UNHCR Best Practice Interviewing GUIDE Interviewers

UNHCR
Best Practice
Interview Guide for
Interviewers
Skills and processes
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Content
 Introduction 5
 What underlies Competency? 5
 What is Competency-based Interviewing (CBI) 5
 How does it work? 6
 Using the UNHCR Competency Framework in Interviewing Process 6
 UNHCR Values, Core, Managerial & Cross-functional Competencies 7
 Skills & Competencies of Effective Interviewers 9
 Overview of Competency Interviewing Process 14
 Preparing for the Interview 15
 Conducting the Interview 18
 After the Interview 19
 Objective Assessment & Rating 19
 Annex: Sample Competency Questions 22
 Sample Assessment & Rating Chart 39
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INTRODUCTION1
UNHCR launched the concept of competency-based interviewing in 2000 (IOM/FOM 20-21/2000) at

a time when the Organization sought to systematize interviews for postings and when other UN
agencies were also investing in this area. The IOM/FOM reminds us that in the selection process
and in career management interviewing is a valuable tool which allows selecting managers and
applicants to focus on specific post competency requirements for vacant posts within the context of
operational needs.
Following a competency-based interviewing process fosters a sense of fairness with regards to

these processes. By building on previous practices, UNHCR will focus on the skills needed for
competency-based interviewing to enable UNHCR as a learning organization to systematize
interviewing processes as a whole for both field and HQ, thus the way we conduct interviews across
the Organization.
These materials aim to develop and improve both skills and processes. Outlined below are the
steps to put into place to ensure fairness and transparency of competency-based interviewing and
the skills to use for interviewing candidates in order to find the most suitable candidate for each
vacancy.
WHAT UNDERLIES COMPETENCY?
The term “competency” refers to a combination of the ability, knowledge, behavior, and attitude
needed that are directly related to successful performance on the job. Competencies provide a
sound basis for consistent and objective performance standards by creating a shared language
about what is needed and expected by the organization.
WHAT IS COMPETENCY-BASED INTERVIEWING (CBI)?
Competency-based interviewing (CBI), or “behavioural interviewing” is a structured interview

process. CBI is based on the simple idea that the best predictor of how a person will behave in the
future is how that person has behaved in the past in a comparable situation.
PAST BEHAVIOUR FUTURE PERFORMANCE
When conducting a competency-based interview, the specific aim of a selection panel is to

understand and assess the candidate’s past behavior, in order to see how s/he has demonstrated
the competencies required for the post under consideration.
Traditionally, interviewers have asked questions that are relevant to what they are looking for, for
the purpose of getting an overall impression of the candidate, looking at his/her knowledge,
qualifications and years of experience, but without necessarily seeking evidence of how well they
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UNHCR would like to thank UNAIDs for use of and reference to their competency-based materials.
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used that knowledge and experience, how well they performed on the job. In this form of
interview, the results of the interview are likely to be more subjective.
A competency-based interview has the more focused aim of seeking evidence of how the candidate
has performed in past work situations, and is now considered to be significantly more objective and
predictive than the more traditional forms of interview. Competency-based interviews are usually
conducted by an interview panel of at least three people (see Steps below).
HOW DOES CBI WORK?
In a competency-based interview, questions focus on eliciting specific examples from candidates

describing situations where they might (or might not) have demonstrated the required behaviors.
The questions are probed in a systematic way by the interviewer to build up a picture of the
relative strengths and weaknesses of the candidate against the competency. Candidates’ responses
are scored for each competency on a rating scale.
In any response from a candidate the selection panel members are looking for evidence that the
candidate has demonstrated the required competency in the past, in a way and to a level of
mastery that s/he will be able to demonstrate in the future. The panel may choose to ask a
negative question at times to assess whether the candidate has the ability to self-reflect on own
responsibility for errors made and has learned from the situation rather than blame others or
external circumstances.
USING THE UNHCR COMPETENCY FRAMEWORK IN THE INTERVIEW

PROCESS
The Competency Framework is an essential source document for selection panels in their goal to
find the right person for the job by helping them focus not only on qualifications and experience
but on demonstrated competencies (skills and behaviours). The competencies required for each
post are written into the job description.
The Competency Framework was developed as part of the Performance Appraisal & Management
System (PAMS) launched in 2008 by the Division of Human Resources Management. The
framework was developed following a review of best practices among other UN agencies as well as
companies in the private sector. In addition to supporting the management of staff performance, it
forms the foundation for a number of human resources processes, such as recruitment, promotion
and posting processes, career management and staff development.
The framework provides:
 A general definition of the competency

 Definition of level of responsibility based on post grade
 Behavioural indicators for each level
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UNHCR CORE VALUES
CORE, MANAGERIAL & CROSS-FUNCTIONAL COMPETENCIES
VALUES
Integrity Professionalism Respect for Diversity
The demonstration of all three Values is a fundamental requirement for every staff member in all
ways described in the Competency Framework. They are the shared principles and beliefs that
underpin the work of the organization and guide the actions and behaviour of its entire staff.
When interviewing, the panel should be mindful that the candidates are demonstrating these three
Values in their attitude and behaviour. Because it is expected that all candidates will be
demonstrating them, the panel should only consider as noteworthy an inability of a candidate to
demonstrate them.
CORE COMPETENCIES
Accountability Team Work & Collaboration Communication

Commitment to Continuous Learning Client & Results Orientation
Organisational Awareness
The assessment of core competencies as defined in the Job Description should always be part of an
interview. All six competencies are considered important for all staff regardless of their function or
level. The panel will decide and give particular attention to the specific core competencies
considered essential for the position being reviewed.
MANAGERIAL COMPETENCIES
Empowering & Building Trust Managing Performance
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Judgement & Decision Making Strategic Planning & Vision Leadership
Managing Resources
The selection of managerial competencies will depend on the job profile. However, depending on
the particular circumstances, while all are relevant for managerial effectiveness, panels may want
to give particular attention and focus to one of these competencies deemed warrant special
consideration for the position in question.
CROSS-FUNCTIONAL COMPETENCIES
Analytical Thinking Innovation & Creativity Technological Awareness

Negotiation & Conflict Resolution Planning & Organising
Policy Research & Development Political Awareness
Stakeholder Management Change Capability & Adaptability
These cross-functional competencies can apply to all jobs within the organization. Those
particularly relevant to the job profile and needed for the work objectives will be defined in the
specific vacancy announcement.
Functional Competencies
These are the skills required to perform the tasks specific to a post. Functional Competencies are
automatically taken from the current job descriptions into the e-PAD.
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SKILLS & COMPETENCIES OF EFFECTIVE INTERVIEWERS
There are a range of key skills which interviewers can develop and use to maximize the
effectiveness of any interview. These are:
 Active Listening
 Awareness of non-verbal behaviours
 Sensitivity to different communication styles
 Being perceptive
 Effective questioning and probing – styles to avoid
Active Listening
Clearly one of the most important skills for an interviewer is the ability to develop the skill of active
listening. There are five key elements to active listening. They all help ensure that you hear the
other person, and that the other person knows you are hearing what they say. This in itself helps
create a supportive and trusting environment to enhance the confidence of the candidate.
1. Pay Attention (even if over the phone)
Give the speaker your undivided attention and acknowledge the message. Recognise that
non-verbal communication also “speaks” loudly.
 Look at the speaker directly when the interview takes place in person;
 Avoid being distracted by environmental factors/side conversations;
 “Listen” to the speaker’s body language / non-verbal behaviour/pauses or silence (by
phone);
 Pay attention not only to what is being said, but how it is being said (tone).
2. Show you are listening
Use your own body language, gestures, or voice to convey your attention.
 Nod occasionally or use a verbal cue;
 Smile and use other facial expressions;
 Encourage the speaker to continue with small verbal comments.
3. Provide Feedback
Personal filters, assumptions, judgments and beliefs can distort what we hear.
As a listener, your role is to understand what is being said. This may require you to reflect
on what is being said and ask questions.
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 Paraphrase to check for understanding (“What I’m hearing is…”);
 Ask questions to clarify certain points;
 Summarize the speaker’s comments periodically especially if the interview takes place
over the phone.
4. Defer judgment
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the
message.
 Allow the speaker to finish each point before asking questions;
 Don’t interrupt with a counter point or to move the interview on;
 If a candidate goes off track, one can ask her/him to be more specific (without passing
judgement).
5. Respond appropriately
Active listening is a model for respect and understanding. You are gaining information and
perspective. You add nothing by unnerving the speaker or making them feel small.
 Be candid, open and honest in your approach;
 Treat the speaker in a way that you think they would wish to be treated.
Awareness of non-verbal behaviour

