Assessment interview. Practicing appraisal interviews. Preparing for an assessment interview

The most important form of assessing the work of subordinates is an assessment interview. An assessment interview is a structured interview with the assessed, solving very specific tasks. You need to get answers to the following questions:

What was planned for reporting period?

What was planned?

What was not done as planned?

What prevented the implementation of the planned work?

Evaluation interviews with employees are also carried out in order to inform them of the result of the assessment of their performance. It allows the manager to take stock of the work of the subordinate, reinforce the desired behavior, point out shortcomings in the work and develop a plan for improving the work with him. In cases where regular certification is entrusted not attestation commission, and to the immediate supervisor, the assessment interview acts as the main element of certification.

The basis for planning work for the future is usually a debriefing procedure, during which the manager has the opportunity to assess not only the level professional achievements subordinate, but also the compliance of his working behavior with the established requirements. This helps employees better understand what is expected of them and what they must do to achieve the desired results.

On the other hand, it helps the manager to better see what can be expected from employees and what resources are needed to help them achieve these results.

Consider the main approaches to conducting an assessment interview.

The assessment interview comes from the manager's ideas about managing people and how to influence their behavior. These representations are realized in the structure of the interview and in the content of the questions asked. There are at least three approaches that can be used by the manager:

force;

To convince;

Involve employees in decision making.

A manager in an assessment interview usually has to use all three approaches, but the best result in an assessment interview can be achieved if a collaborative atmosphere is created during the interview, if the manager takes into account the suggestions, opinions and assessments expressed by subordinates.

Involving a worker in decision-making provides significant benefits:

Both the leader and the subordinate both contribute to the success of the system, and both benefit from the success of the system;

Are aligned with the goals of the organization and the goals of the subordinate;

The subordinate knows exactly what the assessment will be based on;

Both parties agree on what the subordinate should achieve;

This system improves the relationship between the leader and the subordinate;

A need for training or additional training may be identified.

The task of the leader is to monitor the degree of involvement of the subordinate in the decision-making process, while paying attention to Special attention factors that affect the success of an assessment interview.

An assessment interview may be conducted:

direct supervisor;

As part of regular certification by a certification commission specially created for this purpose.

The success of the evaluation interview depends decisively on the manager and members of the certification committee (if this interview is conducted as part of the certification). There are a number of factors that influence the extent to which the assessment interview solves the full range of tasks that the assessment system faces.

Preparing and conducting an assessment interview to a large extent depends on the approaches to assessing the work of personnel that have developed in the organization. This may be an interview that is conducted by a manager with subordinates through certain periods time (quarter, semester, year).

This may be an interview that is conducted by the certification committee as part of a regular certification.

In the process of preparing for an assessment interview, it is necessary that the supervisor conducting the interview and the subordinate should take an equally active part in its conduct. Therefore, both parties must be prepared for the interview.

Managers and specialists involved in the assessment procedure should be prepared to collect and analyze information, as well as to draw appropriate conclusions from it, which allow taking measures that can positively affect the employee's performance.

1. Set a day, time, and location for the interview that will suit everyone. This must be done well in advance so that both sides have enough time to prepare. Usually ten days are enough for preparation. Give the subordinate written confirmation of the date of the interview. If an interview date is set, try not to push it back.

2. Set aside enough time for the interview so you don't rush it. You should clearly plan the time and stick to the established schedule so that there is no haste or unreasonable delay. All assessed employees must be equal conditions regarding the time they spend. Usually, an interview is enough from half an hour to an hour, although it makes sense to plan time with a small margin to discuss some unexpected questions.

3. Organization of the interview venue (no interference and distractions, providing good conditions (sufficient size of the room, a sufficient number of tables and chairs, good ventilation and lighting), availability of office equipment and materials (pens, paper, etc.).

4. Development of a typical interview scenario, preparation of clear written instructions for all persons (managers and specialists personnel service) performing the assessment, preparing questions for the assessed employees.

