Professional Documents
Culture Documents
Competency-based
Interview Guide
1 Competency-based Interview
APPOINTMENT BOARD
INTRODUCTION
In this guide
2- PART 2 of this guide contains a Toolbox called Effective Interviewing with step by step
process /guidelines and checklist for conducting competency-based interview.
3- PART 3 contains a step by step guidelines, as well as questions and associated indicators
with evaluation criteria for conducting competency-based interviews for recruitments of
Senior Civil Servants ; Grade 1 & 2.
To assist interviewers in providing effective, fair and consistent interview process for all candidates;
To assist Civil Service Commission, board members and other stakeholders for the implementation
of more effective interview tools and techniques in a transparent, and effective recruitment
execution,
To offer a complete competency-based interview guidelines/process for the selection and hiring of
the Senior Civil Servant; Grades 1 & 2.
Part One
Competency-based Interviews
Table of Contents
PART ONE
COMPETENCY-BASED INTERVIEWS
What are normal Normal interviews or unstructured interviews are essentially a formal
or unstructured conversation where the interviewers ask a number of general questions that are
interviews? relevant to the terms of reference for the advertised post. In unstructured
interviews questions are fairly random and mostly open aiming to get an overall impression of an
individual. For example, questions such as "What do you know about our organization, or what can you
offer our company?" are called linear or one-dimensional questions meant to gather general
information about an individual without testing any specific skill or competency. In an unstructured
interview, the candidate is judged on the general impression that he/she leaves; the process is therefore
likely to be more subjective and might not fulfill the purpose of the interviews.
What are the Competency-based interviews or behavioral interviews are more systematic, with
differences each question specifically pre-designed to test a particular skill or competency of
between
an individual. Candidates are asked questions relating to their behavior in specific
structured and
unstructured circumstances, which they then need to back up with concrete examples. The
interviews? interviewers will then dig further into the examples by asking for specific
explanations about the candidate's behavior or skills applied in specific situation. The unstructured or
normal interviews are mostly aim at finding out the general knowledge of an individual and the
impression that she or he leaves with the interviewers. These impressions are mostly subjective and do
not revile the levels of competency and skills of the candidates.
Which skills and The skills and competencies that can be tested through competency-based or
competencies do structured interviews are varies depending on the nature of the vacant post that
competency-
an organization is advertising or the skills they are looking for that specific post.
based interviews
test? For example, for a Personal Assistant post, skills and competencies would include
communication skills; ability to organize and priorities; and ability to work under
pressure. For a senior manager, skills and competencies may include an ability to negotiate; an ability to
cope with stress and pressure; ability to lead divers teams; and the capacity to innovate and take
calculated risks. Table (1) below, indicates some of the more common skills and competencies among
which an interviewer usually asks candidates to demonstrate:
Table 1: Shows examples of skills and competency tested through Competency-based Interview
Questions asked Questions asked during competency-based interviews are of two categories,
during namely; i) the General Questions, and ii) Example/competency-based Questions.
competency-
based interviews In most cases, the interviewers will start with general questions, which they will
then follow up with a more specific example-based question. The purpose of the general questions is to
create an enabling environment and put the candidates at ease as well as gaining some general
knowledge about the candidates. For example:
The general questions usually follow with more specific questions to test the skills and competencies of
the candidates. These questions are usually divided into a number of pre-designed clusters of questions.
Each cluster contains a number of questions that are aim at testing a specific skills or competencies such
as communication skills, management skills or compliance and innovation skills. These clusters of
questions are usually designed to test a number of selected competencies which are closely linked to
specific skills requirements of the advertised post.
Give us an example of a situation where you had a fundamental disagreement with one of your
supervisor,
How did you resolve the disagreement and maintain cordial relationship with your supervisor?
As you can see the question above is example-based and tend to ask examples of situations where the
candidate have demonstrated specific skills or competencies. Example-based questions in the clusters
can appear in different formats. Examples include:
How do you ensure that you maintain good working relationships with your senior colleagues?
Give us an example of a situation where you had to deal with a conflict with an internal or
external client.
