Values-Based Interview Training: Exercise Templates

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Values Based Recruitment Interviews

Training Exercise Templates

2014

Values-Based Interview Training: Exercise Templates

This pack contains a series of example exercises designed to support the delivery of values based interviews (VBI) training. These exercises are provided as examples only and can be adapted based on local needs and training requirements. Alternatively you may wish to develop new exercises or choose to ‘pick and mix’ from the examples as part of your own tailored approach to the delivery of VBI training in your trust.

The table below provides an overview of the example exercises contained in this pack, including details of the suggested timings for delivery of each exercise, an overview of content and suggestions for adaptation. The pack also includes a template for each exercise listed, so you can see the exercise purpose or structure.

You may need to provide additional blank worksheets to allow sufficient space for individuals to respond to the training exercises, record their experiences during the relevant session and to reflect on any learning obtained during that session.

Exercise and Session / Timing / Objective / Adaptations or Alternatives
Ex. 1:Experience of VBR
Session: Understanding VBR / 10-25 minutes / A group discussion whichprovides delegates with an opportunity to share their experiences of values based recruitment (VBR) and VBI in practise. Designed to encourage shared learning and generate peer engagement. / This group-based discussion may be useful for a large training group or where there are newly appointed recruitment managers who may have previous experience of VBR/VBI. Alternatively, a brief and general discussion about colleagues’ recruitment background/experience may be preferable as an ice-breaker, if necessary.
Ex. 2:Spotting Values
Session: Understanding Values / 10 minutes / Individuals are asked to identify evidence of values in example interview extracts. The exercise is designed to familiarise individuals with how values might be ‘heard’ or described in an interview response. / You may wish to design example interview extracts based on real examples (respecting confidentiality) from within your own organisation. Where available, video-based role-plays of VBIs could be watched and individuals asked to identify values.
Ex. 3: First Impressions
Session:
Best Practice Assessment and Selection / 5 minutes / An interactive exercise designed to encourage delegates to think about judgements that can be made based on the first impressions. / A more general group discussion which asks individuals to share examples of when they have developed first impressions and why, e.g. ‘what has influenced your impression of someone upon first meeting?
Exercise and Session / Timing / Objective / Adaptations or Alternatives
Ex. 4: Reviewing the Evidence
Session:
Best Practice Assessment and Selection / 5 minutes / An interactive exercise designed to provide an opportunity to apply best practice assessment principles by identifying effective and ineffective observation statements. / As part of a general group discussion, you may ask individuals to provide examples of effective or ineffective observation statements.
The statements we have provided can be adapted to suit your training needs.
Ex. 5: Defining VBI Questions
Session:
VBI Approach and Effective Techniques / 20 minutes / This has been designed to provide an opportunity to develop VBI question writing skills.
Individuals can also receive peer feedback on the potential effectiveness of their questions for extracting behavioural evidence. / If you already have a VBI question bank, you may ask individuals to refine existing standardised questions to suit the level and requirements of a specific role in their department.
Alternatively you may ask individuals to develop new questions for specific values, which can then be added into the bank.
Ex. 6: Delivering the Interview
Session: VBI Approach and Effective Techniques / 45 minutes / A practical exercise designed to provide an opportunity to practise conducting a VBI with an opportunity to gain feedback from peers and to share learning. / You may choose to select questions from your bank so individuals can use them to practise interviewing. Different questions can be assigned to each pair within the group, who can then summarise their learning during a group feedback session.
Ex. 7: Evaluating VBI Evidence
Session: Evaluating and Scoring VBIs / 30 minutes / A practical exercise designed to provide an opportunity for individuals to practise classifying and evaluating VBI evidence using a scoring framework. Individuals are asked to interview each other and apply the FORCE principles. / Existing VBI questions with pre-defined indicators and rating scale may be used. Alternatively, you may provide example interview observation notes (fictional or extracts based on real examples, (being mindful of confidentiality) for individuals to evaluate.
Exercise and Session / Timing / Objective / Adaptations or Alternatives
Ex. 8: Providing VBI Feedback
Session: Candidate VBI Feedback / 30 minutes / An opportunity for individuals to practise their delivery of constructive VBI feedback using example VBI evaluation evidence. There is also an opportunity to receive peer to peer feedback on delivery style. / Evidence derived from the interview in exercise seven is used to formulate the VBI feedback for this exercise.
If exercise seven has not been used, you may wish to provide example interview evidence so individuals can practise providing feedback (respecting confidentiality).

Action Planning

It is beneficial to encourage action planning to ensure individuals have an opportunity to consider how they will transfer learning back to their work environment. You may wish to conduct a formal action planning session as part of your VBI training, or you can ask individuals to summarise how they plan to practically apply their learning. To support a more formal action planning session, individuals can be encouraged to complete the following exercises at the end of training (see table below).

