Values-Based Recruitment Interviews

Overview and Objectives

Overview

• Overview of Values-Based Recruitment (VBR)

• Understanding of Values

• Best Practice Assessment and Selection Principles

• Introduction to Values-Based Interviewing (VBI)

• VBI Approaches and Techniques

Training Objectives

• Create opportunities for learning and sharing knowledge.

• Review the trust’s core organisational values.

• Enhance existing interview skills by refreshing and clarifying knowledge of assessment best practice.

• Summarise the VBR evidence base.

• Increase understanding of VBI techniques, including VBI interviewer skills and effective evaluation of applicant performance.

• Provide opportunities for interaction, participation and feedback.

• Consider how VBI techniques are implemented in our trust.

To get the most out of the session…This session belongs to you, please:

• Actively engage into discussion and exercises

• Share your experiences and opinions, where comfortable

• Respect confidentiality

• Appreciate and listen to other people’s points of view

• Focus on peer learning and support throughout

• Use opportunities to record your reflections; consider and review your learning objectives

Understanding VBR

Understanding VBR

• A range of tools and techniques to assist with recruiting individuals with values aligned to the organisation and the right attitudes required for roles

• Measuring the extent to which an individual’s approach, attitudes and motives align with the demands of the job, the values of the business and the culture of the working environment

• Considers how attitudes, motives and values of applicants influence their behaviour

• Focuses on ‘how’ and ‘why’ an applicant makes choices in work

• Getting the ‘right people in place, doing the right thing, in the right way’

• Recruit for values, train for skills

VBR – HEE Definition• Definition: Values Based Recruitment is an approach which

attracts and selects students, trainees or employees on the basis that their individual values and behaviours align with the values of the NHS Constitution.

• Purpose: The purpose of Values Based Recruitment is to ensure that the future and current NHS Workforce is selected against the values of the NHS Constitution so that we have the right workforce not only with the right skills and in the right numbers but with the right values to support effective team working in delivering excellent patient care and experience.

• Delivery: Values Based Recruitment can be delivered in a number of ways: through pre-screening assessments, to values based interviewing techniques, role play, written responses to scenarios and assessment centre approaches amongst others.

VBR Benefits

• In-depth information for managers regarding applicant suitability.

• Insight into applicants’ values and behaviours; extent to which these ‘fit’ with organisation and role.

• Reflects commitment to NHS values and delivery of high quality patient care.

• Applicants gain understanding of organisational culture.

• Recruiting right people at the right time - reduces recruitment costs long-term.

• Increased retention and enhanced performance in the role.

• Enhanced performance translates to more positive experience for patients.

“Much of what needs to be done does not require additional financial resources, but changes in attitudes, culture, values and behaviour.”

Robert Francis QC1

• Delivery of high quality and safe patient care, consistently, across professional, institutional and geographical boundaries.

• Support effective team working that enables delivery of excellent patient care.

• Time and costs associated with poor selection decisions.

• Research evidence identifies benefits of alignment between individual and organisational values.

VBR Drivers - NHS

1 Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry, Robert Francis QC, The Stationery Office, 2013

VBR: Research Evidence

• Research has focused on ‘value congruence’ between an employee and the organisation they work within or ‘person-organisation fit’.

– Direct VBR research, particularly in healthcare, is limited.

• Evidence of benefits to value congruence:

– Positive association with job satisfaction

– Negative relationship between value congruence and intended turnover/attrition

– Positive association with organisational identification

• Value incongruence may lead to frustration, difficulty in working effectively with others and a lack of role clarity from employee perspective (Ostroff et al, 2005).

VBR: Research Evidence

• Values are motivational goals that influence behaviour – complex relationship means assessing values in recruitment is more challenging.

• Tailored approach to measurement is more likely to accurately assess the diverse requirements of different job roles across the NHS.

• VBR recruiters should represent the values the organisation is seeking to attract.

• Multifaceted approach to organisational values required beyond recruitment issues alone. VBR is only one part of embedding values in the NHS.

– ‘value internalisation’ and ‘behavioural modelling’

VBR: Research Evidence

• More detailed evaluation of effectiveness and efficiency of VBR measures is required.