How do you influence people in situations where there are conflicting agendas?
Tell us about a situation where you made a decision and then changed your mind.
The primary purpose of above example-based questions is to ensure candidates answering all questions
and "demonstrating" that they have the right skills by using examples based on their prior experiences,
and not just talk about the topic in a theoretical and impersonal manner.
Adoptability Adjusts to changing environments whilst maintaining Tell us about the biggest change that you have
effectiveness had to deal with. How did you cope with it?
Compliance Conforms to company policies and procedures Tell us about a time when you went against
company policy? Why did you do it and how
did you handle it?
Communication: Communicates effectively, listens sensitively, adapts Give us an example where your listening skills
Verbal, written communication to audience and fosters effective proved crucial to an outcome
& listening communication with others ,
Conflict Encourages creative tension and differences of opinions. Tell us about a situation where conflict led to a
management Anticipates and takes steps to prevent counter-productive negative outcome. How did you handle the
confrontations. Manages and resolves conflicts and situation and what did you learn from it?
disagreements in a constructive manner.
External Understands and keeps up-to-date on local, national, and Describe through examples drawn from your
awareness international policies and trends that affect the organization experience how you measure and take account
and shape stakeholders' views; is aware of the of the impact of your decisions on external
organizations impact on the external environment parties.
Have you ever been asked to do something
Integrity Ability to maintain job related, social, organizational and illegal, immoral or against your principles?
ethical norms What did you do?
Creativity & Develops new insights into situations; questions Tell us about a time when you had to convince
innovation conventional approaches; encourages new ideas and a senior colleague that change was necessary.
innovations; designs and implements new or cutting edge What made you think that your new approach
programs/processes would be better suited?
Decisiveness Makes well-informed, effective, and timely decisions, even Tell us about a decision that you made, which
when data are limited or solutions produce unpleasant you knew would be unpopular with a group of
consequences; perceives the impact and implications of people. How did you handle the decision-
decisions making process and how did you manage
expectations?
Ability to make full and best use of subordinate, providing What type of responsibilities do you delegate?
Delegation appropriate support Give examples of projects where you made
best use of delegation.
Acts as a role model. Anticipates and plans for change. Tell us about a situation where you had to get a
Leadership Communicates a vision to a team, team to improve its performance. What were
the problems and how did you address them?
Aware of other people and environment and own impact on Give an example where you found it hard to
Sensitivity to these. Takes into account other people's feelings and /needs adjust to one particular colleague.
others
Contributes fully to the team effort and plays an integral Tell us about a situation where you played an
Teamwork part in the smooth running of teams without necessarily important role in a project as a member of the
taking the lead team
Table 2: Shows some examples of competency area and related possible questions
As indicated in Table 2; Competency-based interview questions vary widely between different levels and
grades within different organizations. Designs of the competency-based questions are mostly depend on
the nature of the post and level of responsibility to which the to-be- appointed candidates are expected
to take. In another word, the type of competencies against which the candidates will be assessed mostly
depends on the actual post and the nature of the organization who trying to fill the post. For example,
some companies view leadership as a competency on its own whilst others prefer to split leadership
between wide ranges of components (creativity, flexibility, strategic thinking, vision, etc).
How competency Marking competency-based interview questions is one of the most critical parts of
of candidates are the competency-based interview process which requires the interviewers to
evaluated exercise utmost diligence and impartiality during the course of interview and
when marking each question. Before the interview, the interviewers develop a matrix for questions in
the clusters. In the matrix they will determined which type of answers to the question would score
positive points and which types of answers would count against the candidates. The positive answers is
an answer which is in line with the essence of the corresponding competency which will be called
Positive Indicators and the answer which counts against the candidates contains Negative Indicators.
In most cases, it is difficult for the interviewers to determine negative indicators in absolute sense. In
such cases, the negative indicators are divided into two further sections; forgivable or unforgivable.
Those negative indicators which are negatives but do not matter so much (forgivable) are called Minor
Negative Indicators. Those negative indicators which are fundamental and unforgivable are called
Decisive Negative Indicators. For example: In the following question:
The positive and negative indicators may be as follows (indicated in Table 2). But, the example of
unforgivable indicator (Decisive Negative Indicators) is when the candidate wants to deal with the
pressure alone and not asking for help when needed.