It is important to recognise the effect of some cultural differences on both verbal and non-verbal
behaviour. For example, speaking on one’s individual achievements is extremely hard in some
cultures; eye contact also is culturally specific. Lowered eyes can mean respect or disrespect,
depending on the cultural background of the individual.
While it is not necessary or even possible to be aware of all the different nuances within difference
cultural contexts, an effective interviewer will be sensitive to and non-judgemental about certain
differences of style.
Particular attention therefore needs to be paid to space, gestures, eye contact and tone of voice.
Speaking at an even and energetic pace instils confidence and avoids implying criticism and
judgement.
If the interview takes place over the phone, interviewers will need to listen for hesitations or
pauses, slowness of speech or points of silence. Such pauses can indicate that the interviewee did
not understand the question well, is thinking, looking for words, or taking note. Interviewers can
help by acknowledging long pauses, if they occur, and gently probing if the interviewee needs more
time or a repetition of the question.
Sensitivity to different communication styles
Linguistic research has shown that both culture and gender have profound influence on
communication styles. Without needing to study in depth these differences, for the purpose of
being sensitive to the interviewee, it is important for each individual both to know one’s own
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preferred style of communication, and to recognise the different styles of communication that could
become an issue of misunderstanding during the interview process.
Low Context (Direct) ____________________________________ High Context (Indirect)
Task-oriented _____________________________________ Relationship-oriented
External (impulsive) __________________________ Internal (reflective)
Individuals of whatever culture (or gender) will fall someone along a communications continuum
from a Low Context (direct) style of communication to a High Context (indirect) style. They may
be more task-oriented or relationship-oriented, meaning they either go straight to the point in their
communication or may need to build a connection first with their fellow communicator/s before
revealing their main point; they may more naturally be reflective, needing time before
communicating or more impulsive, meaning they compose their argument as they communicate.
What does this mean for an effective interviewer? A sensitive interviewer must be aware of these
communication style differences in order to listen with an open mind to the candidate’s answers
which may be stylistically different from those of the interviewers. Is the answer being given in a
very direct, task-oriented, way, giving little insight into the candidate’s values, feelings and
motivation, or too indirect, giving too much background detail making it hard to assess what was
actually achieved and demonstrating which competencies. In assessing the candidates on the
demonstration of their competencies, these stylistic differences need to be taken into consideration.
Being Perceptive
The role of the interviewer is to be as objective as possible in order to ensure a fair evaluation of all
the candidates interviewed. This involves a level of self-awareness of the often unconscious
decisions we make upon first impressions. Effective interviewers consciously question themselves
on whether they are inadvertently stereotyping the candidate for whatever reason and will actively
seek to keep an open mind.
Besides examining one’s bias, another way to remain objective is to focus on obtaining evidence
from the interview. Base decisions on concrete evidence, not on impressions about the candidates.
Avoiding stereotyping and assumptions means questioning one’s inner feelings (how do I feel about
this person?) and checking whether one has based a decision on evidence drawn from the
interview or feelings evoked during the interview.
Combining competency-based interviewing with knowledge-based testing can also provide another
means for gathering evidence. Testing candidates is a time-efficient means to explore knowledge
that candidates have with regard to content-specific or particular subject areas. Testing
candidates’ knowledge through written tests can also provide opportunities to see examples of
written communication, conciseness of expression/ideas, and written mastery of a given language.
Cover letters or letters of motivation also provide the content by which to ask probing questions
during an interview so as to obtain concrete evidence.
Effective questioning and probing
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Interview questions need to be kept short, specific, and relating to a single issue, in order to
generate the most useful evidence. Long questions can confuse the candidate, and give the
impression the interviewer is not well prepared. Taking extensive notes during the interview is
imperative in order to remember accurately what candidates have said during the interviews. This
way interviewers can then refer back to candidates’ actual words, and therefore evidence, and in so
doing, reduce bias from impressions about the candidates. Interviewers can then check if they
collected all the information or evidence required in relation to the vacancy. Notes can be kept on
the score sheets attached in annex and then referred to during the assessment (Step 8 below).
Open questions
This type of question can be used to open the interview process or later in the interview to judge
how well the candidate can structure their response, i.e. “tell me something about yourself” or
“what has made you apply for this position.” If later in the interview, it will almost certainly lead on
to more probing questions into the exact circumstances the candidate has chosen to highlight in
their answer, and why.
Probing questions
Probing questions will usually follow an initial open question. The panel members are looking for
evidence of behaviour, actions, motivation, skills used that demonstrate the candidate has the
competency being assessed.
Think of a funnel image, where the top is very open, and gradually through probing deeper into the
candidate’s example through asking WH-questions, they continue down the funnel until they
understand the extent of the candidate’s experience and level of competency being assessed.
Probing questions get to the level of detail needed:
 What did they do?

 When did they do it?
 Where did they do it?
 Who else was with them (team/colleague)?
 How did they do it (what skills, competencies did you use?)
 Why did they do it (what was their motivation, drive?)
Be careful not to focus only on the technical aspects of what the candidate did in any particular
situation, but also on how s/he dealt with that situation. Do not settle for general statements «I’m
a good team player» but probe to elicit specific behaviours that demonstrated the behaviours of a
good team player. (See examples of this type of questioning in the annex.)
Self-assessment questions
Sometimes it is useful to ask the candidate to assess themselves. This should be used sparingly as
they are usually difficult for the candidate to answer, and can sometimes benefit the more
confident or experienced candidate rather than necessarily the best candidate for the position.
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There can also be some cultural sensitivity around “promoting” oneself, although an objective view
of own strengths and weaknesses is clearly a positive sign in a candidate. It is useful to ask what
lessons have been learned from past situations.
Closed questions
A closed question can normally be answered using a simple “yes” or “no”, or a simple piece of
information “Was this the result you set out to achieve?” Closed questions should only be used
when it is essential to clarify a point of fact. It could be used to bring the probing questions to an
end before moving on to the next competency being assessed.
The basic question structure and sequence
A useful question sequence that can help the panel listen for and objectively assess each candidate
is the CAR structure:
Question sequence What you are looking for Sample questions