Exercise / Timing / Overview and Objective
Action Planning
Part 1 / 10 minutes / A reflective exercise where individuals work on their own to develop an action plan for transferring their learning back to their work environment. Individuals are encouraged to develop action plans based on the SMART principles, and to define goals in relation to their own VBI skills development and the implementation of VBIs in their own departments.
Action Planning
Part 2: Making it Happen - Blocks and Bridges / 10 minutes / This part of the exercise provides an opportunity for individuals to identify things which may hinder or facilitate the transfer of learning or application of knowledge and skills into the workplace. Individuals should be encouraged to discuss the blocks and bridges to their personal action plans with a peer.

Self-Reflection

To ensure individuals get the most out of training, encourage them to record reflections openly and honestly on their exercise worksheets, throughout the workshop. To support learning, you may wish to encourage individuals to consider the following:

• Reflections on key learningfrom the VBI training or a particular exercise.
• What personal strengthsor improvement areasdid you identify? Any feedback received from peers?
• What actions will you take as a result of the VBI training?

Exercise 1: Experience of VBR

This is a group discussion exercise to address the key questions (as outlined below). You can record your reflections or any key discussion points on this sheet.

• What is your experience of VBR?
• What is your current interviewing approach?
• What is your experience with conducting valuesbased interviews?
• Examples of VBI in practice: Challenges? Successes? Candidate feedback?

Exercise 2: Spotting Values

The purpose of this exercise is to enhance your ability to identify values based evidence in VBIs,by developingan understanding of values and to recognise behaviour which may demonstrate an applicant’s underpinning values. In pairs, review the following three passages which contain extracts from example responses to VBI questions.Consider the following and record your reflectionsusing the worksheet on page eight:What values are being displayed? Where is the evidence? What are the descriptors? What else would you ask to elicit further evidence?

Example A
“…I had been working alongside my senior colleague, Anne, for about two months; she was very nice and I admired her ethical approach to work. She was due to retire in a couple of months but was still very committed to doing her job well and never let me down when I needed help, which I really appreciated. I was reviewing the treatment plan for a patient who Anne had been dealing with and I didn’t think the patient had been managed appropriately. The patient wasn’t aware of an immediate impact of the mismanagement but it would have resulted in problems eventually. I didn’t know how to approach Anne as she does not normally make mistakes and I didn’t think she’d want someone more junior highlighting her errors – no-one likes to admit when they’re wrong! However, I don’t think she was quite up to date with the latest processes which might have been why she got it wrong. I knew I had to do something to rectify the problem but I was conscious of still being respectful of Anne as my senior colleague. When I decided to seek advice from my supervisor, I didn’t reveal Anne’s identity out of respect but I did feel it was my professional duty to inform someone for the patient’s sake…”
Example B
“…I was leading a new project team and we had been tasked with reviewing the training and development strategy for the business. The management team felt that this needed updating, and I also thought it could be an opportunity to raise staff morale by demonstrating that we do care about employees’ professional development and want them to be happy in the workplace. Anyway, there were individuals on the project team from different departments and I needed to get everyone engaged, committed to working as a team and willing to contribute to the review process. I also wanted everyone to feel like they had a role in updating the training and development strategy, which would give them a sense of ownership. During the first meeting, I asked everyone to briefly state why this project was of interest to them and what they had to offer the team in terms of knowledge or skills - I thought this might help to build relationships. I then started a very open discussion, asking everyone to contribute their ideas freely. I thought it would be better to give everyone a say and let the discussion start broadly before focusing on specific actions. I made it clear to everyone that the project was really important to me, that I was looking forward to the team working together and that I wanted to show the management team just what can be achieved when colleagues work together…”
Example C
“…I had only been in my role for a few weeks but I had settled in quite quickly. I made an effort to spend time getting to know my colleagues and their roles as I wanted to show that it was important for me to fit in with the team. Anyway, I noticed that the process they had for entering new projects onto the project management system seemed very complex. A huge amount of duplicated effort from project managers and team members was involved and yet it didn’t seem like the information was being used to any great effect, which seemed silly! I mentioned my confusion over the system to one of my colleagues and she laughed saying the process had been that way for ages. Apparently, people were so used to completing it, they did it out of habit without much objection despite the information not really being used! Partly for my own benefit (so I didn’t have to waste time on unnecessary admin), I decided to think about an alternative approach to the project management recording process. After some initial planning to identify where improvements could be made, I presented my suggestions to my line manager. He was impressed and asked me to feed back to the wider team in order to drive forward the change and get my improvements implemented - I was pleased that he could also see the benefit of making things more efficient! I decided to outline the positive aspects of the current system as well as the benefits of my suggested improvements – I didn’t want to offend anyone who might have been involved in establishing the existing system…”

Exercise 2: Spotting Values Cont’d

Review the example interview extracts and identify what values might be being demonstrated. Record your reflections or notes on this sheet:
•What values are being displayed?
•Where is the evidence?
•What are the descriptors?
•What else would you ask to elicit further evidence?
Example A / Example B / Example C

Exercise 2: Spotting Values - Answers

These answers are for guidance only, individuals may identify additional valuesbased indicators. These can be provided to individuals upon completion of the exercise or used by the facilitator to summarise answers.