• Interviews can be effective methods for VBR if:− Designed appropriately (based on role

analysis)− Structured− Relevant and standardised questions − Panel of interviewers trained in best practice

interview techniques is utilised− Validated scoring criteria exists

The Case for Change [EXAMPLE]

Reasons for implementation of VBR at [INSERT TRUST]:

Supports recommendations in the Francis report

Evidence of the benefits of values alignment

Specific drivers in the trust:

• [High turnover and low retention in specific roles]

• [High sickness]

• [Feedback by recruitment managers]

• [Cost efficiency of current recruitment practice]

Understanding Values

The Importance of Values

• A set of enduring beliefs which a person holds about what is right and wrong/what is good or undesirable.

• Values influence behaviour; complex relationship with other factors to consider (e.g. knowledge, skills, experience, personality).

• Relatively stable but may change/adapt based on experiences or environment.

• Organisational Values: describe culture, ‘the way things are done around here’, linked to vision, goals and strategy.

Describing Values

• Compassion (NHS Constitution): Compassionate care ties closely with respect and dignity in that individual patients, carers and relatives must be treated with sensitivity and kindness.

• Courage (NSPCC): We communicate openly and honestly, challenging the status quo and using our independence and experience to lead change for children in all our activities.

• Integrity (UK Civil Service): Putting the obligations of public service above personal interests.

• Loyalty (British Army): Loyalty binds all ranks of the Army together: it goes both up and down. It turns individuals into teams, creating and strengthening the formations, units and sub-units of which the Army is composed.

• Respect (Network Rail): We respect our environment, our communities and all the people we work with.

• Passion: (Coca-Cola): Committed in heart and mind.

NHS Constitution Values

• Developed by patients, public and staff.

• Values that underpin the NHS, integral to creating a culture where patients come first.

• Foundation for individual organisations to build on, tailored to local needs:

Working together for patientsCompassion

Respect and dignity Improving lives

Commitment to quality of careEveryone counts

What do these values look like in our trust?

NHS Employers Values Mapping Tool

• A quick and easy tool designed to help trusts identify how their own local values link to those of the NHS Constitution

• Downloadable resource from NHS Employers

• Includes step-by-step flowchart for mapping values

The following are the organisational values for our trust; they were defined by the senior management team / developed in collaboration with staff and service users / derived from those of the NHS Constitution*:

Compassion Achievement

Respect Innovation

Collaboration Quality Care

* Delete/amend as appropriate

Our Organisational Values [EXAMPLE]

Best Practice Selection and Assessment Principles

Best Practice Selection

• Standardisation

All applicants experience same process; assessed using the same methods, against the same criteria; standardised documentation.

• Fair and Defensible

Clearly defined selection criteria; competencies and criteria developed via role analysis to ensure accuracy; trained assessors to implement process consistently to ensure defensibility.

• Reliable and Valid

Multiple assessments by multiple trained assessors; evaluation of selection processes; standardised scoring.

Best Practice Assessment Principles

F O R C E

• Familiarise yourself with the exercise and target criteria

• Observe the applicant’s behaviour fully and with an open mind

• Record the behaviours fully and accurately without judgement or evaluation at this stage

• Classify the evidence from the behaviour demonstrated in relation to the target criteria

• Evaluate the quality of the evidence in relation to the target criteria

Assessment Bias

Aim to be fair and unbiased when observing and recording behaviour.

• Discrimination: Stereotypes can be powerful barriers to accurate observation.

• 'Halos and Horns': First impressions we make, influence later perceptions.

– Halo Effects - occur when a person makes a positive first impression which then colours everything they say or do.

– Horn Effects - negative impressions created in the first place could have a lasting effect.

• 'Red Rags': Habits, words, phrases which to you may be like a 'red rag to a bull’, causing irritation and stopping active listening.

Assessment Bias

• Attribution Effects: Attributing 'inappropriate' behaviour in a person to an inherent part of their personality, rather than circumstance or situation.

• Primacy & Recency Effects: Remembering the behaviour or comments from either the beginning or the end of an encounter.

– May remember applicants from the start or end of the day rather than the middle.

• Concentration: Difficult to concentrate on something for more than 10 minutes; be aware of this to avoid unintentionally missing important information.