Ask the candidate to provide an
CONTEXT example of a situation in their Describe a situation where
Listen for a specific previous working experience, you……
instance in which the possibly a task that needed to be
candidate has accomplished. What you are Tell me about a time when
demonstrated the looking for is a specific event or
you …..
competency situation, not a generalized
description of what a candidate
did in the past
This is the evidence you are
ACTION/S looking for – what the candidate
What the candidate did to did, how s/he handled the What did you do?
demonstrate the situation. To make sure you get How did you approach it?
competency adequate inputs, you may need What was your role?
to use the probing questions at
the right
RESULTS Find out from the candidate what What was the outcome?
The outcome that was results s/he achieved, what was What did you learn?
achieved (or not) accomplished and what the How have you applied what
candidate learned from the you learned?
experience
Questions to avoid:
 Hypothetical questions
This type of questioning should be used only occasionally, usually when the candidate is unable to
give an example from their own experience. Hypothetical questions reveal only what the candidate
knows in theory, not what they have been able to put into practice in reality, e.g. «what would you
do if…» gets the response «I would …»
 Leading questions
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This type of question should be avoided because it suggests a certain response, either positive or
negative, to the candidate: “You do believe in respect for diversity, don’t you?”
 Multiple-choice questions
This type of question, where the panel members fire off a sequence of questions at one time
should be avoided because it is more likely to confuse the already nervous candidate for no
purpose. It shows careless preparation on the part of the interviewer, although it is often intended
to be helpful in a situation where the candidate may be slow in responding. Instead a one-focus
question should be posed and enough time given for the candidate to reflect on his/her answer,
without filling the silence.
 Comparative questions
This type of question encourages the candidate to compare differences in past experiences, rather
than describe past behaviour: “Which would you say was the most stressful experience you have
had?”
 Discriminatory/Invading privacy questions
Clearly any question that invades the candidate’s privacy or is in contravention of the human
resources policies for staff members should be avoided. If a candidate declines to answer a
question, the panel should reflect on whether their questioning has inadvertently crossed the line in
the candidate’s perception.
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Overview of Competency Interviewing Process
Preparing for the Interview: Steps 1-6
Step 1: Assign a process owner

Step 2: Review the job description for identified competencies
Step 3: Agree three to four competencies most vital for the position
Step 4: Reference the UNHCR Competency Framework
Step 5: Prepare and formulate three to four competency-based questions based on job description,
relevant competencies, and behavioral indicators
Step 6: Review the candidate/s’ resumes and motivation letters
Conducting the Interview: Step 7
 Introduce yourselves to the candidate

 Make sure the candidate feels welcome, relaxed and is comfortably seated
 Clarify the purpose of the interview
 Outline the competencies to be explored
 Tell candidate you will be taking notes
 Specify the time available
 State you might need to interrupt to keep on track -not an indication of dissatisfaction
 State that there will be time at the end of the interview to address questions
 Ask if the candidate has any questions about the interview process
 Ask a non-threatening opening question to start the process
 Focus on what seems significant in the examples being given
 Keep the candidate focused on actual past events
 Keep the candidate focused on his/her role in those events
 Direct the candidate from generalities to specifics if needed
 Probe for thoughts and feelings behind the actions
 Ask the candidate if there is anything s/he wishes to add
 Answer any substantive questions raised about the job itself
 Outline the next stage and when the candidate might expect to hear back
 Thank the candidate for his/her participation
 Close the interview
Objective Assessment & Rating: Step 8
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 Begin the assessment and rating process
 Each panel member individually makes own assessment from own notes
 Discuss assessment made and agree an overall rating
 Ensure the score sheets are collected and returned to the process owner
 Decide on who prepares the report based on the agreed overall rating
 Panel members keep individual notes as memory jogs until decision is finally made
 Report is prepared on candidate/s’ suitability for position
PREPARING FOR THE INTERVIEW - Steps 1-6
The ultimate success of the interview process depends to a great extent on the degree to which
both interviewer and interviewee are knowledgeable and committed to the competency model, and
are willing to invest the time in preparation. A useful step-by-step approach to preparing for the
interview is:
Step 1: Assign a process owner
It is important that a neutral person in the office, for example, the admin or HR officer or resource
manager, owns the interviewing and selection process. This process owner will help formulate the
interview/selection panel. S/he will ensure that appropriate questions are chosen relating to the
specific position being considered, that appropriate people participate in the selection panel, and
that the panel members take time to prepare themselves by considering and discussing
competency-based interviewing questions ahead of time. The process owner will also ensure that
there is a gender balance among interview panel members and that female candidates are equally
considered as per the UNHCR gender policy. In this way, a fair and transparent interviewing
process can be assured.
The process owner will work with the manager to formulate the questions and then share with the
panel members. S/he will also ensure that three to four competency questions are formulated and
that the assessment charts (score sheets) are ready for the interviews. S/he will compile table of
ratings for all candidates once interviews have been completed. Ideally the process owner will also
assist the manager in reviewing motivation letters and P11 forms (and CVs). (See below.)
Step 2: Review the job description for identified competencies
The job description outlines the competences considered essential for that particular post. Panel
members should make sure they have reviewed the behavioral indicators for each competency at
the level of the post in question, as outlined in detail in the UNHCR Competency Framework for the
level of post. Based on the job description and in conjunction with the behavioral indications taken
from the Competency Framework, competency questions can then be drafted which will best elicit
from candidates a demonstration of the competencies sought as per the job description.
Step 3: Agree three to four competencies most vital for the position
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Hiring manager/panel members/process owners should agree on three to four competency
questions for the interviews. A maximum of three to four competencies will usually be all that will
be possible to access within the time frame of most interviews (some 60 mins), so it is important to
choose from the job description the competencies that are considered the most essential for that
position. The panel will need to have sufficient time to ask in-depth questions on each competency
to obtain a measure of how successfully the candidate has demonstrated the required behaviours in
their previous work situations.
In preparing the questions, the aim should be to balance questions that deliberately seek evidence
about the candidate’s achievements – results, innovation, team leadership etc - with questions that
seek evidence about challenges or difficulties encountered. Competency-based questions can
involve a mix of both positive (more) or negative (less) questions.
Panel members must allow candidates to have enough opportunities to provide evidence of
significant achievements and results and to probe for how those results were achieved. In some
cases, the candidates may themselves select to talk about a situation where, as a result of facing
adversity, they were able to achieve a significant result. In case candidates do not offer examples
spontaneously, the panel can also seek evidence about how candidates have faced adversity.
Choice of competency questions can be made by the hiring manager or the human resources
officer though panel members should agree with the choice as the panel prepares for the
interviews together.
Step 4: Reference the UNHCR Competency Framework
The UNHCR Competency Framework is an essential resource in determining the behavioral

indicators relevant for the particular competency and for the level of the vacancy in question.
Competency questions should be designed in consideration of these behavioral indicators. Hiring
managers and process owners should base their choice of competency questions on the job
description and on the behavioral indications per specific competency as shown in the framework.
Functional competencies are the skills required to perform the tasks specific to a post. Functional
competencies are automatically taken from the current job descriptions and are combined with core
or cross-functional competencies in order to formulate a competency question for interviews. For
example, for a field officer position, a functional and cross-functional competency-based question
might be: ‘describe a situation where you had to build trust …’ Such a question will allow
candidates to describe previous results from work experience which directly relate to the vacancy.
It will also give candidates an insight as to what behaviors/tasks will be expected if selected for the
vacancy. If hiring managers wish to assess knowledge for functional expertise, asking candidates
to take a knowledge-based written test might be the most appropriate tool for reviewing technical
expertise.
Sample questions are provided in annex for each of the UNHCR core values, core, and cross-
functional competencies, but these sample questions should be considered as suggestions only.
There are many other variations of competency questions which may more appropriately be formed
for the particular situation.
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Step 5: Prepare and formulate questions based on the job description, the relevant
competencies, and behavioral indicators
When formulating questions, managers and panel members should ensure that questions combine
requirements of job tasks with competencies that are required as per the job description. For
example, one question in relation to a post which requires extensive interaction and activity-
planning with partners or clusters and where client and result orientation is part of the job
description might focus on how the candidates have identified needs and conceptualized programs
while working in close collaboration. (cf: Annex “Sample Competency-based Interviewing
Questions”)
In order to prepare for interviewing candidates, panel members must agree on three to four
competency-based questions in line with the job description and behavioral indicators from the
Framework, then have them prepared ahead of time preferably pasted into score sheets (cf Annex
Assessment Charts). The way in which each candidate answers each competency question will
determine the probing questions to follow in order to ask for further evidence of the competency
being assessed.
The Competency-based Interview Guide provides some suggestions for how to phrase questions
but should not be relied upon as the sole source of question formation. Interviews will be far more
effective if questions are developed relating to each job description, and if the interviewer is flexible
with probing questions rather than sticking rigidly to a prepared script.
Step 6: Review the candidate’s resume and motivation letter

