Valuesbased Recruitment Interview Training
NHS EMPLOYERS
ValuesBased Recruitment Interview Training
Facilitator Guidance
2014
VBI Training – Facilitator GuidancePage | 1
Contents
NHS Employers Values-Based Recruitment Interview Training
Training Objectives:
Training Expectations:
Training Administration:
General Guidance – Facilitator’s Role
Training Delivery and Logistics:
Training Materials:
General guidance for use of training materials:
VBI training example exercise templates:
VBI training example pre-reading material:
Values-Based Recruitment Interviews: A resource for managers:
Training Content and Guidance for Delivery
VBI Training PowerPoint Slides:
Overview and objectives:
Understanding VBR:
Understanding values:
Best practice assessment and selection principles:
Evaluating and scoring VBIs:
Candidate VBI feedback:
Review and action planning:
Training Evaluation
Appendix A: VBI Training – Full Day Workshop Example Timetable
Appendix B: VBI Training – Half Day Workshop Example
Appendix C: VBI Training – Two Short Modules
Appendix D: VBI Training Evaluation Form Templates
Values-Based Recruitment Interviews Training
Pre-Training Evaluation Questionnaire
Values-Based Recruitment Interviews Training
Immediate Post-Training Evaluation Form
NHS Employers ValuesBased Recruitment Interview Training
The following document outlines key logistical and scheduling information to assist with the delivery of the valuesbased interview training.
Training Objectives:
As part of the wider valuesbased recruitment (VBR) programme, the NHS Employers’ values based interview (VBI) training resources seeks to contribute to the effective recruitment ofstudents with the right skills and values thatalign with those in the NHS Constitution.
The valuesbased interview training is aimed at providing delegateswith:
–An understanding of what VBR is and the different ways in which values can be assessed.
–An understanding of how to effectively implement and use VBIs in your own organisation.
–Reassurance in relation to the defensibility of the VBIapproach.
–The confidence to use VBI techniques in an effective manner, to elicitinformation from candidates that can be used to measure the extent to which values are aligned to those of the NHS Constitution.
A series of example training exercises have been provided to support delivery of the VBI training. These have been designed to ensure the training is interactive and encourages delegate participation and feedback. You may choose to adapt the example exercises or design new ones based on the needs of your own organisationand progress with VBI implementation.
Training Expectations:
Delegates should be aware of the training expectations from the outset, these are:
–The onus is on delegates to take responsibility for their own learning and skills development.
–Delegates will be expected to actively engage with others, as well as share learning and experiences in order to facilitate peer support networks.
–Delegates are expected to participate in discussionswhilst appreciating and listening to other people’s points of view respectfully.
–Delegates should be prepared to commit to their own learning and skills development, this includes outlining and reviewing learning objectives before and after the training.
Training Administration:
–To avoid unnecessary printing, delegate training slides can be electronically circulated or uploaded to existing intranet websites/internal shared systems in advance or upon completion of training.
–To help save on printing costs and administration timeVBI training should be kept ‘paperless’ where possible. The exception may be the printing of training exercises or worksheets, which need to be distributed on the day.
–The VBI training is designed to be delivered via a PowerPoint presentation and therefore the use of a laptop and projector will be required in training rooms/venues.
General Guidance – Facilitator’s Role
–Proactively engage with delegates, encourage contributions to discussions and be open to suggestions and feedback.
–Emphasise use of the exercise worksheets or a learning log to capture reflections and learning, which can be used to refresh knowledge.
–During practical exercises, circulate the room, observe delegates and feed into their discussions. You may also want to clarify instructions if delegates are not conducting exercises appropriately.
–Offer encouragement, support and constructive feedback to facilitate learning/development.
Training Delivery and Logistics:
–The VBI training package has been designed to be delivered by an individual trainerfor approximately 10 delegates.The training packagecould be delivered to a maximum of 20 participants, although an additional trainer may be required to support facilitation.
–The VBI training could be delivered in one day as a single workshop (see timetable in Appendix A). However, if the training timeneeds to be shorter, background information regarding VBR and assessment best practice principles can be sent out as pre-reading before the training session.This will allow for a shorter workshop (i.e. half day session, approximately four and a half hours) focused specifically on the development of effective VBI techniques (Appendix B).
Alternatively, the training session could be delivered as two short, face-to-face modules (Appendix C). Training content could be divided as follows:
- VBI techniques and interviewer skills – covering VBI approaches and techniques and VBI in practice sessions
- Evaluating VBIs and providing feedback–focussing on VBI evaluation and scoring as well as candidate feedback sessions
It is recommended that training is delivered in close succession if the sessions are going to be spilt by VBI techniques and interviewer skills.