‘Real World’ Assessor Stereotypes

white stilettos designer stubble

limp handshakes close-set eyes

white socks double-barrel surnames

male earrings Volvo drivers

tattoos peroxide hair

male long hair heavy make-up

sweaty palms belly showing!

Recording Information

• Factual information is transparent and easier to classify than subjective judgements.

• Non-judgemental Records: Non-biased accounts of what actually happened; avoid ‘good’, ‘poor’ and ‘appropriate’.

• Accurate Recording: Record all the relevant information during the exercise, not after.

• Complete Recording: To provide an overall picture of what the applicant said and when – provides context.

• Language and Movement: Record actions (descriptively) as well as words where appropriate.

• Specific Records: Recorded statements should be specific and describe what took place or was said.

Classifying and Evaluating Evidence

• Review the record of applicant behaviours/comments for evidence (Classify); some notes will not reflect evidence of required competencies/values.

• Evaluation of evidence; make use of scoring indicators to determine the quality of evidence.

• Utilise standardised scoring scales and guidance.

• Where applicable, provide comments to explain scoring to assist with applicant feedback.

VBI Approach and Effective Techniques

Values-Based Interviews

• Based on role analysis.

• Aligned to our values.

• Probing questions designed to elicit evidence in relation to learning and reflection

– Provides greater insight into what is important to an individual

– Discussion focused on ‘how’ and ‘why’ an applicant makes particular choices in the work environment

– Fluid interview style, responding and adapting to the information provided by the applicant.

Values-Based Interviews

• Similar to competency based interview, different focus

• Applicants provide examples of demonstrations of behaviour consistent with values

• Flexible based on role/level

• Lead question with ‘follow up’ probing questions

• Key criteria/’things to listen for’/indicators

• Greater focus on:– Choices made– Learning– Reflection– Reasons for behaviour

CBI vs. VBI

Competency based interview

Values based interview

Situation

Task

Action

Result

Situation

Task

Action

Result•What did you learn from it?•What impact did it have on you?•What would you do differently?•How did you feel about it?•Why did you decide to…?

Conducting the VBI

1. Complement with existing recruitment practices.

• Assessment of competency based knowledge and skills still essential.

– Selection process should assess the technical knowledge and skills and the individual’s values fit.

• Candidates must demonstrate values and technical skills/competence.

2. Standardisation and objectivity - process and scoring.

• Consider paired interviewers; interviewers can alternate questioning, one can focus on observing and recording whilst the other questions.

• Semi-structured interview to allow flexibility.

Stages of a VBI

1. Interview Planning

– Job description and person specification; ensure relevance to current and future needs; identify values of importance for role

– Interview panel; secure availability of trained assessors

– Timescales and logistics; assessment venue

– Advertising and attraction

2. Interview Preparation

– Select appropriate values based questions for interview, based on role

– Ensure standardised interview documentation is prepared

» Positive/negative indicators for values defined; suggested probes

– Provision of relevant information; applicants and interviewers

Stages of a VBI

3. Conducting the Interview

– Welcome, put applicants at ease, build rapport.

– Remain fair and objective; remember assessment bias

– Utilise standardised interview questions and suggested probes

– Follow best practice assessment principles: FORCE

4. Decision Making and Feedback

– Ensure all interview documentation is complete; utilise VBI output, combined with other assessment outputs to inform selection decisions.

– Provide constructive feedback; use examples of evidence and

describe (not evaluate) applicant performance against these.

5. Evaluation

– Determine the effectiveness of your VBI; does the VBI produce good quality information to inform selection decision making?

Questioning

• Clarifying, probing, ‘peel layers’

Active Listening

• Cues, key words

Observing

• Body language, actions, behaviours

Summarising

Building rapport

• Open body language, introductions, explaining processes

Being authentic

Skills for VBI

VBI Questioning Techniques

• Open questioning style:

Who WhenWhat WhyWhere How

• Avoid leading questions

• Consider use of closed questions; useful if facts required but may limit ‘flow’ of conversation required to elicit evidence

• Summarise to clarify understanding; ensure that both parties have the same interpretation and expectations

VBI Questions

Value: Collaboration

• Describe a situation where it was important for you to establish/develop an effective working relationship…

– Why was this relationship significant?