Similarly, the panel members should have reviewed the candidates’ resumes (CV) and motivation
letters to familiarize themselves with the background of the candidates being interviewed prior to
the interview itself. In keeping with the spirit of the UNHCR gender policy, process owners and
managers must make sure to review CVs/ P11s and motivation letters from female candidates and
interview at least one female candidate.
CONDUCTING THE INTERVIEW – Step 7
Setting the climate
 Introduce yourselves to the candidate

 Greet the candidate warmly
 Make sure s/he feels welcome, relaxed and is comfortably seated
 Clarify the purpose of the interview
 Outline the competencies to be explored
 Tell candidate you will be taking notes
 Specify the time available
 State that you might need to intervene to keep on track; this is not an indication of
dissatisfaction
 State that there will be time at the end of the interview to address questions
 Ask if the candidate has any questions about the interview process
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Putting the candidate at ease
 Ask a non-threatening opening question to start the process
Interviewers’ objective should be to get the best out of every candidate and therefore they need to
adopt an encouraging and supportive manner, whilst at the same time remaining discerning and
challenging.
The key goal in the interview is therefore to be as supportive, warm and encouraging as possible
(interpersonal skill); while at the same time challenging the candidate to provide good examples,
explore their behaviours and justify themselves (good judgment and discernment)
It is not appropriate to use the interview to put the individual under pressure, either by using status
or hostile questioning. Doing this will compromise the quality of the information gathered during
the interview and makes the candidate’s ability to withstand high pressure questioning the
dominant criteria measured (even when this is relatively unimportant within the job for which they
are being considered).
Keeping the process on track
The most important challenge the panel is likely to face during the interview itself is to keep the
candidate on track, allowing for the collection of as much evidence as possible of how the
candidate has demonstrated the required competencies in the past.
 Focus on what seems significant in their example

 Keep the candidate focused on actual past events
 Keep the candidate focused on his/her role in those situations
 Direct the candidate from generalities to specifics if needed
 Probe for thoughts and feelings behind the actions*
*Questions about thoughts, feelings and reactions can provide information about what a candidate
values or how s/he is motivated, and will assist in evaluating behaviours expected in specific
competencies.
Addressing challenges to the process
A number of challenges may be encountered during the interview process, so panel members
should have some techniques available to overcome these. Among the challenges could be that
the candidate:
 Gives examples that are not particularly recent

 Avoids examples from his/her current position
 Does not mention any result gained from the example given
 Responds with a confusing answer, without a clear thought process
 Appears very rehearsed, very familiar with the methodology
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All these potential challenges need clear and probing questions from the panel to return the
candidate to the focused question being asked. In the case of getting a confusing answer,
however, the panel should not attempt to help the candidate beyond asking probing questions, and
ensuring that the confusion is not just from nerves at the interview process.
Taking notes
The panel members should take extensive notes during the interview and explain this clearly to the
candidate. It is important to record what the candidate is actually saying and the examples given,
rather than making a general summary at the time, as this creates a solid base for rating the
response given, and for having evidence to back the rating individually given when coming to
consensus later with the other panel members on the overall rating to be given.
Closing the interview

The candidate should be given a final (brief) opportunity to add anything they feel they have not
had the opportunity to reveal about their suitability for the position by the focused questions from
the panel.
 Ask the candidate if there is anything else s/he wishes to add

 Answer any substantive questions raised about the job itself
 Outline the next stage and when the candidate might expect to hear back
 Thank the candidate for her/his participation
It is important at this stage to remember that for the candidate the interview process is usually a
nerve-wracking experience. As the interview ends, however well the candidate has performed, the
panel should ensure that there is a respectful closing to the process, and in the case of poor
performance, that no indication is given inadvertently by gesture or non-verbal behavior that leaves
the candidate uncomfortable with the process
AFTER THE INTERVIEW – Step 8
 Each panel members individually makes own assessments from their notes
 The assessment system is outlined below
 Discuss assessments made and agree an overall rating
 Ensure the score sheets are collected and returned to process owner
 Decide on who prepares the report based on the agreed overall rating
 Panel members keep individual notes as memory jogs until decision is finally made in case
of subsequent disputes
 Report is prepared on candidate/s’ suitability for the position
OBJECTIVE ASSESSMENT & RATING
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Identifying Evidence
After the interview the panel members need to ensure that the notes they have taken are
complete. Where necessary they can write additional notes immediately after the candidate has
left. As with notes taken during the interview, this note-taking should concentrate on recording
what the candidate actually expressed and the examples the candidate used.
At this point they should look for more than one piece of evidence for their assessment and try to
identify trends in the candidate’s answers to get a fuller understanding of any conflicting evidence.
Care should be taken to be as objective as possible (cf: ‘Being Perceptive’ above).
Once the panel members are sure they have all the evidence the need for a candidate, they should
check that the information relates to the competencies being assessed. It may be the case that
some evidence is better moved to another competency and care should be taken to not use a
particular piece of evidence for too many competencies. Behavioral indicators identified for each
competency as stated in the Competency Framework provide the means to verify if candidates have
demonstrated the competency in question. The Framework is starting point for matching
examples/evidence and behaviors to the competencies and level of competency.
Evaluating candidates’ answers
Having written up the interview notes and reviewed them to check that the evidence relates to the
competencies being assessed, the candidate now needs to be evaluated based on the evidence
provided.
At this stage, it is important to rate each competency in turn, to ensure that any strengths (or
weaknesses) in one competency do not influence the rating on any other competencies. When
rating, ensure you refer to the rating scale.
It may be the case that you realize that the evidence you have is insufficient. At this stage, it is
important to determine whether the lack of evidence is because the candidate was unable to
provide positive evidence or is due to poor interview techniques (over running on time, asking few
questions etc).
The rating scale is a five point scale: 1 (low) to 5 (high)
Rating Scale
NE 1 2 3 4 5
No evidence Marginal Poor Acceptable Good Outstanding
Candidate Very few Few, partially Some positive Clear, Multiple
produced no indicators achieved evidence though unambiguous examples of a
evidence for observed indicators were scope for further evidence of high level of
interviewer/s observed, but development. competency. competency.
to observe this many were Some indicators Many indicators Most indicators
competency absent or were were fully or observed in full, observed in full,
outweighed by partially and others with no
negative observed, but partially significant
behavior other behaviours omissions
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omitted
Agreeing candidates’ overall rating
Initially, each interviewer should rate the candidates independently before discussing their findings
with the other panel members. Any given rating should always be backed by evidence gained from
the candidate in their own words or examples given. Candidates should be rated against the rating
standard rather than by making comparisons with the other candidates at this stage.
Once each panel member has individually rated each competency, then there needs to be
consensus discussion among the panel members to come to an overall rating. This is why note
taking of what the candidate actually says during the interview becomes important if there is not
initially general agreement between the panel members. Finally, by making a comparison chart of
all the candidates’ ratings, it will usually be clear who the best candidate is for the position.
The final task of the panel is to ensure the score sheets are returned to the process owner, and a
report is prepared on the suitability of the candidate for the position. A suggested template for
assessment recording and rating can be found at the end of the Annex.
Annexes:
Sample Competency Questions
Annex to this Interview Guide follows in which there are sample questions for each of the Core
Values, Core, Managerial and Cross-Functional Competencies. It should be noted that these are
examples only, and questions should be prepared along these guidelines but adapted and modified
to reflect the level of the position in question, taking into account the indicators for the relevant
competency at that level.
Assessment Charts (Score Sheets)
21
ANNEX
SAMPLE QUESTIONS PER COMPETENCY
In this Annex you will find sample CBI questions per Core Values, Managerial, Core and Cross-
Functional Competencies along with overall definition of each competency. These sample questions
are provided to help interviewers formulate and prepare interview questions based on
competencies contained within the job description of vacancy announcements. Competency-based
interview questions should aim to elicit evidence of the behaviours/competencies required for the
vacancy in question. Questions are open and thus not directed to any directed outcome.
Questions should be formed in such a way as to be able to accurately assess the candidates against
the behavioural indicators defined for the level of the position in question. Panel members,
interviewers, managers, and process owners should refer to the UNHCR Competency Framework
for these indicators.
Within the choice of questions there should be a mixture of positive and negative questions. The
rationale for asking a negative question, for example “tell us about a time when you missed an
important deadline” is to judge whether the candidate can self-reflect rather than blame others or
outside circumstances and has learned from the situation. This can be a good measure of the
candidate’s level of maturity in addition to questions focusing on their strengths.
CORE VALUES
Integrity
Demonstrates the highest level of commitment to and respect for persons of concern to UNHCR, partners
and colleagues in all aspects of work and ensures that personal professional behaviour is of the highest
standard.
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Q. Tell me about a time when you faced a professional or ethical dilemma at work.
 What was the specific situation?
 How did you feel?
 How did you resolve the dilemma?
Q. Please give an example of when you had to defend an organizational decision to others who
did not agree with the viewpoint.
 What was the specific situation?
 Why did you defend the situation?
 What did you say/do that was particularly effective?
 What might you have done differently?
Q. Tell us about a time when you observed others working in an unprofessional/unethical