Answers are then evaluated and questions are marked based on Marking/Rating Matrix which indicates
the extent to which the candidate's answer matches those pre-determined negative and positive
indicators. Here is an example of a marking/Rating matrix for the table above:
0/3 Not Proficient Competency is not demonstrated and/or falls significantly short of the
expected level as defined in the competency profile
No number of positive indicators. Many negative indicators,
Developing The competency demonstrated shows potential but needs further
1/3 Proficiency development in order to satisfy the expected level
Few positive indicators, some negative indicators but none decisive.
The competency demonstrated meets the expected level
2/3 Proficient Good display of positive indicators
No decisive indicators
Before advertising a post or preparing for the competency-based interview to evaluate potential
candidates the following steps must be taken in advance by the appointment committee:
JJjobJjobJjj
Job Competency Advertising C-based Evaluation/ Selection Appointment
Descriptions Profile the Post interview Rating
Part Two
Effective Interviewing - Toolkit
Introduction
Tool-kit is the second part of the guide and contains step by step guidelines for conducting
Competency-based Interviews. The main purpose of this toolkit is to assist the interviewers to
conduct a fair and consistent interview with impartiality and provide an enabling environment
to bring the best out of each candidate and select the most qualified one for the designated
Post.
Table of Contents
PART 2
Guidelines for Effective Interviewing _________________________________14
PART 3
Opening the Interview ____________________________________________22
PART TWO
TOOLKIT FOR:
EFFECTIVE INTERVIWEING
As indicated in Part 1, before advertising a post or preparing for the competency-based interview to
evaluate potential candidates the following requirements should be prepared and finalized in advance
by the appointment committee:
The interviewers or appointment committee should base on; i) the nature of the Post, the function and
expected performance, and ii) the responsibilities associated with the Post, as indicated in the job
description; identify a set of required competencies for the designated Post. This set of the required
competency is called Post Competency or Skills Profile. Then, the interviewers or appointment
committee will develop a number of experience-based questions related to each competency.
Therefore, before advertising a post the Competency Profile and associated questions for evaluation of
the candidates should be prepared.
Competencies have various levels and for each Grade in the Civil Servant hiring system the required
competency level (called Target Level) need to be identified. For example, for Grade 2 posts you might
need a level 1 competency in communication, while for posts in Grade 6 you need a much lower level of
competency.
In most cases for Senior Level Grades 1 & 2 the following competencies are required. The required level
for each competency has to be defined based on the job description by the interviewers or appointment
committees.
1. Communication
2. Working with People
3. Drive for Results
4. Leading and Supervising
5. Formulating Strategies and Concepts
6. Analyzing
7. Relating and Networking
8. Integrity
9. Influencing
Preparatory steps Preparation is an essential part of the competency-based interview process. Being
for conducting prepared in advance gives meaning to the Structured Interview and is important
interviews
for making the interview run smoothly and consistently. Followings are the major
steps in preparing for the interview:
1- Familiarity with the advertised post, its level, functions and responsibilities
2- Full familiarity with competency profile/kills required for the post
3- Clear understanding of the definition of each competency
4- Clear familiarity with each pre-designed experience-based questions you will be asking
the candidate,
5- Full familiarity with both positive and negative indicators for each question
6- Clear understanding of evaluation process and prepared Marking Matrix
STEP ONE The primary goals of an interviewer are to create an enabling and impartial
environment for putting the candidates at ease and get the best out of each. Then, do an impartial and
fair comparative evaluation and select the most qualified candidate for the designated post.
Body Language
STEP TWO Interviewers by maintaining eye contacts and remaining engaged with the
candidates increase credibility of the interview process and show interest and help to control the
interview effectively. Showing boredom or disbelief will create negative energy which will be
detrimental to the impartiality and effectiveness of the process and put the candidates in a threatening
environment. Sitting up straight and indicating attentiveness indicates that interviewers are finding the
information useful and will encourage candidates to answer questions as best as they can,
STEP THREE Proper and steady paced verbal communication is the key for the interviewers to
establish productive dialog with the candidates. Speaking clearly at a steady pace, or responding with
yes, I see, I understand or I agree with you are very useful when the candidate responding to a
question.