5. Determining the list of required documents. During the interview, you may need official duties and work plans of subordinates, personal files, materials from previous interviews and other documents and materials. Preparation (reproduction) of the required number of forms and forms, taking into account the number of employees undergoing an assessment interview.

6. Filling out the certification form for a subordinate, writing a review (characteristics). If the assessment interview is conducted as part of a regular assessment, then the manager needs to fill out the developed and approved assessment forms for the subordinate in a timely manner, write a description according to the established model.

The assessment interview process is a well-thought-out system that allows both parties to achieve their goals.

The success of an assessment interview depends critically on both the level of preparation of managers and their ability to solve the problems that arise during the interview.

After reviewing the results of the reporting period, you can move on to setting new goals and defining plans for the future. The assessment interview requires the manager not only to be able to listen, but to listen actively.

During the report of the assessed employee, the manager can use the following active listening techniques:

Listen and ask questions to clarify your understanding of what you hear;

Show how what is heard is understood to avoid misunderstanding or misinterpretation;

Use questions and pauses to allow the subordinate to speak;

Summarize what has been said from time to time;

Point out to the subordinate questions that require further explanation or clarification;

Encourage the employee to talk about his most significant achievements;

For a more accurate understanding of the employee's attitude to the issues discussed, carefully monitor those manifestations of non-verbal behavior (posture, facial expressions, gestures, tone of voice, etc.) that accompany the subordinate's answers to the manager's questions.

You should strive to end the interview on a positive note so that the subordinate leaves the manager with a good attitude towards work. Finally, it should be clearly stated specific goals to be achieved in the future. In addition, it is necessary to determine the date when the next time the results of the work done will be summed up.

You can improve the assessment interview process by using the following techniques:

Regular informal monitoring and feedback before the interview to avoid unpleasant surprises during the evaluation interview itself;

Maximum involvement in the assessment of the assessed themselves. When assessing employees, the manager, on the one hand, relies on the employee's self-assessment (the employee's assessment of the results of his work), and on the other hand, encourages the employee to analyze his omissions, discuss their causes and propose solutions;

Criticism of the actions of the subordinate should be constructive (that is, not limited to pointing out what is bad, but consider opportunities for improvement).

To conduct an effective assessment interview, managers must have a wide range of knowledge and skills necessary to successfully complete the following tasks.

1. Preparation of an interview plan, questions for subordinates and control over the course of the interview. Preliminary preparation of the interview plan, a clear formulation of its goals, monitoring the implementation of the tasks set (as opposed to unpreparedness, when the interview takes place without a clear plan or when the subordinate is given the opportunity to dominate during it).

2. Establishment and maintenance of psychological contact. Establishing and maintaining a favorable psychological climate from the very beginning of the interview, conducting the conversation in a benevolent manner, showing attention to the problems of the subordinate (as opposed to establishing a climate of distrust, alienation or excessive familiarity and familiarity, ignoring the problems of the subordinate). This kind of interviewing helps to create an atmosphere of cooperation and increases the willingness of subordinates to show initiative and responsibility.

3. Reaction to a tense situation. Calmness and goodwill even when the subordinate provokes a conflict, readiness to apologize in case of his own wrong, while not giving up his positions, the ability to defend his point of view in a situation of attacks or other negative reactions from the subordinate (as opposed to an inadequate reaction to emotionally intense situations irritability or defensive position in response to claims or accusations from the subordinate and excessive softness and compliance in the event of a clash of opinions).

4. Conflict management. Effective resolution of conflicts of any kind between a subordinate and other employees (the role of a mediator), setting realistic work goals for subordinates that prevent workplace conflict, help and advice that can prevent a conflict situation from arising (as opposed to overly rude or moralizing discussion when conflicts arise, failure to provide assistance or the proposal of such solutions that increase the confrontation and deepen the conflict of the subordinate with other employees, setting goals that deliberately provoke conflicts between subordinates).

