When all interviews are complete, the participants are asked to choose which of the presentations they preferred and explain why? As the facilitator hears many comments, they ask the group to go back to the original instructions and evaluate the presenters again. Did they conduct a complete interview or just ask 3 questions? Along with the group getting to know each other, this demonstrates a quick example of the importance of listening, interviewing and evaluation skills. 2. The facilitator will ask each participant to complete a pre test of the participants’ knowledge f basic employment law and acceptable interviewing questions.
Following the completion of the multiple choice test, the facilitator will provide the group with a power point presentation on how the Canadian Human Rights Act and the Employment Equity Act provides laws to prohibit discrimination while interviewing and selecting applicants. This pre test will be used later to review the effectiveness of the knowledge gained in this area by comparing a post test done by the participants.
3. Using a Case Study of 3 prepared interviews, each group of 4 will role play the 3 scenarios. Each has an applicant, an interviewer and 2 observers.
One is asking leading questions. The second is asking appropriate questions. The third is an interviewer that uses the interview to oversell the applicant. All members of each group are rotating through all of the various roles. The observers will give constructive feedback to the group. A full group discussion around the 3 examples will allow the facilitator to provide further explanation and discussion of typical interviewer errors. 4. Four groups will now be given a job description and job specifications for a position that is most often hired.
Each group is asked to provide 5 questions that would; concentrate on securing information about the applicant’s past job behavior and collect only job related information. One presenter from each group will explain the questions selected. The full group will discuss each of the 20 questions to determine the best 10 questions for this position. The group learns to rely on the job description and job specifications to prepare interview questions from. The 10 best questions that relate to the applicant’s past job behavior and any job related information are developed. 5.
Using the 10 questions developed in exercise 4, new groups of 4 will role play 3 new scenarios that now involve the interviewees and their responses. The first applicant will be someone with a lot of experience, big gaps in employment history and shares plenty of negative experiences in her past employment. The second applicant is chatty, friendly, has some of the skills required and plenty of personal anecdotes. The third applicant has the required skills and knowledge of the position, came prepared with related questions and has little experience. Based on the 3 interviews, each group is asked to share which candidate they selected and why.
Participants learn that without selection and evaluation criteria, selection would be varied and the best candidates might be overlooked. 6. The group then discusses the evaluation of each candidate and determines as a group what the criteria needs to be for making the best selection. The facilitator provides these two questions to be considered; 1. Can the applicant do the job? 2. How does this applicant compare with the other applicants being considered? The group learns to rely on a well-thought out selection and evaluation criteria to make better hiring decisions.
Learning Points: Participation – in this training session is most effective since the learning is usually quicker and lasts longer with all attendees participating. Relevance – Participants will ultimately benefit by becoming better interviewers and make better hiring decisions by asking questions and evaluating answers based on the job requirements – not personal judgments. Feedback – group exercises with observers allows the role play participants to experience feedback with information that can be used to correct their personal approach in interviews.
This learning from feedback will reduce poor hiring decisions and avoid legal mummifications. Repetition – throughout the role play exercises the repetition of the interviews reinforces the validity of the questions created by the group. The confidence level of each participant is increased in their ability to conduct a quality interview with this type of practice. Transference – Since the role plays demonstrated and observed closely resemble an actual interview, the supervisors can quickly and confidently transfer the learning in this group setting to an actual interview.
Group Arrangement Exercise 1 – Groups of 2 Exercise 4- 4 Groups of total Participants Exercise – Full Group in U shape Exercise 5 – Groups of 4 Exercise 3- Groups of 4 Exercise 6 – Full Group in U Shape Materials Required; Training Room Tea, Coffee, Water, Fruit & Cookies 4 Flip Charts and markers Projector and Screen Name Cards Attendance Sheet Course Material: Job Descriptions, Job Specifications, Pre Test (employment law and interview questions), Canadian Human Rights Act, Employment Equity Act, Resources, Power Point – employment law & interviewing Do’s & Don’t, 3 Interviewer Case Studies, 3 Interviewee Scenarios.
Post Training Test – employment law and appropriate interviewing questions Feedback Survey Estimated Time Required: Introduction: 10 minutes to welcome the group, explain the training objectives, organizational benefits and sequence of events for the training session. A 10 minute break is scheduled at the halfway mark and the final 10 minutes of the training session will include a summary of the training session.
Exercise 1 25 minutes Exercise 4 25 minutes Exercise 2 – 25 minutes Exercise 5 – 25 minutes Exercise 3 – 25 minutes Exercise 6-25 minutes Participation Evaluation Criteria/Methodology: Knowledge – Another test using multiple choice questions will be given at the ND of exercise 6. The increase in test scores will provide a simple evaluation to determine if the participants increased their knowledge in the area of employment law and asking appropriate interview questions.
Reaction – Using a typical post training survey of participants with questions such as “how satisfied are you with the training class you attended” etc, the information received will allow the trainers to see the evaluate the setup of the program – but not necessarily the effectiveness. Behavior – For the sake of evaluating the effectiveness of this particular raining session, the participant’s supervisor will be asked to observe by sitting in on 3 future interviews. Each participant will also be surveyed to inquire of any behavioral changes they self-observe after receiving the training.
Some questions could be “are you comfortable using the interview questions created by the group? ” “Have you noticed any difference in the evaluation and selection process you are now using? “Are there any significant changes you have made in your interviewing and selection methods? ” “Have you noticed a better quality of recruit as a result of your training? ” Organizational Results – Better quality of new hires should result from training supervisors to both interview better and evaluate candidates for selection of applicants.
The required results should show less employee turnover, increased productivity, improved employee morale, lower recruitment costs and a better corporate image. Follow up within 6 months to a year should include a cost- benefit analysis to determine if the investment in training the group has resulted in lower recruitment costs and increased productivity. Question 2: 1. In the warm up exercise, the participation of the group is important to enforce the need for the attendees to learn effective interviewing, evaluating and listening skills.
The exercise also reflects that the relevance of this session directly impacts their ability to hire the best possible candidates. 2. The employment law power-point and lecture given on the appropriate interview questions, uses repetition to reinforce the supervisors’ knowledge of employment law along with the do’s and don’t of interviews. The feedback from the pre and post test in this area allows these participants to gauge their own progress. 3. The third exercise employs participation, transference and dieback for the groups. Each member of the group plays an active role and rotates through all positions.
This allows for the participant to better understand how the interviewee might feel faced with different interview styles. Feedback from their peers is often well received and the interviewer can immediately adjust their own approach for improvement. 4. This group exercise will allow for participation, relevance and feedback to all supervisors in attendance. By becoming the creators of the interview questions, the participants have a better buy-in experience and are more likely to use the group’s determination of hose standardized interview questions.
The feedback comes from the group discussion of each of the questions presented – allowing each individual a better understanding of the importance of asking only job related questions. 5. The interviewee exercise was used to also chosen to demonstrate participation, relevance and feedback. The importance of this exercise was to allow the group to realize that without using relevant evaluation criteria for the selection process, not everyone will choose the best suited candidate for various reasons. 6. The final exercise allows for participation, feedback and relevance.
Cite this Training & Development Credit Assignment III
Training & Development Credit Assignment III. (2018, Jun 23). Retrieved from https://graduateway.com/training-development-credit-assignment-iii/