– What did you learn from this experience?

– What was the outcome?

– How did you react/feel about developing this relationship?

VBI Questions

Value: Integrity

• Tell me about a time when you had to address a difficult situation with a colleague…

– For example, a time when you observed poor performance, a situation where you felt you had to ‘do the right thing’…

– Why was it important to address this situation?

– What was the outcome?

– How did you feel about addressing the situation and the outcome?

– How did you perceive your colleague’s reaction?

Evaluating and Scoring VBIs

Evaluating VBI Evidence

• Apply best practice principles – ‘Classify & Evaluate’• Classify – review observation notes in comparison to the positive

and negative indicators identified for each question to classify evidence from the interview.

• Evaluate - decide on the appropriate overall rating for each question, using standardised scoring system.

Hints & Tips:

• Re-read interview notes carefully and clarify anything that is unclear – don’t make assumptions

• Refer to the positive/negative indicators for each value

• Look for more than one piece of evidence for each value

• Look for supporting evidence

• Attempt to reconcile conflicting evidence

• Avoid tendency to generalise good/poor responses from one question to another

Scoring Frameworks

• A scoring framework should be used when evaluating an applicant’s responses at the VBI.

• Assessors/Interviewers should have a clear understanding of the positive and negative indicators associated with each question within an interview.

• Indicators are tailored for each value/question.

• Applicants will be given a score for each question and an overall score for the interview.

• Assessors/Interviewers should be aware of the weight applied to the value/question..

Scoring• 4-point rating scale used for consistency of scoring

• Scoring framework is based on values identified.

• As with other assessments, focus is not on ‘correct’ answers but the extent to which evidence to demonstrate values is provided

1 PoorVery little or no evidence of positive indicators demonstrated; mostly negative indicators displayed

2 Satisfactory

Some evidence of positive indicators demonstrated, although limited and with areas for development; some negative indicators displayed, one or more causing concern

3 GoodGood evidence of positive indicators demonstrated with minimal areas for development; few negative indicators displayed and none causing concern

4 ExcellentStrong evidence of positive indicators demonstrated; very few or no negative indictors demonstrated, any displayed considered to be minor in impact.

Example: Value - Integrity

Value Description: places importance on behaving in an open and honest manner; taking responsibility for actions.

Positive Indicators Negative Indicators

Recognises learning from decisions/mistakes made; accepts responsibility

Avoids taking responsibility for decisions/mistakes

Was forthcoming in explaining decisions/actions; willing to share experience and learning

Was hesitant in explaining decisions/actions

Demonstrates positivity in dealing with problems; takes a proactive approach

Discussed issues in a negative manner, identifying problems rather than challenges

Demonstrates respect for others

Lacks sufficient respect for others

Candidate VBI Feedback

VBI Feedback

• To be conducted for successful and unsuccessful applicants

• Feedback should be factual, objective and constructive, based on evidence from interview documentation.

• Want applicants to have positive perceptions of our organisation, successful or not

• Values should be demonstrated in interactions with applicants in the same way they are expected to demonstrate values during interview

• Feedback mechanisms: telephone feedback, written reports

Providing Constructive Feedback

Hints & Tips:

• Ensure feedback is information-specific, issue-focused, and based on observations/evidence

• Be direct/straightforward – ensure clarity of message

• Be specific – use examples from the evidence recorded

• Provide observations not interpretations

• Be descriptive not evaluative

Providing Constructive Feedback

Hints & Tips:

• Be sincere and authentic

• Avoid mixed messages e.g. ‘yes but..’, ‘however’

• Seek input from the applicant to clarify observations and understanding

• Consider tone and manner in which you communicate

• Seek/offer alternative suggestions to support development

• Provide an opportunity for the applicant to offer their reflections

Review and Action Planning

Summary & Review

Review of learning objectives:

• Understanding of VBR

• Understanding of VBI approach and techniques

• VBI in Practice: skills development

Self-Reflection

• Record reflections in your learning log/worksheets

Share experience and learning

• Reflections on learning

Action Planning

Consider how learning will be transferred from the workshop back to your department

• What has been your own personal learning and development areas

• How will knowledge gained inform application of VBI in your own department?