Restating and summarizing what the candidates have said is also useful. This shows that the
interviewers are intent on getting an accurate picture of what the candidate is saying as well as it assist
the interviewers to remember and be able to write down the examples provided by the candidate.
Managing Time
Exceeding the allocated time for each topic or candidates taking too much time explaining can result
inability to cover all competencies and may cause ineffectiveness of the interview process.
Taking Notes
STEP FIVE Accurate evaluation of each candidate and marking the questions depends
greatly on this important step. It is very important for the interviewers to accurately document the
candidates responses to each question during the interview. This documentation should be the results
of candidates answers to each question and their evaluations against the prescribed competencies and
indicators. This documentation should be the key tool for the interviewers to arrive at a final rating by
providing information to compare the experiences of each candidate against the indicators.
The interviewers should take notes that are relevant to the job and responses of the candidates to each
question. In summary:
1. Interviewers must avoid making any judgments about the candidates during the
interview
2. The notes taken must be accurate and job-related only,
3. Candidates responses much be noted accurately and precisely
The final stage in the process of assessing a candidates performance is to evaluate their competencies.
This is achieved by indicating how acceptable the levels of competencies are in relation to the
competency definition and the positive indicators.
The most important element in the evaluation process for the interviewers is to explain the questions
clearly, listen tentatively and look for positive and negative indicators which indicate positive or negative
performance on a particular competency. For instance, in the area of performance under pressure the
interviewer may hear some examples of the person working in isolation to achieve demanding goals, or
might also hear some examples where he/she did effectively monitor the progress of project and
achieved the prescribed goals. Here, evaluation is based on a process of weighing the positive indicator
(effectively monitored the progress of the project and achieved the prescribed goals) versus the
negative indicator (worked hard in isolation to achieve the prescribed goals) to see the balance
achieved. However, the weighing process of a positive indicator versus a negative indicator must take
into account the relative significance of each performance.
At the conclusion of the interview, add to your notes any details you missed during the interview,
summarize your observations in the designated page at the beginning of the toolkit. Then,
independently review the responses and decide on a rating for each competency using the rating
guidelines indicated in Table: 4, as well as in the following section.
The following table shows the rating guidelines to evaluate levels of competencies
0/3 Not Proficient Competency is not demonstrated and/or falls significantly short of the
expected level as defined in the competency profile
No number of positive indicators. Many negative indicators,
Developing The competency demonstrated shows potential but needs further
1/3 Proficiency development in order to satisfy the expected level
Few positive indicators, some negative indicators but none decisive.
The competency demonstrated meets the expected level
2/3 Proficient Good display of positive indicators
No decisive indicators
Start the interview by greeting the candidate. Introduce yourself and make sure to have eye contacts
and that the environment is welcoming and the candidate is comfortably at ease. Ask the candidate if
everything is ok and he/she is comfortable. Introduce the nature of the competency-based interviews
and its process. Once you have established some rapport with the candidate, and the environment is
conducive you should began following the guidelines and asking questions about the relevant
competencies. In summary:
The interviewers are encouraged to close the interview in a very positive note but be very careful not to
raise false expectations that may result in later disappointment or in some rare cases causes disputes
and complaints.
Remember to:
Following the interview, complete your interview notes by adding any details you missed during the
interview, summarize your observations in the designated page, then, independently review the
responses and decide on a rating for each competency using the rating matrix. Conclude with overall
evaluation and grading of the candidates competency. Table below shows the final grading matrix
example:
Level of
Competency Competency Grade Remarks
Communication
Working with People
Drive for Results
Leading and Supervision
Analyzing
Networking
Integrity
Influencing
FINAL GRADE:
Table 2: Grading Matrix
Part 3
Competency-based Interview Guidelines for
Selection of Senior Civil Servant
Grade 1 & 2
Candidate Name____________________________________________
Interviewer ________________________________________________
Date ______________________________________________________
Evaluation Remarks:-----------------------------------------------------------
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Start the interview by greeting the candidate and welcoming gestures. Introduce yourself and make sure
to have eye contacts and that the environment is welcoming and the candidate is comfortably at ease.
