sources to inform individual and
group decisions.• Solves basic problems which have some variety, and takes
decisions based on a number of possible options.• Communicates widely within the team, with some Oxfam contacts
and external contacts.• Contributes to the development of improvements to the team's
services, procedures and systemsKEY RESPONSIBILITIES:1. Provide administrative support to Logistics Co-ordinator and Logistics
team. This includes creating documents or inputting into databases orspreadsheets, distributing the mail, maintaining attendance records.
2. Arranges purchase orders, procurement and logistics, co-ordinatesfreight and shipping.
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 35
3. Oversees maintenance of office equipment and seeks competitivequotes for repairs/purchases.
4. Books travel arrangements including visas, accommodation,and car hire.
5. Supports Logistics Co-ordinator in monitoring and recordingLogistics Team budgets.
6. Country-office liaison and support, including arranging per diems andfloats for visitors.
7. Arranges conferences and workshops and provides welcome packsfor meetings.
8. Indirect responsibility for one Driver.SKILLS AND COMPETENCE:1. Ability to develop procedures and solutions to administrative
challenges.2. A working knowledge of Microsoft Office 97/2000 (in particular
Word and Excel).3. A working knowledge of PeopleSoft would be an advantage.4. Attention to detail; financial and numerical skills.5. Ability to work in a team and adapt to rapidly changing external
constraints under pressure, with minimal supervision.6. Confidentiality, tact, diplomacy, and excellent interpersonal and
communication skills.7. Ability to plan and follow tasks through to completion.8. Ability to prioritise and organise own workload against competing
demands
Your task: Decide the 3 key short-listing criteria for this role
_
© Oxfam GB 2006 All rights reserved
36 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 6: Job applications for short-listing (3 pages)
Application 1
Name: A.B. Ceedee
Qualifications and Training
2001 Microsoft Office trainer's certificate
1997 Microsoft Office advanced certificate
1996 Microsoft Office certificate. (Word, Excel, Powerpoint)
1992 Diploma in Secretarial Skills. Typing 45 words per minute
1991 Higher School Certificate. Grade B average
Plus attendance at work-place courses and workshops , including 'Excelling atCustomer Service', 'Fraud awareness' and The basics of banking'.
Employment History1999-Present: Senior Administrator, East West Bank• Manage the diary of Senior Manager• Oversee the work of 3 junior administrators, managing their workloads and
quality of output• Manage the staff database of leave and sickness absence• Responsible for ordering and maintaining stationary supplies across four
branches• Train staff across four branches in one to ones or small groups in the use
of Microsoft Office tools and manage the computer skills database
1993-1999: Junior Administrator, East West Bank• Typing up of documents ensuring accuracy and clear presentation• Filing of key documents to agreed standards• Providing cover across departments when requested« Asset management of valuable equipment
Achievements, Personal Qualities and SkillsPersonal Qualities: I am an enthusiastic team worker who enjoys performingdetailed work to high standards. Colleagues often tell me that I am veryefficient and that I always work hard to keep the customer happy.
Skills: I have very well developed computer skills across all of the MicrosoftOffice tools and in internet usage. I enjoy sharing that knowledge with othersand I run training courses for colleagues to help their skills.
Achievements: I have twice been awarded the 'Employee of the Month'award for my customer service
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 37
Handout 6Application 2
NAME: ELIZABETH. F. GEE
EMPLOYMENT HISTORY2000-Present: Office Manager, Kenya Christian Development and Relief(KCDR)• Managed an office for a small NGO based in Nairobi• Duties included managing accounts and invoices, overseeing human
resources issues, managing the maintenance and repair of the office andtwo vehicles, directly managing one part-time assistant.