–Training rooms should be large enough to accommodate everyone and allow space for delegates to ‘break-out’ into pairs or small groups for thetraining exercises. Alternatively, additional break out rooms near the main training room could be used.
–Where training is delivered as a full day workshop, it is advisable, where possible, to have a separate ‘break out’ area where delegates can collect refreshments (i.e. tea/coffee) so they are not confined to one training room for the entire day. A 30 minute lunch break is also recommended.For shorter training sessions, it is recommended that tea/coffee breaks are incorporated during training to maximise time in the session.
Training Materials:
You will have also received a suite of materials which have been designed to assist with the delivery of VBI training:
–VBI Example Training Content (PowerPoint Slides)
–VBI Training Example Exercise Templates
–VBI Training Example Pre-Reading Material
–Values-Based Recruitment Interviews: A Resource for Managers
–VBI Training Schedules/Timetables (Appendix A-C)
–VBI Evaluation Form Templates (Appendix D)
General guidance for use of training materials:
–The training materials provided are designed as supporting tools for you to use, adapt and tailor as necessary. You may choose to incorporate only certain elements of the training materials into existing recruitment training processes or you may adapt the materials to better suit the expertise and background of the individuals you are training.
–It is recommended that these training materials are used to help embed VBI within training forrecruitment best practice and general assessment skills (e.g. listening, questioning). This will help to enhance and build on existing recruitment knowledge and assessor skills.
VBI training example exercise templates:
–This document contains a series of example exercises and associated worksheets designed to support the delivery of VBI training. This includes suggested timings for exercises as well as advice for possible adaptations based on local needs.
–The exercise templates are based on the content of the NHS Employers HEI VBI train the trainer workshop. These are provided as examples only and can be adapted based on local organisation needs and incorporation with existing recruitment training. Alternatively you may design and develop new exercises as part of your own tailored approach. As well as a summary of the exercises and their objectives, an example worksheet is included.
–The organisation logo may be inserted in the top right hand corner of the exercise worksheets, so the templates can be branded.
VBI training example pre-reading material:
–We have created an example pre-reading document should you choose to provide individuals with information prior to their VBI training session. This is based on the material from the NHS Employers HEI VBI train the trainer package and focuses on best practice assessment and selection principles.
–You may choose to adapt the pre-reading material in the following ways:
–Include information on assessment and selection best practice as used in the organisation’s current recruitment training materials.
–Include information on the VBR evidence base and key drivers for implementing VBR.
–Include any background information regarding the implementation of VBR in yourorganisation.
Values Based Recruitment Interviews: A resource for managers:
–This guidance document will provide information for managers who are seeking to develop and implement VBIs as part of existing recruitment processes or for those managers seeking to refine the processes or documentation for an existing VBI. It also provides information for those seeking to commission external suppliers for the delivery of VBI.
–The resource guide provides an overview of the key features of a VBI, including the core stages for delivery of a VBI; key considerations for implementation are also highlighted.
–The document is designed for guidance purposes only and is not a prescriptive instruction or plan for VBI implementation. It is recognised that individual organisations may be at different stages in relation to the use of values-based recruitment and VBI tools, as well as having unique local needs that may influence implementation plans. The document is therefore intended as a supportive reference guide only.
Training Content and Guidance for Delivery
VBI Training PowerPoint slides:
To help you to develop your own VBI training sessions we have created a set of example training slides. You can tailor the content to fulfil your training needs as well as insert yourorganisations logo into the bottom left hand corner of the PowerPoint slides.There is also a summary of what each section covers in the slide notes.
Following the main content of the presentation there are a series of exercise slides, which you may wish to include in the VBI training sessions. The exercises summarised in these slides are also in the ‘VBI Training Example Exercise Templates’ document. Alternatively, new exercises may be developed and included, based on the needs and VBI progress within your organisation.
The content of the PowerPoint slides are structured as follows:
Overview and objectives:
This section provides an overview of the VBI training session content and outlines the key learning objectives (which can be adapted to your organisation).
–The purpose of this section is to provide individuals with an understanding of the training content, including an overview of topics, key learning and activities delegates are expected to be involved in.
–At the start of the training session you may ask attendees to introduce themselves (i.e. name and role) if they are not already familiar with each other. It is recommended that the training objectives are outlined so individuals are familiar with what they can expect to have achieved by the end of the session.
–The timetable for the day as well as general housekeeping rules should be outlined (e.g. fire alarms, turning off mobile phones etc.)
Understanding VBR:
The purpose of this section is to provide an overview of VBR and outline the key drivers for implementing this approach.
–This section will set the context for the VBI training; providing an overview of VBR research, including key findings from the recent literature review. A summary of key political drivers and the benefits of VBR in the NHS is also outlined. This will provide an overview of the current thinking and evidence in relation to VBR, to ensure individuals have a similar level of understanding in relation to the principles, benefits and application in the NHS.