manner.
 What was unprofessional or unethical about their behaviour?
 What did you specifically do about their behaviour?
 What were the implications of taking action?
 How did you deal with the possible consequences?
 How likely are you to take action compared with your colleagues?
Professionalism2
Behaves in a way which is appropriate to a UNHCR staff member, demonstrating self-control, perseverance,
and resilience in the face of pressure or adversity, and demonstrating knowledge on relevant subject matter
and skills.
Q. Tell us about a project where you achieved success despite some obstacles making it difficult
for you to proceed as planned.
 What was the goal of the project?
 What were the challenges you had to overcome?
 What specifically did you do to ensure you were successful?
 Would you do anything differently another time?
Q. Describe a situation where you had to work under pressure.

 What was the reason for the pressure?
 How did you deal with it?
 What was the outcome?
 What did you learn from this?
Q. Tell us about a time when you were successful in getting one of your ideas acted upon
despite strong opposition.
 What made you successful?
 Why was there opposition?
2
Professionalism can also be used as a Competency to reflect a particular expertise needed for a position
23
 Why was it important for you to get this idea accepted?
 Is there anything you would do differently another time?
Respect for Diversity
Shows respect for all persons equally without distinction whatsoever of race, gender, religion, national or
ethnic origin, language, marital status, sexual orientation, age, socio-economic status, disability, political
conviction, or any other distinguishing feature (e.g. HIV status).
Q. Give an example of a situation in which your work entailed bringing together people from a
wide range of backgrounds and ideas.
 Why was this important?
 What was your method for encouraging/ensuring this collaboration?
Q. Describe a situation that required you to consider a different perspective to your own when
exploring an issue.
 What did you learn from the experience?
 How do you think you could improve your ability to see issues from a different perspective?
 How do you rate your ability relative to your peers?
 What do you see as key to effectively viewing issues from an alternative perspective?
Q. Please tell us about a situation in which you pursued a course of action which had to take into
consideration the sensitivities of external parties.
 What were the issues?
 What did you specifically do to handle the situation?
CORE COMPETENCIES
Accountability
Assumes responsibility for the delivery of high quality outcomes, in both good and bad times, upholding the
values and principles of UNHCR; demonstrates the ability and drive to maintain focus on positive outcomes
for persons of concern despite difficulties this may pose for self and team. Demonstrates security awareness.
L1 - Sees tasks through to completion with professional integrity

L2 - Makes decisions appropriate to the position and takes responsibility for professional
obligations
L3 -Works to support directly reporting staff in the fulfilment of their responsibilities;
monitors delegated tasks; client focus (clients at this level are both internal and external)
L4 - Carries out an effective management of resources under shifting priorities to meet
expected results at or above UNHCR standards; external client focus
Q. Tell us about a time when you went against a policy?

 Why did you do that?
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 How did you handle it?
 What were the repercussions for you?
Q. Can you give an example of a time when it was particularly important for you to take
responsibility for your actions
 What had you done that required this action?
 How did you make this known to others?
Teamwork and Collaboration

Demonstrates the ability to work effectively with colleagues and partners from different backgrounds,
cultures and functions, to achieve shared goals and optimize results
L1 -Participates in team/unit projects, performs assigned work

L2 -Engages well with peers and immediate work group to ensure overall team assignments
are successful as needed
L3 -Actively promotes a sense of team by one's own actions; ensures staff contributions are
recognized
L4 -Works to ensure the best possible environment for collaboration and knowledge sharing,
leading by example
Q. Describe a time where you worked in a highly effective team.

 What was the reason for its effectiveness?
 What was your role within the team?
 What did you contribute towards it being effective
 What key elements would you wish to find in any future team you work in?
Q. Tell us about a time when your personal objectives were at odds with those of other
members of the team
 How did you react?
 How do you balance competing personal and team goals?
Q. Give an example of a time when you had to deal with a conflict within a team?
 What did you do to resolve the situation?
 How did you rebuild rapport within the team?
 How did you assess the success of your efforts?
Q. Please tell us about a time when it was important to build relationships with other members
of the team.
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 How did you approach this task?
 What challenges did you face?
 What advice would you give others wanting to foster more collaboration in a team?
Communication
Is sensitive, compelling and clear in formal and informal communication, which encourage engagement and
contribution to improved outcomes for all the involved stakeholders. Demonstrates behavioural flexibility in
engaging colleagues, partners and persons of concern of different cultural backgrounds, gender, or with
different objectives; has well developed listening skills; explains complex matters in an informative, inspiring
and motivational way
L1 –Listens and conveys information clearly

L2 –Engages in daily communication with peers and immediate work colleagues successfully
L3 –Pursues open channels of communication with other teams and relevant partners, and actively promotes
ideas and manages information flow.
L4 –Identifies and shapes the area of responsibility’s message to internal and external partners; implements
communication strategy
Verbal
Q.Tell us about a situation where your communication skills made a difference to a situation?
 What was the situation?
 How did you make that difference?
 What specific techniques did you use?
 What feedback did you get on your effort?
Q. Please describe a situation where you had to explain something complex to a colleague or
client.
 What was complex about the situation?
 Which problems did you encounter?
 How did you deal with them?
Q. Describe a time when you had to adapt your communication approach to suit the group you
were addressing.
 Who were you addressing?
 Why was it important to adapt your approach?
 How did you ensure you were understand?
Listening
Q.Please give us an example of where your listening skills proved crucial to an outcome.
 Why was it important?
 What did you do to make a difference to the outcome?
 What do you consider the main elements of effective listening?
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Q. Tell us about a time when you were asked to summarise complex points.
 What were the circumstances where this was necessary?
 What did you do to ensure your summary was accurate?
 How did you verify this?
Q. Please tell us about a situation where it was important for you to show empathy?
 What was the situation?
 Why was this so important?
 What did you do to ensure the other party understood?