Evidence to demonstrate the core value(s) is highlighted in the passages below and on page 11 you will see what core values and other values were demonstrated, as well as what other questions could be asked to elicit more evidence.

Example A
“…I had been working alongside my senior colleague, Anne, for about two months; she was very nice and I admired her ethical approach to work. She was due to retire in a couple of months but was still very committed to doing her job well and never let me down when I needed help, which I really appreciated. I was reviewing the treatment plan for a patient who Anne had been dealing with and I didn’t think the patient had been managed appropriately. The patient wasn’t aware of an immediate impact of the mismanagement but it would have resulted in problems eventually. I didn’t know how to approach Anne as she does not normally make mistakes and I didn’t think she’d want someone more junior highlighting her errors – no-one likes to admit when they’re wrong! However, I don’t think she was quite up to date with the latest processes which might have been why she got it wrong. I knew I had to do something to rectify the problem but I was conscious of still being respectful of Anne as my senior colleague. When I decided to seek advice from my supervisor, I didn’t reveal Anne’s identity out of respect but I did feel it was my professional duty to inform someone for the patient’s sake…”
Example B
“…I was leading a new project team and we had been tasked with reviewing the training and development strategy for the business. The management team felt that this needed updating, and I also thought it could be an opportunity to raise staff morale by demonstrating that we do care about employees’ professional development and want them to be happy in the workplace. Anyway, there were individuals on the project team from different departments and I wanted to get everyone engaged, committed to working as a team and willing to contribute to the review process. I also wanted everyone to feel like they had a role in updating the training and development strategy, which would give them asense of ownership. During the first meeting, I asked everyone to briefly state why this project was of interest to them and what they had to offer the team in terms of knowledge or skills - I thought this might help to build relationships. I then started a very open discussion, asking everyone to contribute their ideas freely. I thought it would be better to give everyone a say and let the discussion start broadly before focusing on specific actions. I made it clear to everyone that the project was really important to me, that I was looking forward to the team working together and that I wanted to show the management team just what can be achieved when colleagues work together…”
Example C
“…I had only been in my role for a few weeks but I had settled in quite quickly. I made an effort to spend time getting to know my colleagues and their roles as I wanted to show that it was important for me to fit in with the team. Anyway, I noticed that the process they had for entering new projects onto the project management system seemed very complex. A huge amount of duplicated effort from project managers and team members was involved and yet it didn’t seem like the information was being used to any great effect, which seemed silly! I mentioned my confusion over the system to one of my colleagues and she laughed saying the process had been that way for ages. Apparently, people were so used to completing it, they did it out of habit without much objection despite the information not really being used! Partly for my own benefit (so I didn’t have to waste time on unnecessary admin), I decided to think about an alternative approach to the project management recording process. After some initial planning to identify where improvements could be made, I presented my suggestions to my line manager. He was impressed and asked me to feed back to the wider team in order to drive forward the change and get my improvements implemented - I was pleased that he could also see the benefit of making things more efficient! I decided to outline the positive aspects of the current system as well as the benefits of my suggested improvements – I didn’t want to offend anyone who might have been involved in establishing the existing system…”

Exercise 2: Spotting Values – Answers(Cont’d)

Example A / Example B / Example C
Core Value Demonstrated: / Respect & Dignity / Core Value Demonstrated: / Working Together as a team / Core Value Demonstrated: / Improving lives
Other Values Demonstrated: / Respect, Collaboration / Other Values Demonstrated: / Respect, Compassion / Other Values Demonstrated: / Collaboration, Respect
Eliciting Further Evidence: /

• What might have happened if you had approached your senior colleague directly?
• What did you learn from this experience?
• How did you feel when discussing the situation with your supervisor?
• How would you feel if a colleague highlighted an error you had made, to you?

/ Eliciting Further Evidence: /

• Why was it important for individuals to have ownership?
• How did you get your colleagues to contribute ideas?
• How did you manage any less engaged colleagues?
• How did you feel about being responsible for getting the team to work together?

/ Eliciting Further Evidence: /

• Why was it important to drive forward changes?
• How did you feel about challenging established processes?
• What was the final outcome and could anything have been done differently?

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