5. Receipt necessary information. The ability to separate the essential from the non-essential, the ability to isolate reliable information, the ability to gather information on all key issues (as opposed to getting stuck on individual problems and details, asking irrelevant questions, failing to separate facts from opinions, failing to consider the problem from the point of view of a subordinate ).

6. Employee motivation. Choice effective means impact on the motivation of employees, improving their attitude towards the organization and encouraging them to conscientious implementation assigned work; incentives to work with full dedication, to maintain the performance of personnel at the highest standards of productivity and quality (as opposed to the inability to offer the assessed employee incentives that will increase their satisfaction with work in the organization or force them to work with full dedication in the interests of the organization; lack of support for the efforts of employees aimed at achieving higher performance in their work).

7. Development of employees. Assistance to the employee in his professional development, showing interest in his professional growth; identifying the developmental needs of the subordinate and suggesting concrete measures that can positively reflect on the level of his professional achievements (as opposed to refusing to help the subordinate in matters of professional development, lack of interest in his professional growth, inability to give suggestions for the professional development of the employee or useless advice that does not take into account its real possibilities).

The employee being assessed must be well prepared for the interview. The date of the interview should be communicated to the employee so that he/she has the opportunity to prepare as best as possible. The more time they spend preparing, the more they can benefit from the assessment interview.

Among the factors influencing the success of the assessment interview on the part of the employee, the following are distinguished:

1. Employee activity. The more actively the employee participates in the assessment process, the higher his responsibility for the implementation of decisions made during the assessment interview;

2. Perception by the employee of the assessment of his work as fair and justified. The more fair the employee considers the assessment of his work, the higher his responsibility for the implementation of decisions made during the assessment interview, the more he is satisfied with the course of the interview, the more ready he is to agree with the final assessment, and the higher the likelihood that he will take real steps to improve efficiency own work and their professional growth in the future;

3. The participation of employees in setting work goals leads to better results than coercion or criticism from the head;

4. The participation of the employee in the discussion and solution of problems that affect the results of his work, increases the level of his cooperation during the evaluation interview;

5. Understanding the benefits to the organization. How better worker understands how the results of his work are related to the achievement of the goals of the entire organization, the more results can be expected from the assessment interview.

In conclusion, it should be added that the evaluation process and evaluation criteria should be accessible and understandable not to a narrow circle of specialists, but also to evaluators, observers, and the assessed themselves. At the same time, the conduct of evaluation activities should be integrated into the overall system of personnel work in the organization in such a way as to really contribute to its development and improvement.

The interview is the most accessible method of assessing an employee and is therefore used everywhere. Note that for all its simplicity, this method has its own characteristics, specifics and scope. The interview should be used in combination with other methods, which will increase the effectiveness of assessing the performance of employees.

In this way, existing methods performance appraisals provide a wide range of opportunities for good governance employees' activities. An important factor here is the competent selection of methods for each type of assessment, taking into account the specifics of the position and the employee who is the object of assessment.

In addition to traditional methods (testing, interviews), it is necessary to introduce more complex, but proven methods of assessment in organizations (assessment centers, 360 Assessment, etc.).

The success of an assessment interview is critically dependent on both the level of training of managers and their ability to solve the problems that arise during the interview.

An evaluation interview involves an assessment by the subordinate of the results of his work and his achievements during the reporting period. The manager's questions during the interview are designed to establish not only the true level of the employee's performance, but also to identify the factors that negatively affect his work. After reviewing the results of the reporting period, you can move on to setting new goals and defining plans for the future. The assessment interview requires the manager not only to be able to listen, but to listen actively.

During the report of the assessed employee, the manager can use the following active listening techniques;

Listen and ask questions to clarify your understanding of what you hear;

Show how what is heard is understood to avoid misunderstanding or misinterpretation;

Use questions and pauses to allow the subordinate to speak;

Summarize what has been said from time to time;

Point out to the subordinate questions that require further explanation or clarification;

Encourage the employee to talk about his most significant achievements;

For a more accurate understanding of the employee's attitude to the issues under discussion, carefully monitor those manifestations of non-verbal behaviors (posture, facial expressions, gestures, tone of voice, etc.) that accompany the subordinate's answers to the manager's questions.

