Unaids cbi guide for panel members

COMPETENCY-BASED INTERVIEWINGA GUIDE FOR SELECTION PANEL MEMBERS

UNAIDS / JC2054 (English original, January 2011)

© Joint United Nations Programme on HIV/AIDS (UNAIDS) 2011. All rights reservedThe designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of UNAIDS concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. UNAIDS does not warrant that the information published in this publication is complete and correct and shall not be liable for any damages incurred as a result of its use.

CO N T E N T

WHAT IS COMPETENCY-BASED INTERVIEWING? 4AND HOW DOES IT WORK? 4

HOW DOES THE APPROACH WORK? 5LOOKING FOR EVIDENCE 5

PREPARING FOR THE INTERVIEW 6USING THE COMPETENCY FRAMEWORK 6APPLYING THE COMPETENCY FRAMEWORK 7DERIVING A QUESTION FROM THE FRAMEWORK 8A STEP-BY-STEP APPROACH 9BALANCE ACHIEVEMENTS AND ADVERSITY 10SAMPLE QUESTION MIX 1 11SAMPLE QUESTION MIX 2 12TYPES OF QUESTIONS 13QUESTIONS TO AVOID 14

CONDUCTING THE INTERVIEW 15HOW TO PRESENT YOURSELF 15STAYING ON TRACK 16PROBLEM SOLVING 17TAKING NOTES 18

RATING THE RESPONSES 19EVALUATING CANDIDATE ANSWERS 19RATING CANDIDATE RESPONSES 20SCORING TEMPLATE 21SAMPLE QUESTIONS 22-23

COMPETENCY-BASED INTERVIEWING A GUIDE FOR SELECTION PANEL MEMBERS

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W H AT I S CO M P E T E N C Y- B A S E D I N T E RV I E W I N G ?A N D H O W D O E S I T W O R K ?Why is it important?Competency-based interviewing, also called behavioural interviewing, is based on a simple premise, which is that the best predictor of what a person will do in the future is what that person did in the past in a comparable situation.

What is your main goal in conducting a competency-based interview?Given this premise, as a selection panel member, you have a specific aim in mind when conducting a competency-based interview - to understand and assess the candidate’s past behavior.

Past performance is the best predictor of future performance

UNDERSTAND PAST BEHAVIOUR

How does competency-based interviewing differ from other forms?In more traditional forms of interviewing, the interviewers ask questions that are relevant to what they are looking for, but without any specific aim in mind other than getting an overall impression of the candidate. With this form of interviewing, questions are meant to gather general information but do not seek evidence of any specific competencies or experience. The candidate is assessed on the general impression he or she leaves and scoring is likely to be much more subjective.

What are the advantages of competency-based interviewing?Competency-based interviews are significantly more objective and predictive, with numerous studies confirming that it is at least 55% predictive, compared to 10% for traditional interviews.

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Traditional

Competency based

PREDICT FUTURE BEHAVIOUR

>>>>>>>>>>>>>>>>>>>>>>>>

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UNAIDS

Looking for evidence—the basic question structure and sequenceIn any response from a candidate, you, as a selection panel member, are looking for evidence that the candidatehas demonstrated the required competency in the past, in a way and to a level of mastery that he or she will need to demonstrate in the future.

The evidence you are looking for can best be assessed if a candidate provides a response that includesthree main components, as outlined below.

This approach provides a useful question structure to the selection panel members. It can be equally helpful to candidates in terms of helping them to prepare for the interview.

H O W D O E S T H E A P P R O A C H W O R K ?L O O K I N G F O R E V I D E N C E

QUESTION SEQUENCE

SITUATIONA specific instancein which the candidate has demonstrated the competency

ACTIONWhat the candidate did to demonstrate the competency

OUTCOMEWhat results were achieved

WHAT YOU ARE LOOKING FOR

Ask the candidate to provide an example of a situation he or she was in, or a task that needed to be accomplished. What you are looking for is a specific event or situation, not a generalized description of what a candidate did in the past.

This is the evidence you are looking for—what the candidate did, how he or she handled the situation. To make sure you get adequate inputs, you may need to use the probing questions at the right.

Find out from the candidate what results he or she achieved, what was accomplished, and what the candidate learned from the experience.