1994-2000: Administrator and Bursar, Wamposi High School• Book keeping of budgets for a large girls school• Invoicing of parents for fees• Ordering and stock-taking of books and other teaching materials• Communicating with national authorities on syllabus contents and exams• Standing in for School Accountant during his absence
EDUCATION AND TRAINING
1994 BA (Hons) Business and Marketing. Lower second classUniversity of Eastern Africa Baraton, Kenya
1989 Kenya Higher School Certificate; 3 A's, 2 B's
WORKSHOPS ATTENDED
• Team building skills for NGOs• Influencing successfully• Microsoft Word• Microsoft Excel• Peoplesoft basic• Database management
ADDITIONAL QUALIFICATIONS
Languages: Kiswahili (fluent), English (fluent), French (good)Computer Skills: Windows, MS Office, Peoplesoft, and Internet proficiencyOther: International driving licence
© Oxfam GB 2006 All rights reserved
38 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 6Application 3
Mr H.I Jakay
An enthusiastic worker with an interest in development issues and workinginternationally
Qualifications
2000-2002 Singapore School of JournalismPass year one, then left to pursue other interests
1996-2001 Cambridge International School, SingaporeFollowed UK curriculum: A Levels: English B, Maths C, History E6 GCEs at grades A-C
Work experience
2002-2004 Various short-term temporary jobs in Singapore, mostly involvedin administrative work.
2001-2002 Part-time waiter in a busy restaurant
Other qualifications
• Fluent in English and Mandarin. Basic French• Full clean driving licence• Computing skills - I am a keen computer game player and can programme
in BASIC, C++ and Alegra. I am a keen user of the internet and can usemost Microsoft and other word-processing packages.
Interests
I am interested in international events and politics and hold strong viewsabout the need to change the way in which the world's poor are treated. Thisis the main reason for my application to Oxfam.
I enjoy writing and have had articles published in several computermagazines.
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 39
Handout 7Short-listing form
Use this short-listing form to record your notes and decisions.This form should be kept as evidence of fair process in short-listing
Job title: Logistics Administrator
Selection Criteria
Decision andreasons
Candidate 1 Candidate 2 Candidate 3
Signed Date.
© Oxfam GB 2006 All rights reserved
40 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 8Assessment methods
The following methods are commonly used in a variety of combinations as apart of the selection process:
• Initial informal interview for screening purposes• Telephone interview• Presentations• Panel interview using competency-based questions• Group exercises; for example, requiring a group of candidates
to deliver an objective within a specified time• Role-play exercises; for example, answering the telephone
or being interviewed for a radio programme• Custom-made in-house exercises; for example, a financial skills test,
or a word-processing test• Commercially produced ability tests• Personality questionnaires
Checklist to ensure the use of appropriate selection methods
Recruiting managers should ask themselves:
1. Where and how else can I objectively gain this information?2. Does this method test for a desirable or essential competency?3. Is this exercise job-related?4. What am I gaining by asking for this exercise to be completed?5. How would I feel if I were asked to do all this when applying for
this post?6. How much will this process cost Oxfam in total?7. Is there time to set up the process?8. Is there time on the day of assessment to make effective use
of these methods?9. Can I be sure of finding sufficient trained observers and assessors
to use the chosen methods correctly?
Oxfam staff, consult your Human Resources team for advice on selection
methods. Also see the Oxfam GB intranet at
http://homepage/procedures/ihrhowto/default.htm
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 41
Handout 9Interview questions
• Plan questions that will allow the candidate to talk about occasionsin their past experience when they have demonstrated thekey competencies and skills for the role.
• Design your questions to explore the candidates' experience and tofind out about how they dealt with particular situations.
• Avoid theoretical 'what if... ?' questions.• Keep questions simple. Don't ask more than one question at a time.
Use clear language.• Give the candidate time to think.
Funnelling: a technique used by good interviewers
For each competency that you are trying to find out about, start with awide open question that will allow candidates to describe their previousexperience in general terms. Then follow up with open probing questions,gradually narrowing the focus in order to obtain more detailed information.This process is called 'funnelling', because, like a funnel, it starts wideand then narrows down.
Start with a wide open question
Open question probe
Open question probe
Tell me about...Describe ...Explain ...Talk me through
What...?When ...?Who...?Why...?How...?Where...?
