Pg. 27 Competency Probes

APPOINTMENT BOARD
Afghanistan Independent Administrative Reform and Civil Service Commission
Competency-based
Interview Guide
1 Competency-based Interview
APPOINTMENT BOARD
Competency-based Interview Guide
Civil Service Commission - Afghanistan
Guidelines for Effective Interviewing H. Massoudi September 2011

INTRODUCTION
In this guide
This guide consists of the following three Parts:
1- PART 1 contains general information about competency-based interview as well as selected

interview questions, and evaluation criteria with indicators.
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.
The purpose of this guide
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
Nature of the competency-based interview ______________________________5
AREAS OF SKILLS & COMPETENCIES ___________________________________6
Testing skills and competencies through competency-based interview ________ 6
COMPETENCY PROFILE & COMPETENCY-BASED QUESTIONS _________________7
Nature of questions in the competency-based interview ____________________8
MARKING QUESTIONS RATING COMPETENCIES _________________________9
How competency-based interview questions are marked ___________________9
WHEN TO CONDUCT COMPETENCY-BASED INTERVIWE ____________________10
Steps Before Conducting Competency-based Interviews ___________________10

PART ONE
COMPETENCY-BASED INTERVIEWS
Nature of the competency-based interviews
What are Competency-based interviews or structured interviews or behavioral interviews

competency- are interviews where each question is designed to test one or more specific
based or competencies or skills of the persons being interviewed. The purpose is to use
structured or
sets of structured questions to gain insights to the levels of skills of an individual
behavioral
interviews?
in specific areas. The answer is then matched against pre-decided criteria and
marked accordingly. For example, the interviewers may want to test the
candidate's ability to deal with managing a number of professionals by asking first how the candidate
generally handles managing people and then asking the candidate to provide an example of a situation
where he worked and managed a number of professionals assigned to do specific tasks or run a specific
project or program.
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.
AREAS OF SKILLS & COMPETENCIES

Testing skills and competencies through competency-based interviews
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:
Common skills and competencies tested through competency-based interviews

Adaptability Delegation Leadership
Compliance External awareness Leveraging diversity
Communication Flexibility Organizational awareness
Conflict management Independence Risk taking
Creativity and Innovation Influencing & persuading Sensitivity to others
Decisiveness Integrity Team work
Working with people Drive for results Formulating strategies
Networking Deciding & initiating action Analyzing
Table 1: Shows examples of skills and competency tested through Competency-based Interview

COMPETENCY PROFILE & COMPETENCY-BASED QUESTIONS
Nature of questions in the competency-based interviews
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:
Why did you apply for this job?

What do you know about this position?
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.
Usually, each cluster contains between 3 to 4 experience-based questions. An example of experience-

based questions in the clusters aim at testing the Flexibility skills of candidates could be:
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.

Competency Definition Example Question
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).
MARKING QUESTIONS RATING COMPETENCIES
How competency-based interview questions are marked
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:
"Describe a time when you had to deal with pressure"
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.
Positive indicators Negative indicators

Demonstrates a positive approach towards the Perceives challenges as problems
problem.
Attempts unsuccessfully to deal with the
Considers the wider need of the situation situation alone
Recognizes his own limitations Used inappropriate strategies to deal with

pressure/stress
Is able to compromise
Do not display practical understanding of
Is willing to seek help when necessary pressure
Uses effective strategies to deal with Attempt to ignore the issue
pressure/stress
Table 3: Shows examples of positive and negative indicators

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:
Rating Level of Descriptions

Competency
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
The competency demonstrated generally exceeds the expected level

3/3 Highly Proficient Excellent display of positive indicators
Table 4: Shows an example of a marking/rating matrix
WHEN TO CONDUCT COMPETENCY-BASED INTERVIWES

Steps Before Conducting Competency-based Interviews
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:
1. Development of clear job descriptions or terms of reference (TOR) indicating the

functions, responsibilities associated with the post,
2. Detailed positioning of the post within the organizational structures and reporting
procedures and expected deliverables
- Steps for Conducting Competency-based Interviews
3. Prepare Competency Profile and associated questions