–You may choose to include this information as part of the pre-reading material to help prepare individuals for the training session or if time is limited.
–You may find it useful to generate a brief discussion regarding individuals’ understanding of VBR and their experience of it in practice. If VBR practices are still relatively new to your organisation you may wish to seek individuals’ views or expectations about how the implementation of VBR may be beneficial for the organisation
Understanding values:
This section is intended to generate a common understanding of how values are defined and described.
–The content of this session includes a review of ‘value’ definitions and descriptors. The purpose of the section is to ensure individuals have a common understanding in relation to values (how they are defined and described) and to support them in developing their skills in relation to identifying behavioural demonstration of values.
–You may find it useful to encourage individuals to consider what the NHS Constitution values look like in practice; encourage individuals to provide examples of values-based behaviour.
–Whilst the NHS Employers mapping tool can help tolinklocalvalues to those of the NHS Constitution, it is still a useful exercise to encourage individuals to consider examples of how values are demonstrated in practice.
Best practice assessment and selection principles:
This section will refresh recruiting managers’ existing knowledge so delegates have a similar level of understanding.
–Thecontentfocuses on a review of best practice approaches to selection/recruitment and principles for delivering fair, defensible assessment practices.
–You may choose to include this information as part of the pre-reading material to help prepare individuals for the training session or if time is limited. An example pre-reading document does contain this information but you may wish to adapt this based on existing assessment and selection guidance.
VBI approach andeffective techniques:
This provides an overview of what VBI is, the approach for delivery and key skills or techniques required.
–The content of this session focuses specifically on the VBI technique including structure and content, key considerations for implementation and effective techniques for interviewers (e.g. for eliciting evidence).
–The intention is for this to be a taught session, particularly where VBIs are being newly introduced into your organisation. It will provide knowledge on the structure and content of a VBI, as well as equip individuals with practical techniques for effectively eliciting evidence as part of a VBI.
–If VBIs are already in use in your organisation, you may choose to adapt this content to reflect the processes you have in place and to provide an overview of how to develop a VBI for specific roles. You may include example VBI questions from an existing question bank if you have this in place.
–If VBIs are not yet implemented in your organisation you may choose to focus the session on understanding the stages for development of a VBI.
Evaluating and scoring VBIs:
This section includes tips for effective evaluation of VBI evidence as well as an overview of scoring frameworks.
–The content of this section focuses on the classification of VBI evidence and evaluation of applicants’ VBI performance. It also contains practical tips for developing appropriate scoring mechanisms and is designed to provide knowledge regarding the processes and considerations for evaluating VBIs.
–The session will provide an opportunity for individuals to apply best practice assessment principles (classifying and evaluating evidence) for a VBI.
–If VBIs have already been implemented in your organisation, you may choose to incorporate the existing scoring frameworks and evaluation criteria or documentation that are already used in your organisation. The session can then focus on how individuals may tailor existing scoring frameworks for use in delivering VBIs in their own departments.
–If VBIs have not been introduced into your organisation or you are in the early stages of refinement, you may want to focus this session on the principles of effective evaluation and developing individuals’ skills in defining evaluation criteria and values-based question indicators.
Candidate VBI feedback:
This section includes tips for delivering constructive feedback and can be adapted to incorporate existing feedback mechanisms.
–This section focuses on the provision of feedback following delivery of a VBI as well as practical tips for delivering constructive feedback using evidence elicited during interview.
–It is recommended that training in this area incorporates sufficient practical activity, providing individuals with opportunities to practise their feedback using VBI evidence. This will improve confidence in the VBI process and generate reassurance regarding defensibility of VBI as an assessment method.
–If VBIs have already been implemented in your organisation you may adapt the content of this session to reflect the feedback mechanisms and processes applied as part of existing recruitment practices. You may also ask delegatesto share their experiences with providing VBI feedback to candidates and the response from applicants.
–If VBIs have not yet been introduced in your organisation or you are in the early stages of refinement, you may want to use the session to develop skills for providing constructive feedback whilst asking individuals to consider the most appropriate methods for feedback within their own departments. You may ask individuals to reflect on possible challenges they might encounter when providing feedback and to consider how these might be overcome.
Review and action planning:
This will provide a summary of the training session content.
–It is recommended that VBI training closes with a brief review session, which provides an opportunity to summarise learning and assesswhether training objectives have been achieved. The review session might also be an opportunity to seek initial reflections and feedback from individuals.
–To ensure knowledge and skills are effectively transferred back to the workplace, it is recommended that the session includes formal action planning, whichwill encourage individuals to consider how they will transfer learning into practice when intheir own work environment.