Get to the details of their experiences
For example: To explore the competency Decision making, start with awide open question: Tell me about a time when you had to make a decisionabout a complex situation. Proceed to ask probing questions: How did youreach your decision? What sources of information did you use? Why?Who else did you consult? Why? What was the impact of the decision?What did you learn from this experience?
© Oxfam GB 2006 All rights reserved
42 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 10Role-play brief for 'candidates'
In order to practise interview skills, this role-play is not concerned with aninterview for a specific job. Instead we will practise interviewing candidatesfor a list of key competencies.
These are the key competencies that your interviewers will be assessing:
• Organisational skills• Influencing others• Supporting others
Think about occasions or situations, in work or out of work, where you havedemonstrated each of these competencies. Be prepared to talk about thoseexperiences.
If you have any spare time, think of some questions that could be asked inorder to assess each of these competencies. They should be wide openquestions that will assess candidates' real experience, to see whether theyhave demonstrated the competency in question.
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 43
Handout 11 (2 pages)Role-play brief for Interviewers'
In order to practise interview skills, this role-play is not concerned withan interview for a specific job. Instead we will practise interviewing candidatesfor a list of key competencies.
These are the key competencies that you must try to assess duringthis interview:
• Organisational skills• Influencing others• Supporting others
Think about each competency and try to decide ...• How could you obtain evidence that candidates have shown
this competency before?• What question will help them to tell a story about a situation or an occasion
when they have done this in the past?• Think about wide open questions that will give the candidate
the opportunity to talk.• Think about open probing questions that could follow their answer.• Who will ask each question?• Who will take notes?
Some examples• Give me an example of a time when you ?• Could you talk me through that incident / meeting?• Give me an example of such a meeting / group.• You said 'we'. What did you do specifically? What part did you play?• What did you actually say?• What was going through your mind at that time?• What did you mean by...?• Take a minute to reflect. Then give me a quick overview of the situation.• What were you feeling when that happened to you?• What stands out in your mind as the most important issue at that time?
Keep in mind...• Don't ask theoretical questions such as 'what would you do if...?'.• Give the candidate time to think and speak.
© Oxfam GB 2006 All rights reserved
44 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 11 continued:Assessment sheet for role-play
Use this assessment sheet to record your interview notes and decision.All interview notes must be either recorded here or attached to this form andfiled for at least one year (or longer, depending on local law).
NAME OF APPLICANT:
Selection criteria
Organisationalskills
Influencingothers
Supportingothers
MetPartlymet
Notmet Comments
Overall assessment
Reason forselection/rejection
Signed Date.
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 45
Handout 12Role-play brief for observers
Your role is to offer feedback to the interviewers so that you can alllearn about interviewing skills.
Ask yourself:• Did the questions produce evidence that the candidate had demonstrated
the competency in his or her past experience?• Were questions wide open, open, or closed?• Did the probing questions produce detailed information about
the candidate's actions?
How to give good feedback• Supply evidence: take careful notes and give examples of what you saw
or heard, not merely the vague impressions that it gave you.• Body language and tone of voice are as important as the words used -
look out for them.• Concentrate on aspects of their performance that the interviewers
can change.• Give some praise as well as some criticism.
How to structure your feedback• First of all, ask the interviewers themselves how they felt that it went,
so that they can reflect on what they thought went well or not so well.• Secondly ask the interview candidate how she or he felt about
the interviewers' effectiveness.• Finally, offer your own feedback .
You should also have copies of the interviewers' briefing handoutand of the candidate's briefing handout.
If you have any spare time, think of some sample questions that couldbe asked in order to assess each of the competencies:
• Organisational skills• Influencing others• Supporting others
Remember to make them wide open and to look for examples of the
candidate's real experience that could show whether he or she has
demonstrated the competency.
© Oxfam GB 2006 All rights reserved
46 Pick-up-and-Go Training Pack • Managing Yourself and Others
Handout 13Checklist for completing a recruitmentSuccessful candidatesThe conditional offerInform the candidate that you would like to offer him or her the job, but thatthe offer depends on satisfactory references and medical check, on securinga work permit (where applicable), and on agreeing a reward package.