4. Observe preparatory steps and conduct the competency-based interview
- Steps for competency rating and appointment
5. Evaluate competencies and complete rating matrix

6. Select the potential candidate
7. Follow administrative procedures and issue the letter of appointment
JJjobJjobJjj
Job Competency Advertising C-based Evaluation/ Selection Appointment
Descriptions Profile the Post interview Rating

Part Two
Effective Interviewing - Toolkit

Introduction
Purpose of the Effective Interviewing Tool-kit
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
Competency Profile _______________________________________________14
Preparing Competency Profile for the Interview _________________________15
Preparing for Conducting Competency-based Interview ___________________15
Steps for Conducting the Interview __________________________________ 15
Evaluation and Grading ___________________________________________ 17
Check List for Competency-based Interview ____________________________19
PART 3
Opening the Interview ____________________________________________22
COMPETENCY PROFILE FOR SENIOR LEVEL GRADES 1 & 2 ________________ 23
Questions and Indicators ___________________________________25
Closing the Interview ________________________________________43

PART TWO
TOOLKIT FOR:
EFFECTIVE INTERVIWEING
Skills and Competency Profile
Preparing Competency Profile for the Interview
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:
8. A clear job descriptions or terms of reference indicating the function, responsibilities

and deliverables associated with the Post,
9. Detailed positioning of the Post within the organizational structures as well as reporting
procedures
Then:
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
Preparing for Conducting Competency-based Interview
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
Steps for Conducting the Interview
Putting the Candidate at Ease
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.

1. Create a welcoming and non-threatening environment to put the candidates regardless

of their physical appearance, gender, belief, economic, social or cultural backgrounds at
ease.
2. Give full encouraging and supportive attention to each candidate - make them feel that
he/she is the only candidate who is being interviewed for the Post. By this you are
demonstrating that you are listening, paying full attention and ultimately creating an
atmosphere in which the candidate will relax, talk freely and with confidence. Such a
supportive environment usually brings the best out of candidates and assists them to
gain professional confidence and trust the system regardless of the outcomes of the
interview.
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,
Verbal Communication & Attentiveness
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
STEP FOUR Managing time is the responsibility of the interviewers. Competency-based

interviews are usually structured in such a way that last about 60 minutes. This
limited time should be divided into appropriate allocated segments for; the introductory part, question
and answer for each competency and conclusion.

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
Evaluation and Grading
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.

Rating Guidelines Marking Matrix
The following table shows the rating guidelines to evaluate levels of competencies
Rating Level of Descriptions

Competency
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
The competency demonstrated generally exceeds the expected level

3/3 Highly Proficient Excellent display of positive indicators
Table 1: Grading Matrix
Opening the Interview
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:
1. Welcome the candidate

3. Introduce yourself as the interviewer and describe your role
4. Describe the purpose of the interview and the rating and evaluation processes
5. Describe the interview process:
a. The interview will be a Competency-Based Interview which consists of a
structured series of questions designed to elicit how candidates have handled
specific situations in the past
b. The interview will take approximately 60 minutes
c. Explain to the candidate his/her role and participation:
i. To respond candidly and completely to questions
ii. To provide specific examples of past work experience
6. Ensure you have all required document, check list, Toolkits and grading matrix
7. Began conducting the Competency-Based Interview

Closing the Interview
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:
Thanking the candidate for his/her participation and interest

Ensure that candidate leave with positive feeling about the interview process, its impartiality
and unquestionable search for the most qualify individual to take up the vacant post,
Explain the next stage of the process.
Ask the candidate if he/she has any question
Thanks the candidate and wish him/her best
Following the Interview
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
Formulating Strategy and Concept
Analyzing
Networking
Integrity
Influencing
FINAL GRADE:
Table 2: Grading Matrix

CHECK LIST FOR COMPETENCY-BASED INTERVIEWE
Preparing for the Interview
1- Review the job descriptions and required deliverables

2- Review the competency profile and definition of each competency,
3- Review the questions related to each competency
4- Review both positive and negative indicators for each question
Conduction the Interview

d. The interview will be a Competency-Based Interview which consists of a
e. The interview will take approximately 60 minutes
f. Explain to the candidate his/her role and participation:
13. Conduct the Competency-Based Interview
14. Allow the candidate to ask one or two questions at the end of the formal interview
10.Close the interview session and thank the candidate for his/her participation

Part 3
Competency-based Interview Guidelines for
Selection of Senior Civil Servant
Grade 1 & 2

Candidate Name____________________________________________
Interviewer ________________________________________________
Date ______________________________________________________
Evaluation Remarks:-----------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------
---------------------------------------------------------------------------------

CHECK LIST FOR COMPETENCY-BASED INTERVIEWE
Preparing for the Interview
5- Review the job descriptions and required deliverables

6- Review the competency profile and definition of each competency,
7- Review the question related to each competency
8- Review both positive and negative indicators
Conduction the Interview

g. The interview will be a Competency-Based Interview which consists of a
h. The interview will take approximately 60 minutes
i. Explain to the candidate his/her role and participation:
21. Allow the candidate to ask one or two questions at the end of the formal interview
10.Close the interview session and thank the candidate for his/her participation

Opening the Interview
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:

a. The interview will be a Competency-Based Interview which consists of a
b. The interview will take approximately 60 minutes
c. Explain to the candidate his/her role and participation:

SENIOR LEVEL - GRADES 1 & 2 INTERVIEW
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?
What information did you need to get across?

What problems did you encounter?
What was the most difficult aspect about giving the explanation?
How did you ensure he/she understood?
What was the most difficult question you were asked?
How did you deal with the question?
What would you do differently next time?
Question 2: Can you tell me about a time when you had to present an idea or concept to a large
audience?
How did you convey the information?

What tools and techniques did you use?
How did you measure the effectiveness of the presentation in terms of the message being
understood?
What did you learn from the process?
Have you applied this learning to another process since?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------

Competency No 1: Communication - Indicators
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
Fluent in conversation, uses pauses, Not Proficient

changes in volume, and changes in Developing
emphases. Maintains aye contacts Proficiency
Proficient
Highly Proficient
Presents complex arguments, information Not Proficient

and ideas in an easy to understand and Developing
memorable fashion. Proficiency
Proficient
Highly Proficient
Develops points and arguments from Not Proficient

initial simplicity to final Developing
comprehensiveness, giving the overall Proficiency
work a logical progression of ideas. Proficient
Highly Proficient
During conversation or presentation of an Not Proficient

experience, projects confidence and Developing
authority with high level of knowledge. Proficiency
Proficient
Highly Proficient
Holds the attention of the audience Not Proficient

throughout to drive home the required Developing
message convincingly. Proficiency
Proficient
Highly Proficient
Grade:

Competency No 2: Working with People
WORKING WITH PEOPLE
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
How did you find out what was important to others?

What did you change?
How did you deal with diversity (gender, social and cultural backgrounds)
How did you participate in the decision making process?
How did this make you more effective?
What did you learn from this experience?
Question 2: Give an example of a time when you had to deal with a conflict within your team?
What did you do to help resolve the situation?

How did you encourage collaboration of others?
How did you build consensus?
What challenges did you face?
What was the outcome?
What did you learned from this experience?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 2: Working with People - Indicator
WORKING WITH PEOPLE
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
Ability to create and encourage a climate Not Proficient

of team-working and collaboration across Developing
the organization. Ability to play a leading Proficiency
role in building consensus among divers Proficient
group of professionals. Highly Proficient
Ability to recognize outstanding Not Proficient

performance of individuals in the Developing
organization. Personally invests time to Proficiency
recognize and support those who Proficient
contribute to organizations success. Highly Proficient
Ability to consults with a broad cross- Not Proficient

section of stakeholders during all aspects Developing
of decision making and develop a Proficiency
common front in dealing with shared Proficient
activities.
Highly Proficient
Sees the welfare of others regardless of Not Proficient

their differences as a key organizational Developing
priority and creates systems and Proficiency
processes to safeguard the concept. Proficient
Highly Proficient
Grade:

Competency No 3: Drive for Results
DRIVE FOR RESULTS
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.
Why the team had to improve?

How did you address them?
Why were these goals particularly demanding?
How did you approach it?
How did you ensure the goals were met?
Question 2: Describe a project or situation where you had to use result-based approach and different
leadership style to reach your goal.
Why was a results-based approach particularly important in this situation?

What changes did you institute in both leadership and methodology to meet this requirement?
How did you monitor progress?
What challenges did you come across?
What was the end result?
What did you learn?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 3: Drive for Results - Indicator
DRIVE FOR RESULTS
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
Creates processes to ensure work is Not Proficient

completed in a systematic and orderly Developing
way; Rigorously identifies blocks to Proficiency
methodical working and removes Proficient
haphazard or ad-hoc processes. Highly Proficient
Consistently manages inter-departmental Not Proficient

and other project teams to deliver Developing
projects on-time and on-budget to agreed Proficiency
quality standards; Drives an Proficient
organizational culture that focuses on
results, inspiring others to achieve and Highly Proficient
exceed goals and expectations.
Promotes a results-oriented culture Not Proficient

within own department and UNICEF as a Developing
whole, including establishment of systems Proficiency
to measure results against objectives. Proficient
Highly Proficient
Champions initiatives to increase partner Not Proficient

satisfaction; Drives an organizational Developing
culture of open, two-way stakeholder Proficiency
communication to ensure complete Proficient
under-standing of partner needs Highly Proficient
Grade:

Competency No 4: Leading and Supervision
LEADING AND SUPPERVISION
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.
Was this situation particularly difficult? Why?

What did you do to get the team on board with your direction?
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?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 4: Leading and Supervision - Indicator
LEADING AND SUPERVISOIN
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
Ability to provides teams and Not Proficient

departments with clear directions that are Developing
based on goals , objectives and strategies Proficiency
of the organization Proficient
Highly Proficient
Identifies capacity gaps in groups as well Not Proficient

as individuals; Puts actions in place to Developing
address capacity gaps and their causes Proficiency
across the organization. Proficient
Highly Proficient
Decides which team or department is best Not Proficient

placed to deliver which aspects of the Developing
overall project, taking into account Proficiency
departments resources and an Proficient
appropriate balance of routine and Highly Proficient
challenging tasks
Facilitates the development of high- Not Proficient

potential individuals and the concept of a Developing
learning organization. Proficiency
Proficient
Highly Proficient
Grade:

Competency No 5: Formulating Strategies and Concepts
FORMULATING STRATEGIES AND CONCEPTS
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
How did you translate strategic goals into actions?

What did you specifically do that was effective?
How did you implement the plan?
What would you do differently in hindsight?
Question 2: Tell us about a time when you had the overall responsibility in developing a strategy for
your department
What was your role?

How did you share responsibilities with subordinates?
Who else was involved?
What challenges did you experience?
How did you translate the strategies into actions?
Question 3: Tell us about a situation a particular project within your department was not aligned with
organizational strategy
Why was this important?

How did you approach the situation?
What was the realignment process like?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 5: Formulating Strategies and Concepts - Indicator
FORMULATING STRATEGIES AND CONCEPT
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
Ability to develop and revise Not Proficient

departments and organizations Developing
strategy in line with the Proficiency
organizational vision and mission Proficient
ensuring it is practical and Highly Proficient
achievable
Ability to lead and inspire Not Proficient

professional staff to constantly Developing
explores future possibilities and new Proficiency
strategies to improve the Proficient
effectiveness of the organization
Highly Proficient
Ability to investigate and adopt Not Proficient

global trends that may have positive Developing
impacts upon the organization Proficiency
Proficient
Highly Proficient
Ability to gain insights about the Not Proficient

future path of the organization and Developing
encourage others to consider Proficiency
organizations long-term strategy Proficient
when setting departmental Highly Proficient
objectives
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.
What was the situation?

How did you find the necessary information?
What tools did you use to do the analysis?
What did you do to ensure your analysis was correct?
Question 2: Tell us about a time when you needed to choose between several alternative
solutions or approaches to a problem
What was the problem?

What analysis did you make before making the final decision?
How did you decide which solution to choose?
How well did your chosen solution work in practice?
Question 3: Tell us about a time when making a new strategy required convincing organizations
senior management .

How did you explain the need for change in strategy?
How did you integrate all of the information into your analysis?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 6: Analyzing - Indicators
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
Ability to analyze and integrate diverse Not Proficient

and complex data and information from a Developing
wide range of sources. Proficiency
Proficient
Highly Proficient
Ability to collect information from wide Not Proficient

range of sources and seek inputs from Developing
others to gain a clear and comprehensive Proficiency
understanding of the issues and Proficient
challenges Highly Proficient
Ability to analyze the prevailing situation Not Proficient

and makes logical, rational, well-reasoned Developing
and defensible judgments from available Proficiency
information; Proficient
Highly Proficient
Ability to produce a range of workable Not Proficient

strategies aimed at solving problems. Developing
Ability to translate these strategies into Proficiency
practical and achievable tasks for Proficient
implementation Highly Proficient
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

Why was it necessary to involve your network of contacts in this situation?
How did you approach this?
What were the results?
Question 2: Tel us about a time when you underestimated the impact of your decisions on
stakeholders external to your organization.

What was the cause for underestimating?
How did you measure the impact on the stakeholders?
Question 3: Tell us about a time when you felt that conflict or differences were a positive driving
force in your organization.

How did you handle the conflict to optimize its benefit?
What were the contributions of others?
Notes:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 7: Networking - Indicators
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
Ability to nurture good relationships with Not Proficient

people across all internal organizational Developing
levels and other government agencies, Proficiency
and with external contacts and partners. Proficient
Highly Proficient
Ability to maintain and extend an Not Proficient

effective network of individuals outside Developing
the organization, building strategic Proficiency
partnerships with a range of key Proficient
stakeholders Highly Proficient
Ability to relate well to people at all Not Proficient

levels, including staff, external contacts Developing
and partners, specifically for collaboration Proficiency
and joint implementations of programs Proficient
Highly Proficient
Ability to identify and tackle disagreement Not Proficient

that compromise organizations Developing
objectives; facilitate the resolution of Proficiency
conflict between others in tactful manner. Proficient
Highly Proficient
Grade:

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?

How did you handle the situation?
What did you learn?
Question 2: Tell is about a situation where you had to remind a colleague of the meaning of
"integrity".

What tactics did you use?
What did you learn?
Question 3: Tell us about a time when one of your subordinates had to compromise rules to
achieve his/her aims.

How did you find out?
What tactics did you use?
What did you learn?

Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 8: Integrity - Indicators
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
Ability to uphold and nurture integrity Not Proficient

across all internal organizational levels Developing
and also display high level of integrity in Proficiency
dealing with other government agencies, Proficient
and with external contacts and partners Highly Proficient
Ability to maintain an effective ethic Not Proficient

system for upholding the organizational Developing
rules and regulations within the Proficiency
department and organization Proficient
Highly Proficient
Ability to set examples so other staff and Not Proficient

team members will contribute their Developing
fullest capabilities to achieve Proficiency
organizational objectives and purpose Proficient
Highly Proficient
Thorough examples continuously assist Not Proficient

and convince others and team members Developing
to uphold and respect rules and Proficiency
regulations and the organizational Proficient
integrity and credibility, 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.
What was the situation

What approaches or strategies did you use?
How did you manage to convince others?
What did you learn?
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
What was the issue?

What did you do?
Question 3: Tell us about a situation where you needed to influence different stakeholders who
had different agendas.
What was the situation

What approaches or strategies did you use?
How did you manage to convince others with different agenda?
What did you learn?
Note:
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------
----------------------------------------------------------------------------------------

Competency No 9: Influencing - Indicators
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
Ability to create credible and lasting Not Proficient

impression when meeting Developing
individuals, teams and large group Proficiency
Proficient
Highly Proficient
Ability to negotiate effectively, Not Proficient

present convincing credible Developing
arguments to people inside and Proficiency
outside the organization by adopting Proficient
a range of approaches,
Highly Proficient
Ability to changes the perspective of Not Proficient

people with respect to an issue, Developing
gaining their support, agreement and Proficiency
building consensus. Proficient
Highly Proficient
Ability to stand for the overall Not Proficient

agenda of the organization and be Developing
able to build support throughout Proficiency
internal and external governmental
organization Proficient
Highly Proficient
Grade:

Closing the Interview
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:
Thanking the candidate for his/her participation and interest

Ensure that candidate leave with positive feeling about the interview process, its impartiality
and unquestionable search for the most qualify individual to take up the vacant post,
Explain the next stage of the process.
Ask the candidate if he/she has any question
Thanks the candidate and wish him/her best
Following the Interview and Grading
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
Formulating Strategy and Concept
Analyzing
Networking
Integrity
Influencing
FINAL GRADE:

Pg. 27 Competency Probes

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Pg. 27 Competency Probes

Caricato da

Copyright:

Formati disponibili

APPOINTMENT BOARD

Afghanistan Independent Administrative Reform and Civil Service Commission

Competency-based Interview Guide

Civil Service Commission - Afghanistan

Guidelines for Effective Interviewing H. Massoudi September 2011

This guide consists of the following three Parts:

1- PART 1 contains general information about competency-based interview as well as selected

The purpose of this guide

Guidelines for Effective Interviewing H. Massoudi September 2011

Guidelines for Effective Interviewing H. Massoudi September 2011

Nature of the competency-based interview ______________________________5

AREAS OF SKILLS & COMPETENCIES ___________________________________6

Testing skills and competencies through competency-based interview ________ 6

COMPETENCY PROFILE & COMPETENCY-BASED QUESTIONS _________________7

Nature of questions in the competency-based interview ____________________8

MARKING QUESTIONS RATING COMPETENCIES _________________________9

How competency-based interview questions are marked ___________________9

WHEN TO CONDUCT COMPETENCY-BASED INTERVIWE ____________________10

Steps Before Conducting Competency-based Interviews ___________________10

Guidelines for Effective Interviewing H. Massoudi September 2011

Nature of the competency-based interviews

What are Competency-based interviews or structured interviews or behavioral interviews

Guidelines for Effective Interviewing H. Massoudi September 2011

AREAS OF SKILLS & COMPETENCIES

Common skills and competencies tested through competency-based interviews

Communication Flexibility Organizational awareness

Conflict management Independence Risk taking

Creativity and Innovation Influencing & persuading Sensitivity to others

Decisiveness Integrity Team work

Working with people Drive for results Formulating strategies

Networking Deciding & initiating action Analyzing

Guidelines for Effective Interviewing H. Massoudi September 2011

COMPETENCY PROFILE & COMPETENCY-BASED QUESTIONS

Nature of questions in the competency-based interviews

Why did you apply for this job?

Usually, each cluster contains between 3 to 4 experience-based questions. An example of experience-

Guidelines for Effective Interviewing H. Massoudi September 2011

Competency Definition Example Question

Guidelines for Effective Interviewing H. Massoudi September 2011

MARKING QUESTIONS RATING COMPETENCIES

How competency-based interview questions are marked

"Describe a time when you had to deal with pressure"

Positive indicators Negative indicators

Recognizes his own limitations Used inappropriate strategies to deal with

Table 3: Shows examples of positive and negative indicators

Guidelines for Effective Interviewing H. Massoudi September 2011

Rating Level of Descriptions

The competency demonstrated generally exceeds the expected level

Table 4: Shows an example of a marking/rating matrix

WHEN TO CONDUCT COMPETENCY-BASED INTERVIWES

1. Development of clear job descriptions or terms of reference (TOR) indicating the

3. Prepare Competency Profile and associated questions

- Steps for competency rating and appointment

5. Evaluate competencies and complete rating matrix

Guidelines for Effective Interviewing H. Massoudi September 2011

Guidelines for Effective Interviewing H. Massoudi September 2011

Purpose of the Effective Interviewing Tool-kit

Guidelines for Effective Interviewing H. Massoudi September 2011

Competency Profile _______________________________________________14

Preparing Competency Profile for the Interview _________________________15

Preparing for Conducting Competency-based Interview ___________________15

Steps for Conducting the Interview __________________________________ 15

Evaluation and Grading ___________________________________________ 17

Check List for Competency-based Interview ____________________________19