SAMPLE QUESTIONS

Describe a specific situation when you…

Tell me about a time when you…

In the past, have you ever….

What did you do?

How did you approach it?

What was your role?

What was the outcome?

What did you learn?

Have you applied what you learned?


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P R E P A R I N G F O R T H E I N T E R V I E WU S I N G T H E C O M P E T E N C Y F R A M E W O R K

The role of the UNAIDS Secretariat Competency FrameworkAs the introduction to it states, ‘Competencies help us to get the right person for the job by focusing not only on qualifications and experience, but on demonstrated skills and behaviours’.

In your role as a selection panel member, the Competency Framework is an important tool to focus on the values and competencies you should be looking for.

How to use the Framework in competency-based interviewingThe Competency Framework is an essential source document for you in preparing for an interview. It provides:

■ A definition of the competency

■ An explanation of why it is important

■ A listing of concrete ways in which it can be demonstrated in the workplace.

VALUES

CORE COMPETENCIES

MANAGERIAL COMPETENCIES

Vision and strategic thinking

Leading teams

Managing performance and resources

Developing and empowering others

Exercising sound judgement

Working in teams

Communicating with impact

Applying expertise

Delivering results

Driving change and innovation

Being accountable

Integrity Respect for diversityCommitment to the AIDS response

Building relationships and networks

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UNAIDS

All three sections of the Competency Framework - Values, Core Competencies and Managerial Competencies - should be reflected in the question structure the selection panel develops.

The demonstration of all three Values is a fundamental requirement for every staff member in all ways described in the Competency Framework. The selection panel should, as a matter of principle, assess the candidate’s Commitment to the AIDS response. Because it is expected that all candidates will demonstrate this commitment, the panel should only consider as noteworthy an inability of a candidate to demonstrate it.

The assessment of core competencies, as defined by the Job Profile, should always be part of an interview. The panel will want to give particular attention to the following core competencies:

Applying expertise: this competency provides the basis for assessing the candidate’s technical/substantive expertise Delivering results: this competency provides the basis for assessing significant past results achieved by the candidate

The selection of managerial competencies will depend upon the Job Profile. However, because of its special link to managerial effectiveness, panels will want to give special consideration to including Leading teams in the mix of questions to be addressed to a candidate.

P R E P A R I N G F O R T H E I N T E R V I E WA P P LY I N G T H E C O M P E T E N C Y F R A M E W O R K

VALUESIntegrity Respect for diversityCommitment to the

AIDS response

CORE COMPETENCIES

Working in teams


Applying expertise

Delivering results


Being accountable

MANAGERIAL COMPETENCIESVision and strategic thinking

Leading teams



Exercising sound judgement



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P R E P A R I N G F O R T H E I N T E R V I E WD E R I V I N G A Q U E S T I O N F R O M T H E F R A M E W O R K

The Competency Framework provides the information needed to develop effective interview questions. The challenge is how to turn that information into questions. Let’s take the example of Delivering results.The selection panel has three options, as outlined below.

QUESTION BASED ON THE DEFINITION

QUESTION BASED ON A SINGLE INDICATOR

QUESTION BASED ON SEVERAL INDICATORS

Definition: This competency is about showing initiative and delivering high-quality results in line with agreed objectives (….).

Competency-based question: Please provide an example of when you have demonstrated initiative and delivered a high-quality result.

Behavioural indicator: Set challenging performance goals, plan work carefully, and define their work in terms of results

Competency-based question: Could you tell us about a situation when you have set yourself a challenging goal?

Behavioural indicators:■ Set challenging performance goals, plan work carefully, and define their work in terms of results■ Effectively manage time and deliver high quality work while maintaining composure under pressure■ Demonstrate good judgment regarding how far to push issues for best results

Competency-based question: Describe a situation where you had to achieve a challenging goal with unclear guidance but a great deal of pressure to deliver.

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How to prepare for the interview

Pre-panel discussionAll questions should be prepared in advance and reviewed as part of a pre-panel discussion. At this time, the panel will also make sure to agree to a single set of questions — the same questions that will be addressed to all candidates.