ReferencesContact the referees (with the candidate's permission). The offer cannot beconfirmed until you have received two satisfactory references, which shouldinclude at least one from the present or most recent employer. With telephoneand email references, make sure that you are speaking to the real referee.
Visas and work permitCheck if the candidate has the legal right to work in the country where the jobis based. If not, start the process of applying for a work permit.
Medical checkNo appointment can be confirmed until the candidate's medical fitnessfor work has been confirmed. New staff should not start work before then.
ContractYour HR contact person will issue a contract, but you must provide all thenecessary information, so be prepared to give full details of the job,the agreed package, the candidate, the start date, etc.
Planning for inductionRecruiting a suitable person is only the first step. A well-planned inductionis essential to enable the new starter to work effectively as soon as possible.
Unsuccessful candidatesContact these as soon as possible. Tell them how and when they can receivefeedback if they want it.
Records for all candidatesSend all recruitment records to your Human Resources contact person.The information is needed in order to issue a contract and set up a personalfile for the new starter. HR keeps the records of the unsuccessful candidatesfor at least 12 months, in case the process is challenged; so make sure thatyour notes are professional and not discriminatory.Send the following documents:
Job Profile CVs/Application FormsReferences of successful candidate Interview Assessment SheetsTest records (if any) Proof of right to work (if applicable)Business case to pay above the minimum (if applicable)
Oxfam staff, see http://homepage/procedures/ihrhowto/default.htm
for further details.
© Oxfam GB 2006 All rights reserved
Recruitment and Selection • Handouts 47
Handout 14Evaluation of Recruitment and Selection Course
Name (optional): Date:
For each question where there is a scale, please circle the relevant number.
1. I understand the Oxfam processes for recruitment and selection.
Strongly Strongly
disagree agree
0 1 2 3 4 5
2. I feel confident to run a recruitment and selection process.Strongly Strongly
disagree agree
0 1 2 3 4 5
3. I feel confident to short-list and interview candidates.
Strongly Stronglydisagree agree
0 1 2 3 4 5
Is there anything that could be done differently to raise any of the scores thatyou have given?
How could the facilitator improve his or her skills in helping others to learn?
Thank you for taking the time to complete this course evaluation.
© Oxfam GB 2006 All rights reserved
48 Pick-up-and-Go Training Pack • Managing Yourself and Others
Flipchart 1
Workshop objectives
Know
• Oxfam processes and best practice forrecruitment and selection• The importance of diversity in ourworkforce
Feel
• Confident to run a Recruitment andSelection process
Do
Practise interviewingPractise short-listing
Recruitment and Selection • Flipcharts 49
Flipchart 2
Agenda for today
Introductions and objectives
Steps in recruitmentDiversityAgreeing the vacancyBREAKDeciding where and how to advertiseCriteria for short-listingPractice in short-listing skillsInterviewing and assessing candidatesLUNCHPractice in interview skills (1)BREAKPractice in interview skills (2)Finishing the recruitmentReview
50 Pick-up-and-Go Training Pack • Managing Yourself and Others
Flipchart 3
Diversity
10
10
10minutes
In 4 groups, then 2,then all together for 10 minutes,record your answers on a flipchart:
- Why does diversity matter to Oxf am?- In terms of diversity, what are the
three most significant gaps in ourteam / region?
Recruitment and Selection • Flipcharts 51
Flipchart4
Our criteria for short-listing:
52 Pick-up-and-Go Training Pack • Managing Yourself and Others
Flipchart 5
FUNNELLING
Start with a wide open question
Open question probe
Open question probe
Recruitment and Selection • Flipcharts 53
Flipchart 6
Instructions for the role-play
1) In groups of 42x interviewerlx candidatelx observer
2) Preparation - 20 minutesInterviewers togetherCandidates togetherObservers together
3) Interview - 20 minutesFeedback - 10 minutes