Written
Q. Please give an example of when it was important for you to clearly communicate an
organizational objective.
 What factors did you feel were important to address?
 How did you make sure you were understood?
Q. Please give an example of where one of your reports was negatively received.
 Why was this?
 From whom did the criticism come?
 Did you feel it was justified?
 What did you do as a result of this?
Commitment to Continuous Learning

Recognizes the importance of continuous learning and sharing as key components for organisational flexibility
and responsiveness to a constantly evolving environment
L1 -Exhibits self-awareness and need for development
L2 -Takes time to assist others with their needs, encourages growth, builds confidence
L3 -Allocates resources for professional development opportunities for staff, encourages
coaching and knowledge sharing across units and with partners
L4 -Cultivates a learning environment for staff to operate in; making efforts to share his/her
own insights and knowledge when appropriate
Q. Tell us about a time when you proactively decided to expand your knowledge on a certain
subject.
 Why did you do this?
 What did you need to do to make this happen?
 What was the result of the action you took?
 What feedback did you receive?
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Q. Describe a situation when colleagues sought your advice or experience.
 What had you done to be an authority?
 To what extent could you answer their questions?
 What was their reaction?
 How did you ensure that the information you gave was up to date?
Q. How do you keep up with advances in your field?

 How important is it for you to keep up to date professionally?
 How much time do you spend doing this?
 Which specialist or technical magazines or journals do you read?
 What other methods do you use to keep up to date?
Client and Result Orientation
Understands and exceeds client needs. Ensures overall provision of quality service to internal and external
clients, including persons of concern to UNHCR, through the effective management of internal and external
resources to achieve results.
L1 -Works with and sets up effective relationships with clients

L2 -Contributes to successful outcomes for clients using basic project management
L3 -Focuses and drives toward meeting the client's needs
L4 -Uses position to lobby and advocate for clients
Q. Give an example of when you had to assess a client’s needs. (e.g. refugees/ IDPs)
 How did you ascertain their real needs?
 How well did you manage to meet those needs?
 Who else did you involve? (How did you involve other stakeholders?)
 What skills or tools did you use?
Q. Give us an example of a situation where you had to integrate into planning a wide variety of
stakeholders’ needs or interests (explicit or implicit).
 Why was this necessary?
 How challenging was this?
 What steps did you take?
Organizational Awareness
Understands and builds formal and informal systems within a global organisation to produce desired results.
Identifies and understands relationships, constraints and pressures affecting others, and especially persons of
concern, by building support and developing political acumen
L1 - Uses formal hierarchies to get tasks done

L2 - Builds support for projects and initiatives
L3 - Uses critical thinking to identify solutions through inter-relationships
L4 - Demonstrates comprehensive understanding of how the organization functions along
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with well-developed political acumen
Q. Describe a situation where you needed to involve various colleagues from other sections
across divisions or from within the office (or external partners or clusters).
 How did you identify that need?
 How did you ensure buy-in from all involved?
 How successful were you?
Q. Describe a time when you failed to engage at the appropriate level in your organisation.
 Why was this?
 How did you handle the situation?
 What could you have done differently?
Q. Please describe a situation where you needed to build consensus across a very diverse
audience (e.g. with colleagues with partners or clusters).
 How did you identify key players?
 What specifically did you do to engage them to realize your goals and objectives?
MANAGERIAL COMPETENCIES
Empowering and Building Trust
Creates an atmosphere of trust and confidence; puts in place the conditions needed for staff to be able to
contribute their best
L2 -Shares responsibilities and ensures staff is informed and has the resources to perform
tasks
L3-Actively delegates significant responsibility and works to develop a sense of trust
L4-Shows genuine interest in the all-round improvement of others. This leader typically
attracts followers
Q. When was the last time you had to delegate an important task to one of your
Team members?
 How did you feel about it?
 What happened?
 What advice would you give to other managers in this situation?
Q. Please give an example of when in the recent past you needed to build a trusting relationship
with someone (colleagues/partners/clusters/government officials).
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 How did you overcome any challenges you met?
Q. Please describe a situation where you found it challenging to build a trusting relationship
with another individual.
 What were the circumstances?
 What was difficult about it?
 What did you do to overcome your negative feelings towards the other?
 What did you learn from that situation?
Q. Please give a specific example of a sensitive situation, in which you had to maintain a level of
confidentiality, while making essential information available.
 Why was it important to maintain confidentiality?
 What were the challenges in managing the situation effectively?
 How effective were you?
Managing Performance
Promotes a culture of regular and systematic performance management; Keeps staff on track of appraisal
timeline; encourages two-way feedback throughout
L2 -Performs duties related to performance management and shows the ability to hold
honest discussions
L3 -Continually promotes performance management behaviour; seeks ongoing training for
staff on issues such as objective setting and active listening
L4-Invests resources of department, including own time and effort, to encourage a
performance management culture
Q. Tell us about a situation where you had to manage the performance of a team.
 What mechanism did you set in place for monitoring performance?
 What challenges did you find in managing the team’s performance?
 What feedback did you receive from the team?
Q. Tell us about a time when you had to deal with a conflict within your team.
 What was the cause of this conflict?
 What actions did you take to try to solve it?
 Were you successful?
 How did you evaluate that success?
Q. Tell us about a time when you had to deal with an underperforming staff member/team .
 How did you address the issue?
 What actions did you take?
 How did you ensure performance improved?
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Q. Tell us about a situation where conflict led to a negative outcome.
 What were the circumstances?
 What would you do differently another time?
Q. Please give us an example of when you worked with a staff member to develop learning
objectives.
 What were the challenges you encountered?
 What methods did you use?
 How did you ensure the objectives were realistic?
Judgment and Decision Making
Shows ability for taking sound and balanced decisions: demonstrates the systematic gathering of information
as well as thorough and objective judgment. Brings clarity, direction and good judgment to ambiguous,
complex or difficult situations
L2 - Displays efficient decisions and good overall judgment

L3 -Uses objective reasoning and insight to take into consideration critical aspects of
medium- and long-term decisions
L4 -Demonstrates broad vision with a focus on long-term decisions reflecting UNHCR goals
and values
Q. Give an example of an important decision you had to make recently?

 What was it important?
 How did you go about making that decision?
 How did you assess the success of that decision?
Q. Give an example of a time when you had to delay a decision to reflect on the situation.
 Why did you need to do this?
 What were your concerns?
 Would you anything differently another time, and why?
Q. Give us an example of a situation where you had to make an important decision without the
input of key players (e.g. superior unavailable at the time).
 Why was it necessary to make that decision?
 What steps did you take to ensure you could make the right decision?
Q. Tell us about an unpopular decision you had to make.
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 How did you know it would be unpopular?
 How did you handle the decision making process?
 How did you manage the expectations of others?
Strategic Planning and Vision
Demonstrates the ability to understand the broader UNHCR picture; to develop and communicate a clear
strategic direction, taking into account the needs of persons of concern and the interests of the organization
as a whole
L2 -Adopts a strategic perspective and incorporates strategy into work and pursues projects
with the overall vision in mind
L3 -Defines strategic goals and understands importance of a clear, well-articulated direction;
L4 -Translates vision into work plan and sets overall strategy
Q. Describe a recent situation where you had to set clearly defined objectives for yourself and
others
 How did you go about setting the objectives?
 How did you ensure they were realistic?
 What was the response of the others to those objectives?
Q. Tell us about a time when it was necessary for you to plan several alternative courses of
action in response to a change in direction (for whatever reason)
 What factors did you take into account?
 What feedback did you receive on the success of your decision making?
 What could you have done differently with hindsight?
 How do you think you could further develop your decision-making skills?
Q. Describe a situation where you found it difficult to motivate others to follow a strategic
direction
 Why was it difficult?
 What actions did you take to ensure others accepted your decision?
 How did you assess the success of your actions?
Q. Please give an example of when you considered strategic implications as part of your
decision-making.
 What did you do that was effective?
 What skills were you using?
 How accurate was your view of the bigger picture?
 What risks did you identify
 How could you have taken a more strategic perspective?
Q. Tell us about a time when you considered global trends for a strategy or plan.
32
 How successfully did you integrate those global trends into your work?
 How could you have been more effective?
 What advice would you give to someone who had difficulty taking a global perspective at work?
Leadership
Demonstrates the ability to carry out the organization's vision to manage changes, make sound and timely
decisions and be accountable for them, lead and delegate decision making authority to build and motivate
the team to achieve planned results
L2 –Displays strong sense of conviction for one’s work and displays strong decision making
L3 –Leads by example; is accountable for work and decisions and challenges the team to constantly improve
L4 –Inspires others to achieve higher results and fosters teamwork within the work place.
Q. Describe a time when you had to coordinate the work of a team.