P R E P A R I N G F O R T H E I N T E R V I E WA S T E P - B Y - S T E P A P P R O A C H

STEP

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WHAT TO DO

Check for minimum essential requirements

Review the Job Profile for the position

Consult the Competency Framework

Select a mix of competencies

Draft technical/substantive competency-based questions

Draft other competency-based questions

DETAILED ACTION

Ensure that candidates meet the minimum requirements for the position — education, experience and language required.

Review the entire profile, with particular attention to the required UNAIDS Values, Core Competencies, and, as required, Managerial Competencies.

Based on the Job Profile, identify the 4-6 competencies that are most pertinent to the job responsibilities (see below).

For all jobs:■ Include a question on

Commitment to the AIDS response ■ Select Applying expertise to assess

substantive/technical expertise

For jobs without management responsibilities:■ Select 3-4 competencies from

the list of Core Competencies

For jobs with management responsibilities:■ Select 6 competencies, of which 2 or 3 should be

from the Core Competencies and 3 or 4 should be from the Managerial Competencies

To assess technical/substantive competence, managers drafttwo or three questions, referring to Applying expertise (one of the Core Competencies).

Human Resources take the lead in drafting suggested questions and submitting them to managers for review.


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P R E P A R I N G F O R T H E I N T E R V I E WB A L A N C E A C H I E V E M E N T S A N D A D V E R S I T Y

Balancing questionsIn preparing your list of questions, aim to balance questions that deliberately seek evidence about candidate achievements — results, innovation, team leadership — with questions that seek evidence about challenges or difficulties encountered.

It is important for you, as the selection panel member, to provide the candidate with ample opportunity to provide evidence of significant achievements and results, and how these were achieved. Sometimes, of course, a candidate may select to talk about a situation where, as a result of facing adversity, he or she was able to achieve a significant result. In case this does not happen, given the reality of organizational life, you should also intentionally seek evidence on how the candidate has faced adversity.

Note that any competency lends itself to either type of question, as the table below illustrates.

COMPETENCY

COMMUNICATING WITH IMPACT

WORKING IN TEAMS

BEING ACCOUNTABLE

ACHIEVEMENT ORIENTED QUESTION

Describe a situation in the past when you were able to persuade someone who was difficult to persuade to agree with your way of thinking on a substantive issue.

Give us a specific example of when you were able to proactively resolve conflict within a team before it escalated.

Tell us about a time when you used the resources assigned to you in the most cost effective way.

ADVERSITY ORIENTED QUESTION

Describe a time when you were not able to persuade someone who was difficult to persuade to agree with your way of thinking on a substantive issue.

Give us an example of a time when you were not able to satisfactorily resolve conflict with a member of your team.

Describe a situation where you felt it was justifiable not to adhere to organizational rules and regulations.

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DELIVERING RESULTS

APPLYING EXPERTISE

WORKING IN TEAMS

DRIVING CHANGE AND INNOVATION

In your current position, what is the most significant result you have achieved?■ What made it significant?■ What challenges did you face? How did you overcome them?■ What was the outcome? What did you learn from it?

Give us an example of a time when you have applied a best practice concept or principle in your work.■ How did you become aware of its being considered best practice?■ What was the benefit to UNAIDS of the application of this principle?■ How do you stay informed of best practices in your area?

Tell us about a time when it was difficult for you to be supportive of a team memberbased on differences in your work styles or work habits.■ How did you handle the situation?■ With the benefit of hindsight, would you handle the situation differently?

Provide us with an example of a time when it was difficult for you to accept a change at work.■ What made it difficult?■ How did you deal with the situation?■ How did you feel during the process?

Possible questions

P R E P A R I N G F O R T H E I N T E R V I E WS A M P L E Q U E S T I O N M I X 1

Title: Assistant, G5 level of responsibilityThe required UNAIDS Values and Core Competencies as they appear in the Job Profile:

VA L U E S 1. Commitment to the AIDS response2. Integrity3. Respect for diversity

CO R E CO M P E T E N C I E S 1. Working in teams 4. Delivering results2. Communicating with impact 5. Driving change and innovation3. Applying expertise 6. Being accountable


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P R E P A R I N G F O R T H E I N T E R V I E WS A M P L E Q U E S T I O N M I X 2