Ask the candidate if everything is ok and he/she is comfortable. Introduce the nature of the
competency-based interviews and its process. Once you have established some rapport with the
candidate, and the environment is conducive you should began asking questions about the relevant
competencies. In summary:
Competency No 1: Communication
COMMUNICATION
Definition (for interviewer reference): Speaks fluently; expresses opinions clearly, information and
key points of an argument clearly; presents information with skill and confidence; projects credibility;
structures information to meet the needs and understanding of the intended audience; presents
information in a well-structured and logical way.
Question 1: Describe a situation where you had to explain something complex to a colleague or a
client. Which problems did you encounter and how did you deal with them?
Question 2: Can you tell me about a time when you had to present an idea or concept to a large
audience?
Note:
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COMMUNICATION
Definition (for interviewer reference): Speaks fluently; expresses opinions, information and key
points of an argument clearly; presents information with skill and confidence; projects credibility;
structures information to meet the needs and understanding of the intended audience; presents
information in a well-structured and logical way.
Positive Indicators
(Senior level Grade 1 & 2) Grading
Grade:
Definition (for interviewer reference): Shows respect for the views and contributions of other team
members; shows empathy; listens, supports and cares for others; consults others and shares
information and expertise with them; builds team spirit and reconciles conflict; adapts to the team and
fits in well.
Question 1: Tell us about a situation where you played an important role in a project as a member of
the team
Question 2: Give an example of a time when you had to deal with a conflict within your team?
Note:
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Definition (for interviewer reference): Shows respect for the views and contributions of other
team members; shows empathy; listens, supports and cares for others; consults others and shares
information and expertise with them; builds team spirit and reconciles conflict; adapts to the team and
fits in well.
Positive Indicators
(Senior level Grade 1 & 2) Grading
Definition (for interviewer reference): Sets high standards for quality of work; monitors and
maintains quality of work; works in a systematic, methodical and orderly way; consistently achieves
project goals; focuses on the needs and satisfaction of internal and external partners; accepts and
tackles demanding goals with enthusiasm.
Question 1: Tell us about a situation where you had to get a team to improve its performance to
meet demanding goals.
Question 2: Describe a project or situation where you had to use result-based approach and different
leadership style to reach your goal.
Note:
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Definition (for interviewer reference): Sets high standards for quality of work; monitors and
maintains quality of work; works in a systematic, methodical and orderly way; consistently achieves
project goals; focuses on the needs and satisfaction of internal and external partners; accepts and
tackles demanding goals with enthusiasm.
Positive Indicators
(Senior level Grade 1 & 2) Grading
Grade:
Definition (for interviewer reference): Provides others with a clear direction; motivates and
empowers others; recruits staff of a high caliber; provides staff with development opportunities and
coaching;
Question 1: Describe a situation where you needed to inspire a team.
What challenges did you meet and how did you achieve your objectives?
What did you do?
How did the team respond?
What was the result?
Question 2: Tell us about a situation where you faced reluctance from your team to accept the
direction that you were setting.
Question 3: Tell us about a time when you recognized a skill gap in your team
What was the gap and why was this skill necessary in your team?
What did you do?
How did the team respond?
What was the result?
Note:
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Definition (for interviewer reference): Provides others with a clear direction; motivates and
empowers others; recruits staff of a high caliber; provides staff with development opportunities and
coaching;
Positive Indicators
(Senior level Grade 1 & 2) Grading
Highly Proficient
Definition (for interviewer reference): Works strategically to realize organizations goals; sets and
develops strategies; identifies and develops positive and compelling visions of the organizations future
potential;
Question 1: Tell us about a time when you had to translate a organizations strategic objectives into
work-plans and actions
Question 2: Tell us about a time when you had the overall responsibility in developing a strategy for
your department
Question 3: Tell us about a situation a particular project within your department was not aligned with
organizational strategy
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Definition (for interviewer reference): Works strategically to realize organizations goals; sets and
develops strategies; identifies and develops positive and compelling visions of the organizations future
potential;
Positive Indicators
(Senior level Grade 1 & 2) Grading
Grade:
Competency No 6: Analyzing
ANALYZING
Definition (for interviewer reference): Analyzes numerical data and all other sources of
information, makes rational judgments from the available information and analysis; demonstrates an
understanding of how one issue may be a part of a much larger system.