 What were you trying to achieve?
 How did you go about organizing the work?
 What challenges did you encounter?
 What did you learn?
Q. Tell us about a time when you faced reluctance from your team to accept the direction that
you were setting.
 What did you do to address this reluctance?
 What skills / approach did you take?
 How well did your approach work?
 What else could you have done?
Q. Give us an example of when you had to interact with employees at different levels of an
organization
 How did you approach the interaction?
 What elements did you have to consider?
Q. Describe a situation where you had to adapt your leadership style to reach your goal.
 How comfortable were you in adapting your own preferred style?
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Managing Resources
Demonstrates the ability to plan and use resources (human and financial resources and/or physical assets) in
accordance with UNHCR/UN guidelines, including the gender equity policy, so that objectives are achieved in
the most effective manner possible
L2 -Demonstrates awareness of resource planning

L3 -Identifies resource requirements, develops budgets and work plans, and advocates for
additional human resources with the consideration to achieving gender balance
L4 -Works with donors such as government leaders, private sector leadership and others to
secure resources
Q. Describe an example where you had to take charge and organize resources (human or
financial).
 In what situations do you feel less comfortable taking charge?
 What do you see as key issues when taking charge of others?
Q. Tell us about a time when you had to re-allocate resources due to changing priorities
 What challenges did you face in making these changes?
Q. Tell us about an unpopular decision you made recently in allocating resources?

 What thought process did you follow before making it?
 How did your colleagues/clients react?
 How did you deal with their reaction?
Q. Describe a situation where you had to manage a large budget.

 What were the circumstances that made this necessary?
 How did you go about it?
 Who was involved?
 What skills did you use?
 What did you find the most challenging?
CROSS-FUNCTIONAL COMPETENCIES
Analytical Thinking
Displays analytical thinking by identifying, defining and analyzing information, situations and problems.
Arrives at viable solutions through a variety of approaches: critical thought, methodical review of implications,
intuition and rational conclusions
L1 - Analyses and compiles data into relevant and understandable information

L2 - Analyses information and data, and forms recommendations based on logical
34
conclusions
L3 - Takes data and information analysis to the next level; taking recommendations with
options, reviewing implications for the future: forms decisions
L4 - Checks analysis and recommendations against experience and own thought process;
integrates results of analysis into courses of action
Q. Please tell us of a time when you had to identify the key cause of a problem from a large
amount of information available.
 How did you approach the task?
 What method did you use to work through the information?
 How did you know that you had found the key cause?
Q. Describe a time when you found it particularly difficult to find a pattern or trend in the
information you were analysing.
 Why was this difficult?
 What actions did you take?
 What did you learn from this situation?
Innovation and Creativity
Challenging established methods and generating/enabling new, innovative solutions, promoting

brainstorming, and fostering creativity and reasonable risk-taking. Creating an environment where leaders
can emerge
L1 - Demonstrates the ability to develop and implement creative and innovative ideas
L2 - Creates an environment within the work place that encourages innovation, creative
ideas
L3 - Fosters risk-taking with ideas and new ways of approaching work in others; openness to
new approaches
L4 - Works to find new ways of doing things on an ongoing basis and does so across work
relationships within and outside the organisation
Q. Describe a situation where you created a new approach to an old problem.

 How did you manage the process?
 What reaction did you have from colleagues?
Q. Tell us about a time when you had to convince a senior colleague that change was necessary.
 What made you think that your new approach would better suit the situation?
 What skills did you use to approach the issue with your colleague?
 What was his/her reaction?
35
Q. Give us an example of when you used a less conventional approach to your work
 Why did you consider your approach to be different from the norm?
 Why was it necessary?
 How well did it work?
Technological Awareness
Understands the value and power of technology and how to apply it for maximum benefit; sees it as an
ongoing aspect of all work; invests time and energy to incorporate it
L1 - Shows interest in and ability to work with software and technology tools
L2 - Actively pursues technological solutions to work tasks; seeks training when needed
L3 -Participates in technology groups and other knowledge management circles in order to
stay on top of useful application of technology for solutions
L4 -Values technology and mobilizes resources to ensure its use to perform tasks and carry
out the team’s work plans
Q. Give us an example of when you used a technical solution to solve a problem.

 What was the problem?
 How did you become aware of it?
 What did you do?
 What was the result of your actions?
Q. Please give an example of when you had to explain a complex issue to someone without your
technical experience .
 What specific actions did you take?
 How did you ensure you were understood?
Negotiation and Conflict Resolution

Demonstrates the ability to enable the parties involved in a conflict to come to mutually acceptable
compromises and a practical solution to the dispute with a focus on maintaining a functioning work
environment
L1 - Manages self and personal reactions well in dealing with conflicted parties. Shows
respect for parties involved; gains trust
L2 - Shows the ability to manage conflict between people
L3 - Uses conflict as an opportunity to explore perspectives and value diversity of opinion;
promotes an environment where disagreements are aired and worked through to
agreement
L4 -Demands professionalism and civility while handling conflict. Sets standards and makes
decisions when needed
Q. Please tell us about a time when you had to get agreement between several
colleagues/partners with strongly differing viewpoints.
36
Q. Please give an example of how you managed a conflict in a highly charged, volatile situation
(e.g. politically sensitive)
 How did you approach the situation
 What reaction did you have from other parties?
 How did you come to resolution?
Planning and Organizing

Able to organize self and others to take efficient and effective action over the short, medium and long term
L1 - Organizes work according to established plans, allocating time and resources

L2 - Demonstrates good organization of time in project management and accomplishing daily
tasks
L3- Carries out planning exercises with the team to identify resources needed early on
establishes management tools to monitor plan efficacy
L4 -Takes final accountability for planning and organising resources; long-term focus
Q. Please give us an example when you had to meet an important deadline.

 How did you manage your time?
 What did you do to ensure that the deadline was met?
Q. Describe a time when you missed a deadline.