Title: UNAIDS Country Coordinator, P5 level of responsibilityThe required UNAIDS Values, Core Competencies and Managerial Competencies as they appear in the Job Profile:

VA L U E S 1. Commitment to the AIDS response 2. Integrity 3. Respect for diversity

CO R E CO M P E T E N C I E S 1. Working in teams 2. Communicating with impact 3. Applying expertise 4. Delivering results 5. Driving change and innovation 6. Being accountable

M A N AG E R I A L CO M P E T E N C I E S 1. Vision and strategic thinking 2. Leading teams 3. Managing performance and resources 4. Developing and empowering others 5. Exercising sound judgement 6. Building relationships and networks

COMMUNICATING WITH IMPACT

DRIVING CHANGE AND INNOVATION

BUILDING RELATIONSHIPS AND NETWORKS

LEADING TEAMS

EXERCISING SOUND JUDGMENT

Describe a time when it was crucial for you to hold the interest of an audience and to be persuasive.■ How did you know that you were holding the interest of the audience?■ What indicators did you have that you were persuasive?■ To what extent was this situation typical of your ability to communicate with impact?

Describe a key innovation you introduced in your current or past position despite some risks.■ What challenges did you face? How did you overcome them?■ What was the contribution of the innovation to the organization?■ How do you drive innovation and change with your team?

Identify an important partnership that you have developed and describe its importance to the organization.■ To what extent did this initiative call upon your ability to negotiate?■ What is the importance of the partnership to the work of UNAIDS?

Describe a time you had to champion the team you were leading even though it was receiving criticism from other parts of the organization.■ What was the reason your team was receiving criticism?■ What did you do to address the criticism and to champion your team?■ How did you feel during the process?

Describe a difficult decision you took when it would have been easier to avoid it.■ What prompted you to take the decision?■ What risks did you face?■ In retrospect, do you feel you took the right decision?

Possible questions

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In a competency-based interview, the great majority of questions should be open-ended or ‘open’ questions, with only a few ‘closed’ questions, as needed to clarify points of fact.

OPEN QUESTIONSThe most valuable type of question for a competency-based interview

CLOSED QUESTIONSThis type of question should only be used when it is essential to clarify a point of fact.

This type of question is the one that you will use most frequently in a competency-based interview. It cannot be answered with a simple “yes” or “no”, or with a specific piece of information. This type of question gives the candidate scope to respond as he or she feels is appropriate.

Your lead (or first) question for any competency will generally be an open-ended question phrased as a statement which requires a response.■ Describe a situation when you faced a major ethical dilemma.■ Give us a specific example that would best illustrate your team leadership skills.

Follow-up or probing questions will generally be open-ended questions phrased as actual questions.■ How did your actions help the team or its members in overcoming any challenges?■ What did you personally contribute to this outcome?■ How were you feeling at the time?■ Why did you decide to take this action?

A closed question can normally be answered using a simple ‘yes’ or ‘no’, or a specific simple piece of information.■ Was this the result you set out to achieve?■ Did you complete this project within the allowable budget?■ Were you able to complete the assignment within the deadline?

P R E P A R I N G F O R T H E I N T E R V I E WT Y P E S O F Q U E S T I O N S


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P R E P A R I N G F O R T H E I N T E R V I E WQ U E S T I O N S T O A V O I D

LEADING QUESTIONS

HYPOTHETICAL QUESTIONS

COMPARATIVE QUESTIONS

QUESTIONS THAT INVADE PRIVACY

This type of question should not be used because it suggests a response, either positive or negative, to a candidate. ■ You consulted your supervisor prior to taking this course of action, didn’t you?■ Weren’t you aware that this was in direct contravention of organizational policy?■ You do believe in respect for diversity, don’t you?

These questions encourage a candidate to describe what he/she would do if faced with a particular situation. They should be avoided because they do not ask the candidate about past behaviour.■ How would you manage an under-performing staff member?■ How would you handle a conflict between two staff members reporting to you?■ What do you think would be the most significant challenge in the job you are applying for?

This type of question should be avoided because it encourages the candidate to compare differences in past experiences, rather than to describe past behaviour.■ Which would you say was the most stressful experience you have had?■ How do the responsibilities in your current job compare to those you have had in the past?