SMART Goal Setting

Goal Setting Theory - When individuals have specific and difficult (but achievable) goals, effort is enhanced and performance and persistence in pursuit of goal-related tasks improves.

• Specific

• Measurable

• Achievable

• Realistic

• Time bound

Action Planning

Individually, reflect on what you have learnt in terms of:• Your strengths and areas for development (specifically in

relation to VBI knowledge and skills).

• Plans for VBI in your own department (refinement, review, implementation?)

Based on this, what goals would you like to set? These may be in relation to:

• Personal development – VBI skills

• Refinement or development of existing VBIs in own department

• Implementation of VBI in own department

Record your reflections

Making It Happen – Blocks & Bridges

Blocks to transferring your knowledge from today back into the workplace

• Factors that may hinder you in achieving these goals E.g. Time, self-belief, skills, personal strengths, opportunities

Bridges to transferring your knowledge back to the workplace:

• Factors that may enable you to achieve these goals E.g. Personal strengths, enhanced perspective-taking, commitment to enhance performance, personal qualities, resources, opportunities, self-belief, peer and supervisory support

How can these blocks be overcome by making use of your bridges?

In pairs, discuss the blocks and bridges for your personal goalsRecord your reflections

Group Feedback & Discussion

• Highlights / most enjoyable elements

• What have you found most challenging?

• One key action you will undertake / commit to as a result of this training

Reminder: Only share information that you’re comfortable sharing

Record your reflections

Thank You

Example Exercises

Exercise 1: Experience of VBR

• Group Discussion

• What is your experience of VBR?

• What is your current interviewing approach?

• What is your experience with conducting values-based interviews?

• Share your experiences and provide examples:

• Challenges

• Successes

Exercise 2: Spotting Values

• In pairs

• Review example interview responses

• What values are being displayed?

• Where is the evidence? Descriptors?

• What else would you ask to elicit further evidence?

Record reflections or key notes on your exercise worksheet

Exercise 3: First Impressions

What are your first impressions of these people?

Be aware of the judgements you make about people

Exercise 4: Reviewing the Evidence

Review examples of observation notes recorded by assessors as evidence of applicant behaviours in a role-play exercise:

• Which are effective records of applicant behaviour?

• Which are subjective judgements or vague, general records which do not describe actual behaviour?

Example Observation Note

A) Tested the role-player’s understanding by repeating back their comments and seeking confirmation of accuracy

B) Inappropriately dressed, not very professional

C) Interrupted the role-player when he was trying to explain how he was feeling

D) Dealt with the role-player’s concerns excellently

E) Referred the role-player to the internet for more information but did not suggest any specific websites

F) Mature, considered approach to the exercise

Exercise 5: Defining VBI Questions

In pairs, discussion and group feedback

Consider 1 or 2 values:• How would you define this value?

• What lead question would you ask to elicit evidence?

• What probing questions would you need to elicit further evidence?

• What would you expect to see in someone demonstrating this value – behavioural indicators?

Use the worksheet to record reflections and summary of discussion

Exercise 6: Delivering the Interview

In pairs, VBI practice and feedback

• Choose 1 value each and define your question

• Interview each other

• Record observations and commentary

• Provide Feedback to each other

Group Feedback

Record reflections or key notes.

Exercise 7: Evaluating VBI Evidence

In pairs

• Select a values based question (defined earlier) for one organisational value

• Define positive and negative indicators

• Conduct a VBI

• Interviewer should record observations/responses

• After the interview, interviewer should classify and evaluate evidence (interviewee may assist)

• Alternate roles, each individual should have an opportunity to O,R,C & E.

Group FeedbackRecord reflections or key notes in exercise worksheet

Exercise 8: Providing VBI Feedback

In pairs • Use evaluated evidence from the interview conducted in

the previous exercise/example interview outputs

• Take turns in providing feedback on performance.

• Spend 5-10 minutes preparing your feedback

• Key points using evidence from recording interview notes

• Justification for scoring.

• Provide constructive feedback on the interview performance/demonstration of evidence to support the specified value.

Group FeedbackRecord reflections or key notes on your exercise worksheet

Published August 2014. Updated September 2014. © NHS Employers 2014.

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