 How did it happen?
 How responsible were you for it?
 What did you do to overcome this problem?
 What did you learn from the experience?
Q. Give us an example of when you helped someone with their work planning.
 How did you go about this?
 What advice did you give on that occasion?
 What feedback did you get?
 What feedback have you had about your ability to set plans for others?
 How do you feel your skills compare to your colleagues’ skills in this area?
Policy Development and Research
37
Demonstrates the ability to undertake broad-ranging analytical studies which contribute to the formulation of
policies, rules and regulations which have an impact on staff, persons of concern and partners. Develops
policy proposals which address research findings in a consistent and pragmatic manner and uses that
information to influence policy decisions within UNHCR and with stakeholders
L1 -Prepares information, research and analysis

L2 -Analyses information and drafts internal communications
L3 -Develops major policy papers
L4 -Uses UNHCR's position internationally and relevant policy research to influence public policy agendas
Q. Tell us about a time when you were asked to modify an existing internal policy.
 How did you proceed?
 Where did you gather the relevant information?
 How did consult with the different stakeholders?
Q. Please give an example of when research you undertook from different sources had an
influence on public policy agendas?
 What was your intention in undertaking this research?
 What challenges did you encounter?
 How did you measure its impact?
Political Awareness
Identifies and understands relationships, constraints and pressures affecting others as well as their
motivations and objectives; in light of UNHCR's mandate to serve refugees and other persons of concern.
L1 -Uses formal hierarchy and channels to accomplish tasks

L2 -Uses deliberate, systematic judgment to understand political structures & process flows
L3 -Organises relevant groups and builds support
L4-Exhibits strong political acumen and a deft ability with people
Q. Describe a situation where you had to include others (internal or external) on an important
issue.
 What approaches or strategies did you use?
Q. Describe a situation where you needed to influence different stakeholders with different
agendas.
 What factors did you have to consider?
 What approaches or strategies did you use?
 How successful were these?
 How did you assess your level of success?
Q. Please describe one of your current or recently completed projects.
38
 How did you decide on the process?
 What risks were involved?
 How did you know whether you had made the correct decisions?
Stakeholder Management
Understands and keeps up-to-date on local, national, and international policies and trends that affect the
organization and shape stakeholders' views; is aware of the organisation's impact on the external
environment.
L1 - Is aware of the importance of involving others within and outside of UNHCR in order to
accomplish objectives
L2 - Engages with stakeholders and collaborates with partners, ensuring buy-in for plans
L3 - Advocates for UNHCR with partners and incorporates the needs of others in solutions
L4 - Cultivates a position of authority and respect among partners and external groups based
on trust and respect; uses position to advance the UNHCR mission for the benefit of
persons of concern
Q. Tell us about a time when you had to take into consideration developments in local/national
policies in taking a decision that would affect the work of the organization.
 What factors did you have to consider?
 Why were these important?
 How did you approach your decision making?
 How did you measure the impact of your decision on external parties’ view of the organization?
Q. Describe a situation where you had to advocate for the rights of refugees with external
partners.
 Who were the parties involved?
 What approach or strategies did you use?
 How was your approach received by the parties concerned?
Change Capability and Adaptability
Demonstrates flexibility, both intellectually and behaviourally, to adapt to and work effectively in a variety of
situations, often under demanding conditions, and to cope with the unforeseen or unexpected. Looks for
opportunities presented by change and is not "paralysed" by new and unusual scenarios; creates
opportunities to improve the way in which they work
L1 – agrees with new initiatives and works to implement them in the day to day operations
of the unit
L2 - Demonstrates optimism for new ideas, welcomes new approaches
L3 - Shows ability to support a change initiative that has been mandated; explains what it
means to others and works to get buy-in
L4 - Creates an environment where the staff and work unit adapt to change effectively as
well as creating useful changes when necessary
39
Q. Describe a situation where you had to change your course of action half-way through a
project or task following a change in external circumstances.
 How did you feel about having to change your approach?
 What actions did you take to incorporate this new input?
Q. Describe a situation where one of your projects suffered a setback due to an unexpected
change in circumstances.
 What were the changed circumstances?
 What actions did you take to get the project back on track?
 How successful were these actions?
Q. Describe a situation where you were asked to do something that you had never attempted
previously.
 How did you feel about taking on this challenge?
 What did you do to ensure you would be successful?
40
Candidate Assessment Chart (score sheet)
Position: …………………………………………………………………………………………………….
Competency 1: (e.g. Planning & Organising)

Question: (Tell me about a time when ……..)
NE 1 2 3 4 5
Candidate produced no Very few indicators Few, partially Some positive evidence Clear, unambiguous Multiple examples of a
evidence for observed achieved indicators though scope for further evidence of high level of
interviewers to observe were observed, but development. Some competency. Many competency. Most
this competency many were absent or indicators were fully or indicators observed in indicators observed in
were outweighed by partially observed, but full, and others partially full, with no significant
negative behavior other behaviours omissions
omitted
Notes
41
Competency 2:
Question:
NE 1 2 3 4 5
omitted
Notes
42
Competency 3:
Question:
NE 1 2 3 4 5
omitted
Notes
43
Competency 4:
Question:
NE 1 2 3 4 5
omitted
Notes
44
Any other information:
Overall Rating
Candidate 1 Candidate 2 Candidate 3 Candidate 4
Competency 1
Competency 2
Competency 3
Competency 4
Total
45
46

UNHCR Best Practice Interviewing GUIDE Interviewers

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UNHCR Best Practice Interviewing GUIDE Interviewers

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UNHCR

 What underlies Competency? 5

 What is Competency-based Interviewing (CBI) 5

 How does it work? 6

 Using the UNHCR Competency Framework in Interviewing Process 6

 UNHCR Values, Core, Managerial & Cross-functional Competencies 7

 Skills & Competencies of Effective Interviewers 9

 Overview of Competency Interviewing Process 14

 Preparing for the Interview 15

 Conducting the Interview 18

 After the Interview 19

 Objective Assessment & Rating 19

 Annex: Sample Competency Questions 22

 Sample Assessment & Rating Chart 39

UNHCR launched the concept of competency-based interviewing in 2000 (IOM/FOM 20-21/2000) at

Following a competency-based interviewing process fosters a sense of fairness with regards to

WHAT UNDERLIES COMPETENCY?

WHAT IS COMPETENCY-BASED INTERVIEWING (CBI)?

Competency-based interviewing (CBI), or “behavioural interviewing” is a structured interview

PAST BEHAVIOUR FUTURE PERFORMANCE

When conducting a competency-based interview, the specific aim of a selection panel is to

HOW DOES CBI WORK?

In a competency-based interview, questions focus on eliciting specific examples from candidates

USING THE UNHCR COMPETENCY FRAMEWORK IN THE INTERVIEW

The framework provides:

 A general definition of the competency

Integrity Professionalism Respect for Diversity

Accountability Team Work & Collaboration Communication

Empowering & Building Trust Managing Performance

Analytical Thinking Innovation & Creativity Technological Awareness

1. Pay Attention (even if over the phone)

2. Show you are listening

Awareness of non-verbal behaviour

Sensitivity to different communication styles

Low Context (Direct) ____________________________________ High Context (Indirect)

Task-oriented _____________________________________ Relationship-oriented

External (impulsive) __________________________ Internal (reflective)

Effective questioning and probing

 What did they do?

Question sequence What you are looking for Sample questions

Preparing for the Interview: Steps 1-6

Step 1: Assign a process owner

Conducting the Interview: Step 7

 Introduce yourselves to the candidate

Objective Assessment & Rating: Step 8

PREPARING FOR THE INTERVIEW - Steps 1-6

Step 1: Assign a process owner

Step 2: Review the job description for identified competencies

Step 4: Reference the UNHCR Competency Framework

The UNHCR Competency Framework is an essential resource in determining the behavioral

Step 6: Review the candidate’s resume and motivation letter

CONDUCTING THE INTERVIEW – Step 7

Setting the climate

 Introduce yourselves to the candidate

 Ask a non-threatening opening question to start the process

Keeping the process on track

 Focus on what seems significant in their example

Addressing challenges to the process

 Gives examples that are not particularly recent

Closing the interview

 Ask the candidate if there is anything else s/he wishes to add

AFTER THE INTERVIEW – Step 8