Avoid any question that invades the privacy of a candidate or any staff member of the organization. For further information, please consult Human Resources.

The following types of questions should not be used during a competency-based interview.

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How you, as the selection panel member, present yourself has an important impact on the outcome of the interview. This is especially important in UNAIDS as the majority of interviews are done by video conference. The following are some suggestions to help you be at your best.

Be preparedMake sure that you come to the interview well prepared. This means that you:■ Have ensured that the candidate meets the minimum requirements for the position■ Are familiar with the candidate’s curriculum vitae and current job■ Have participated in a pre-panel discussion to finalize a list of questions ■ Have reviewed the Job Profile for the position in question■ Have ensured a good mix of questions■ Are aware of which question(s) you will be expected to ask■ Have ensured that the questions are appropriate to the responsibility level of the position.

Put the candidate at easeEven candidates who have had many interviews find the thought of a job interview stressful—it is their career that is at stake, after all. Perhaps just as important for many is the feeling that their self worth is at stake. Every candidate would like to do well in the interview. So what can you do to create a comfortable environment?■ Greet the candidate warmly■ Make sure that he or she feels welcome and is comfortably seated ■ Make sure to introduce yourself (and other panelists) to the candidate■ Explain the goal of the interview and the process that you will be using■ Indicate to the candidate the likely length of the interview ■ Explain that you will be taking notes in order to have a record of what was said■ Explain what the candidate should do if a question is unclear, or if the candidate would like to have it repeated.

Body languageMaintain neutral, professional body language at all times during the interview. Do not in any way indicate whether you thought a response was ‘good’ or ‘bad’. Simply record what the candidate says and move on to the next question.

C O N D U C T I N G T H E I N T E R V I E WH O W T O P R E S E N T Y O U R S E L F


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C O N D U C T I N G T H E I N T E R V I E WS T A Y I N G O N T R A C K

Focus on what seems significantAfter you have asked your lead question, the one that asks the candidate to describe a particular situation, follow up on specific aspects of it. Ask questions like:■ Tell me more about how you were involved■ You mentioned…tell me more about that■ What was your role in…?■ What part of the project did you lead?

Keep the candidate focused on actual past eventsKeep your follow-up questions brief, specific, and in the past tense. ■ What did you do then?■ What were you thinking when that happened?■ What did you say?■ What led up to that decision?

Keep the candidate focused on his or her role in those situationsIf the candidate talks about ‘we’, ask ‘What was your role’?If the candidate is talking about generalities, or going into too much detail, redirect the candidate to specifics by saying something like, ‘What did you do in this situation?’

Probe for thoughts and feelings behind actionsQuestions about thoughts, feelings and reactions can provide information about what a candidate values or how he or she is motivated, and will assist you in evaluating behaviours expected in connection with specific competencies. ■ How did you reach that conclusion?■ How did you know what to do in that situation?■ What was your reaction to that?■ What were you thinking at the time?■ How did you feel during the process?■ What did you find satisfying/frustrating about that?

The most important challenge you are likely to face during the interview itself is to keep the candidate on track, allowing you to collect as much evidence as possible of how the candidate has demonstrated the required competencies in the past.

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C O N D U C T I N G T H E I N T E R V I E WP R O B L E M S O L V I N GIn addition to needing to keep the candidate on track, you are likely to encounter a number of other challenges during a competency-based interview. You may find it helpful to use the following approaches.

IF THE CANDIDATE…

Appears uncomfortable

Selects what appears to be an insignificant situation

Selects an ‘old’ (more than 5 years ago) example

Does not select any examples from his or her current job

Does not mention any result/outcome of the situation

Responds with a confusing answer, without a clear line of thought

Appears very ‘rehearsed’, very familiar with the methodology

YOU MIGHT WANT TO TRY THESE APPROACHES…

■ Start the interview with a warm-up question to help the candidate feel comfortable with the panel members

■ Politely interject to direct the candidate to a more pertinent example■ When he or she has finished, request an additional example that would illustrate

the point

■ If the situation is about a team/interpersonal conflict, do not intervene, as these may only have occurred infrequently. At the end, make sure to ask, ‘What did you learn from this?’