Question 1: Tell us about a time when deciding on adopting an organizational strategy required
analysis and review of complex data and information from multiple sources.
Question 2: Tell us about a time when you needed to choose between several alternative
solutions or approaches to a problem
Question 3: Tell us about a time when making a new strategy required convincing organizations
senior management .
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ANALYZING
Definition (for interviewer reference): Analyzes numerical data and all other sources of
information, makes rational judgments from the available information and analysis; demonstrates an
understanding of how one issue may be a part of a much larger system.
Positive Indicators
(Senior level Grade 1 & 2) Grading
Grade:
Competency No 7: Networking
NETWORKING
Definition (for interviewer reference): Establishes good relationships with external partners and
staff; builds wide and effective networks within the organization, within the wider government
structures and with external parties; relates well to people at all levels;
Question 1: Tel us about a time when you had to use your network of contacts in order to achieve
an organizational objective
Question 2: Tel us about a time when you underestimated the impact of your decisions on
stakeholders external to your organization.
Question 3: Tell us about a time when you felt that conflict or differences were a positive driving
force in your organization.
Notes:
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NETWORKING
Definition (for interviewer reference): Establishes good relationships with external partners and
staff; builds wide and effective networks within the organization, within the wider government
structures and with external parties; relates well to people at all levels;
Positive Indicators
(Senior level Grade 1 & 2) Grading
Competency No 8: Integrity
INTEGRITY
Definition (for interviewer reference): Maintain job related, social, organizational and ethical norms
at all time. Display high ethical values and uphold the rules and regulations at all cost. Be a role model
and set examples for others
Question 1: Tell us about a time when someone asked you something that you objected to. How did
you handle the situation?
Question 2: Tell is about a situation where you had to remind a colleague of the meaning of
"integrity".
Question 3: Tell us about a time when one of your subordinates had to compromise rules to
achieve his/her aims.
INTEGRITY
Definition (for interviewer reference): Maintain job related, social, organizational and ethical
norms at all time. Display high ethical values and uphold the rules and regulations at all cost. Be a role
model and set examples for others
Positive Indicators
(Senior level Grade 1 & 2) Grading
Highly Proficient
Grade:
Competency No 9: Influencing
INFLUENCING
Definition (for interviewer reference): Gains agreement and commitment from others by
persuading, convincing and negotiating; makes effective use of political processes to influence and
persuade others inside and outside the organization; makes a strong personal impact on others
Question 1: Tell us about a situation where you were able to influence others on an important
issue.
Question 2: Tell us about a time when you experienced challenges in getting people from your
organization to understand or appreciate your point of view
Question 3: Tell us about a situation where you needed to influence different stakeholders who
had different agendas.
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INFLUENCING
Definition (for interviewer reference): Gains agreement and commitment from others by
persuading, convincing and negotiating; makes effective use of political processes to influence and
persuade others inside and outside the organization; makes a strong personal impact on others
Positive Indicators
(Senior level Grade 1 & 2) Grading
The interviewers are encouraged to close the interview a very positive note but be very careful not to
raise false expectations that may result in later disappointment or in some rare cases causes disputes
and complaints.
Remember to:
Following the interview, complete your interview notes by adding any details you missed during the
interview, summarize your observations in the designated page, then, independently review the
responses and decide on a grading for each competency using the rating guidelines. Conclude with
overall evaluation of the candidates competency by completing the following grading matrix:
Level of
Competency Competency Grade Remarks
Communication
Working with People
Drive for Results
Leading and Supervision
Analyzing
Networking
Integrity
Influencing
FINAL GRADE: