Hiring the Right SLP: Behavioral Interviewing Using a Team Approach

Transcription

1 Hiring the Right SLP: Behavioral Interviewing Using a Team Approach November 15, 2012 Heather Sydorwicz, M.S., CCC/SLP, BCBA Coordinator of Speech/Language Services Cleveland Clinic Center for Autism

2 Disclosure Heather Sydorwicz has no relevant financial or nonfinancial relationships to disclose.

3 Agenda Rationale/need CCCA hiring model Application to other employment settings Questions

4 Need to Improve Retention Cost Quality of service Increasing demands for SLPs Uniqueness of CCCA

5 Hiring as a Process The interview has the largest impact on hiring decisions (Robbins & Judge, 2011). Interviews are poor predictors of job performance (Posthuma, Moregeson, & Campion, 2002; Wilk & Cappelli, 2003).

6 Common Hiring Mistakes Hiring manager/interviewer may not know the job Premature decisions due to biases May place more weight on negative information Influence of applicant order

7 Knowing the Job Job analysis procedures that collect information describing verifiable job behaviors and activities (Muchinsky, 2012)

8 Job Analysis Who? Patient population Co-workers Supervisors

9 Job Analysis What? Therapy expectations Paperwork expectations Meetings Technology & resources available Opportunities for advancement & professional development

10 Job Analysis Where? Location of company/office(s) Location of service provision

11 Job Analysis When? Work days/calendar Work hours

12 Job Analysis How? Service delivery models Teaching methodologies Collaboration with other professionals

13 Improving the process by: Gathering as much information about your candidates as possible - Interviews - Test scores & GPA - Recommendations Use multiple, trained interviewers (Lunenburg, 2010)

14 CCCA Hiring Process Gathering information through: 1. Pre-interview 2. Phone interview 3. Final interview 4. Post-interview

15 Step 1: Pre-interview Resume & cover letter review - What s there? - What s missing? Research your candidates!

16 Step 2: Phone Interview Direct questions to learn more about: Education & training Experience Candidates values, goals, & interests Knowledge of the company

17 Examples General Questions What are you looking for in a position? What do you know about Autism? What do you know about ABA? Summarize your last 2 years. What are your strengths as an SLP? What are your weaknesses?

18 Step 2: Phone Interview Behavioral interview questions: - Gather information about how candidates behaved in past experiences - Use to make hypotheses about future behavior in the employment setting (Robbins & Judge, 2011)

19 Examples Behavioral Questions Tell me about a time when you had to accomplish a task with someone who was particularly difficult to get along with. What was the outcome? How do you define World Class Service? Can you provide an example of when you provided world class service to a patient?

20 Phone Interview Outcomes Learn about candidates Personality, interpersonal, & communication skills Ability to process information, formulate responses effectively & efficiently Experience, education, & training Motivation

21 Phone Interview Outcomes Identify finalists who meet identified criteria: General fund of knowledge & experience Knowledge of organization/program Licensure & credentials Genuine interest & enthusiasm Values consistent with those of the Cleveland Clinic & CCCA

22 Benefits of Phone Interview Ease & efficiency - Scheduling - Documentation Can be tailored to specific candidates

23 Challenges of Phone Interview Tailoring questions/individualizing interview may not provide equal opportunity for candidates. Subjective Candidates can plan/prepare for questions. A significant amount of non-verbal communication can be missed.

24 Step 3: Final Interview Extended interview consisting of 6 components: 1. Face-to-face interview 2. Writing tasks 3. Tour of facility 4. Therapy observations 5. Lunch with the department 6. Q & A with hiring manager

25 Face-to-Face Interview Panel - team of trained interviewers enhances reliability and validity, while reducing impact of biases (Campion, Palmer, & Campion, 1997) - Most reliable when the same team interviews each candidate (Lunenburg, 2010)

26 Face-to-Face Interview Situational hypothetical questions regarding commonly occurring/critical scenarios identified through job analysis enhances validity and user reactions Structured asking the same questions, in the same order, and evaluating responses using anchored ratings enhances reliability and validity (Campion, et al., 1997; Huffcutt, 2010, Huffcutt & Arthur, 1994; Wiesner & Cronshaw, 1988; Wilk & cappelli, 2003)

27 Examples Structured Situational Question One of your patients is having difficulty transitioning to your therapy room. Please explain in detail what steps, actions, and activities you would implement to assist this patient in a smoother transition?

28 Example Anchored Ratings 3 2 Includes the following: Lists at least 2 steps, actions and/or activities that incorporate principles of reinforcement, visual schedules or other behavioral supports. Does not list steps, actions and/or activities that could reinforce the patient s challenging behavior. Refers to a potential function of the behavior. Includes the following: Lists at least 2 steps, actions and/or activities that incorporate principles of reinforcement, visual schedules or other behavioral supports. Does not provide steps, actions and/or activities that could reinforce the patient s challenging behavior. 1 Lists only one of the items listed in 2 or partially meets for the two items 0 Does not include any of the above listed items or only partially meets for one item.

29 Writing Tasks Situational, structured, & completed by the panel to evaluate: - Writing skills - Ability to analyze, synthesize, & communicate relevant information in 3 core areas: 1. Clinical skills 2. Creativity 3. Family communication

30 Example Writing Task One of your patients is working on the following programs during speech: - Articulation - /m/ in final position of single words - Communicating Basic Wants and Needs requesting play (x) - Greetings with familiar adults - Receptively identifying objects in pictures Your patient also met criterion for requesting recurrence this week. Using the attached Speech/Language Therapy Home Communication Note, please write a home communication note to let the family know what their child worked on and provide some ideas for home practice.

31 Example Anchored Ratings 3 Includes all of the following: Lists at least 3 skills targeted on therapy Lists performance for skills targeted in therapy Identifies at least 2 ways to work on targeted skills at home. Demonstrates relationship with family (e.g., greeting, farewell, asking questions, etc.) 2 Includes 3 of the items listed above or partially meeting for 4. 1 Includes 2 of the items listed above or partially meeting for 3. 0 Includes 1 of the items listed above or partially meeting for 2.

32 Tour of Facility Work environment general & specific to the position Technology, materials, etc. Opportunities to meet additional team members and observe services Opportunities to meet and observe patients

33 Therapy Observations Meet additional team members Allows candidates to better understand patient population and what therapy looks like

34 Lunch with the Department Affords candidates and team members to ask more questions and gather more information in a less formal setting Interpersonal skills, chemistry within department

35 Q & A with Hiring Manager Candidate - any additional questions or comments Hiring manager - the candidates experience during their time at the center

36 Benefits of Final Interview Process Team approach - Candidate meets team - Team members have a voice in hiring Allows candidates to get a sense of what the job entails Standardized interview design is more reliable, valid, and objective (Campion, et al., 1997)

37 Challenges of Final Interview Process Coordinating multiple schedules can be difficult Requires significant time to: - Train interviewers - Plan candidates schedules Standardization eliminates flexibility

38 Step 4: Post-Interview Score face-to-face & written interview Check references using a standardized template Debrief with panel of interviewers after scoring is complete

39 Step 4: Post-Interview Compare finalists Team decides who to offer the position to Move ahead with offer!

40 Application to Additional Settings All settings have qualities that make them unique Improves retention & quality of service Team involvement empowers employees by valuing their contribution & participation

41 Developing Your Hiring Process Step 1: Complete job analysis Step 2: Develop interview questions - General - Behavioral - Situational

42 Developing Your Hiring Process Step 3: Develop anchored ratings for situational interview - Ratings should be available to rank poor/no response to perfection - Determine rule for how to score if applicant is between scores - Scores are not grades. They are a means of comparing candidates.

43 Developing Your Hiring Process Step 4: Identify & train your team of interviewers Step 5: Develop a standardized template for interviewing references

44 Additional Tips When possible, withhold information about candidates to the hiring team prior to scoring to reduce the likelihood of biases impacting candidates scores. The process is fluid changes can be made; however timing is everything! Be open to feedback about questions & rating criteria from the team.

45 Questions

46 References Campion, M.A., & Palmer, D. K. (1997). A review of structure in the selection interview. Personnel Psychology, 50, Huffcutt, A. I. (2010) From science to practice: seven principles for conducting employment interviews. Applied HRM Research, 12, Huffcutt, A. I., & Arthur, W., Jr. (1994). Hunter and Hunter (1984) revisited: interview validity for entry-level jobs. Journal of Applied Psychology, 79,

47 References Lunenburg, F. C. (2010). The interview as a selection device: problems and possibilities. International Journal of Scholarly Academic Intellectual Diversity, 12, 1-7. McDaniel, M.A., Whetzel, D.L., Schmidt, F. L., & Maurer, S. D., (1994). The validity of employment interviews: a comprehensive review and meta-analysis. Journal of Applied Psychology, 79, Muchinsky, P. M. (2012). Psychology Applied to Work. Summerfield, NC: Hypergraphic Press, Inc..

48 References Posthuma, R.A., Moregeson, F. P., & Campion, M. A. (2002). Beyond employment interview validity: a comprehensive narrative review of recent research and trend over time. Personnel Psychology, 55, Robbins, S. P., & Judge, T. A. (2011). Organizational behavior (14 th ed.). Upper Saddle River, NJ: Prentice Hall. Wiesner, W. H., & Cronshaw, S. F. (1988). A meta-analytic investigation of the impact of the interview format and degree of structure on the validity of the employment interview. Journal of Occupational Psychology, 61,

49 References Wilk, S. L., & Cappelli, P. (2003). Understanding the determinants of employer use of selection methods. Personnel Psychology, 56,

50