■ If the situation is about a significant result, achievement or innovation, ask right away whether the candidate could identify a more recent example

■ If the candidate has been in the job for less than a year, is very new to the UN/UNAIDS, or has had an unclear assignment/job description for some time, do not intervene

■ If the candidate has been in the job for more than a year, and you are getting close to the end of your questions, when a candidate finishes describing a situation, ask if he or she could also identify a more recent example

■ Simply ask what the result was■ If it is not clear what the candidate’s role was in achieving the result, make sure to

ask, ‘What was your role in achieving this result?’■ Consider asking, ‘What did you learn from this?’

■ Ensure you ask all planned questions—those that would prompt a candidate to describe the SITUATION-ACTION-OUTCOME at what appears to be the most appropriate moment

■ DO NOT, however, go so far as to attempt to help the candidate to provide a more coherent response

■ This offers an excellent opportunity for you to make full use of probing questions, exploring in detail not only what the candidate did—the action he or she took—but also what he or she was thinking at the time, and how he or she felt about it


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Question: Describe a key innovation you introduced in your current position despite some risks.

By recording, as possible, both what the candidate said and your observations in the moment, you create a solid base for rating the response. Referring to the sample above (which is, in reality, just an extract of actual notes taken), you would probably give a low rating to the candidate on this particular question. By recording both what was said and your in-the-moment reactions, you would easily be able to justify this low rating. The observation about ‘no mention of risk’ is very important to have made in the moment, as it is the kind of observation that you might otherwise forget when it comes to rating.

C O N D U C T I N G T H E I N T E R V I E WT A K I N G N O T E S

WHAT WAS SAID

■ the way I lead a team

■ team was dispirited

■ I got to know everybody, then had a retreat

■ developed a vision of what to do differently

■ made a contract with them-things we agreed to

■ achievement was a harmonious and productive work environment-we’re all happy

OBSERVATIONS

Not sure this qualifies as ‘innovation’…?

Nothing innovative here

No mention of risk

Would have been better to hear aboutthe results that the team achieved

In general, the more notes you take, the better off you are in terms of being able to evaluate and rate the candidate responses.

Set up a side-by-side format for yourself or use the Scoring Template on p.21. A format that allows for one side for notes, the other for observations, works well when you are trying to record as much as possible with very limited time.

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UNAIDS

No ‘right’ or ‘wrong’ answersIn competency-based interviewing, there are no right or wrong answers, only strong or weak ones in terms of the evidence a candidate has provided that he or she has demonstrated the competency in question in the past.

Evaluating the evidence provided by the candidateThe following considerations will assist you in evaluating the evidence provided.

Excellent evidence

Good evidence

Adequate evidence

Little evidence

■ The candidate identified a meaningful situation that allowed for a full demonstration of the competency in question

■ The actions that the candidate took in the situation demonstrated many facets of the competency/a wide range of behaviours associated with the competency

■ The outcome or results achieved were meaningful to the organization

■ The candidate identified a situation that allowed for a demonstration of the competency in question

■ The actions that the candidate took in the situation demonstrated most of the facets of the competency/most behaviours associated with the competency

■ The outcome or results achieved were valuable to the organization

■ The candidate identified a situation that allowed for a demonstration of the competency in question

■ The actions that the candidate took in the situation demonstrated a few facets of the competency/a few behaviours associated with the competency

■ The outcome or results achieved were valuable to the organization

■ The candidate identified a situation that did not clearly allow for a demonstration of the competency in question

■ The actions that the candidate took in the situation demonstrated very few facets of the competency/very few behaviours associated with the competency

■ The outcome or results achieved were not clear or did not seem significant

See overleaf for the rating scale associated with the above levels of evidence.

R A T I N G T H E R E S P O N S E SE V A L U A T I N G C A N D I D A T E A N S W E R S

OBSERVATIONS

Not sure this qualifies as ‘innovation’…?

Nothing innovative here

No mention of risk

Would have been better to hear aboutthe results that the team achieved


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The rating scaleCandidates are rated on every individual competency, on a standardised scale, as indicated below.

5 excellent evidence, demonstrated master of competency

4 good evidence, demonstrated expert of competency

3 adequate evidence for the position, demonstrated user of competency

2 little evidence, demonstrated beginner user of competency

1 almost no evidence, basic awareness of competency, but no demonstrated use

0 no awareness or demonstrated use of competency

R A T I N G T H E R E S P O N S E SR AT I N G C A N D I D AT E R E S P O N S E S

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UNAIDS

R A T I N G T H E R E S P O N S E SS C O R I N G T E M P L AT E

SITUATION

ACTIONS TAKEN

OUTCOME/RESULTS ACHIEVED

Name of candidateCompetencyQuestion asked

OBSERVATIONS/COMMENTS

0No awareness

1Almost no evidence

2Little evidence

3Adequate evidence

4Good evidence

5Excellent evidence


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C O N D U C T I N G T H E I N T E R V I E WS A M P L E Q U E S T I O N S

Commitment to the AIDS response

Integrity

Respect for diversity

■ Can you describe a time when you were faced with an issue of stigma or discrimination towards people living with HIV?

■ Tell us about a time when you have demonstrated your personal commitment to the AIDS response through a decision you made or an action you took.

■ Can you tell us about a time that you have faced an ethical dilemma?■ Please provide an example of when you have taken prompt action

against unprofessional or unethical behaviour.

■ Describe a situation at work that was related to a cultural misunderstanding and how you handled it.

■ Tell us about a time when you became aware of a personal bias you had and the steps you took to address it.

VALUES

Working in teams


Applying expertise

Delivering results

■ Please provide us with an example of time when you found it difficult to work in a team because of differences you had with other team members and how you dealt with the situation.

■ Tell us about a time when your commitment to a team allowed the team to achieve a significant result.

■ Describe a situation where you have had to explain a complex procedure to a new staff member.

■ Can you give an example of how you have had to persuade a difficult party/person to your way of thinking on a substantive issue?

■ Tell us about a time when you have demonstrated knowledge and expertise in (insert applicable technical or substantive expertise in question).

■ Please provide an example of a time when you have taken the initiative to update your knowledge and skills.regulations and what the outcome of that situation was.

■ Can you give an example of when you have acknowledged your own shortcomings and those of the team?

■ Describe the most significant result you have achieved.■ Given an example of when you have set and achieved a challenging performance goal.

CORE COMPETENCIES

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C O N D U C T I N G T H E I N T E R V I E WS A M P L E Q U E S T I O N S


Being accountable

■ Describe a key innovation you introduced in your current or past position despite some risks.

■ Tell us about a time when you have shown a willingness to adapt to a changing environment.

■ Describe a time when you considered not adhering to organizational rules and regulations and what the outcome of that situation was.

■ Can you give an example of when you have acknowledged your own shortcomings and those of the team?

Vision and strategic thinking

Leading teams



Exercising sound judgment


■ Describe a process that you have used to define a new vision and direction for an organizational unit (unit, section, division).

■ Give an example of when you have had to deal with resistance to organizational vision and direction and how you have handled that situation.

■ Tell us about a time when you have inspired a team to go beyond what they believe they can do.

■ Describe a time when you had to manage a demotivated, dispirited team and what you did to turn the situation around.

■ Provide an example of when you have dealt with poor performanceor poor compliance to rules and how you handled that situation.

■ Can you tell us about a time that you became aware that work load was unevenly distributed and what action you took to make it more equitable?

■ Can you tell us about a time when you have developed and empowered staff that you supervise?

■ Describe a situation where you became aware of a lack of trust in a unit you were leading and how you handled the situation.

■ Describe a time when you felt you showed poor judgment and how you addressed the situation.

■ Please tell us about a time when you had to make a difficult decision and how you went about it.

■ Describe a challenging situation involving your stakeholders and how you, by anticipating their needs, took proactive steps to resolve the situation.

■ Please provide an example of when your formal and informal networks allowed you to achieve an important result and why this was possible.

MANAGERIAL COMPETENCIES

N O T E S

ZERO NEW HIV INFECTIONS. ZERO DISCRIMINATION.

ZERO AIDS-RELATED DEATHS.

For more information, please see the Human Resources Intranet

20 Avenue AppiaCH-1211 Geneva 27Switzerland

T (+41) 22 791 36 66F (+41) 22 791 48 35

www.unaids.org

Unaids cbi guide for panel members

Career

Transcript of Unaids cbi guide for panel members