You should strive to end the interview on a positive note so that the subordinate leaves the manager with a good attitude towards work. At the end, specific goals to be achieved in the future should be clearly formulated. In addition, it is necessary to determine the date when the next time the results of the work done will be summed up /

One of the main difficulties in conducting an appraisal interview is that the Assessor must simultaneously act as both a judge and a consultant in relation to the assessed employees. At the same time, managers who conduct evaluation interviews often seek to avoid negative evaluations in order to maintain good relations with subordinates. You can improve the assessment interview process by using the following techniques:

Regular informal follow-up and feedback prior to the interview to avoid unpleasant surprises during the evaluation interview itself.

Criticism of the actions of the subordinate should be constructive (that is, not limited to pointing out what is bad, but consider opportunities for improvement).

To conduct an effective assessment interview, managers need to have a wide range of knowledge and skills necessary to successfully perform the following tasks:

1. Preparation of an interview plan, questions for subordinates and control over the course interviews. Preliminary preparation of the interview plan, a clear formulation of its goals, monitoring the implementation of the assigned tasks (as opposed to unpreparedness, when the interview takes place without a clear plan or when the subordinate is given the opportunity to dominate during it).

2. Establishing and maintaining psychological contact. Establishing and maintaining a favorable psychological climate from the very beginning of the interview, conducting the conversation in a benevolent manner, showing attention to the problems of the subordinate (as opposed to establishing a climate of distrust, alienation or excessive familiarity and familiarity, ignoring the problems of the subordinate). This kind of interviewing helps to create an atmosphere of cooperation and increases the willingness of subordinates to show initiative and responsibility.

3. Reaction to a tense situation. Calmness and goodwill even when the subordinate provokes a conflict, readiness to apologize in case of his own wrong, while not giving up his positions, the ability to defend his point of view in a situation of attacks or other negative reactions from the subordinate (as opposed to an inadequate reaction to emotionally intense situations , irritation or defensive position in response to claims or accusations from the subordinate and excessive softness and compliance in the event of a clash of opinions).

4. Conflict management. Effective resolution of conflicts of any kind between a subordinate and other employees (mediating role), setting realistic work goals for subordinates to prevent work conflict, help and advice that can prevent a conflict situation from arising (as opposed to too rude or moralizing discussion when inspiring conflicts, failure to provide assistance or the proposal of such solutions that increase the confrontation and deepen the conflict of the subordinate with other employees, setting goals that deliberately provoke conflicts between subordinates).

5. Obtaining the necessary information. The ability to separate the essential from the non-essential, the ability to isolate reliable information, the ability to gather information on all key issues (as opposed to getting stuck on individual problems and details, asking irrelevant questions, failing to separate facts from opinions, failing to consider the problem from the point of view of a subordinate ).

6. Employee motivation. The choice of effective means of influencing the motivation of employees, improving their attitude towards the organization and encouraging them to conscientiously perform the assigned work; incentives to work with full dedication, to maintain the performance of personnel at the highest standards of productivity and quality (as opposed to the inability to offer the assessed employee incentives that will increase their satisfaction with work in the organization or force them to work with full dedication in the interests of the organization; lack of support for the efforts of employees aimed at achieving higher performance in their work).

7. Employee development. Assistance to the employee in his professional development, showing interest in his professional growth; identifying the developmental needs of the subordinate and suggesting concrete measures that can positively reflect on the level of his professional achievements (as opposed to refusing to help the subordinate in matters of professional development, lack of interest in his professional growth, inability to give suggestions for the professional development of the employee or useless advice that does not take into account its real possibilities).

One of the main difficulties in conducting an appraisal interview is that the appraiser must simultaneously act as both a judge and a consultant in relation to the assessed employees. At the same time, managers conducting evaluation interviews often seek to avoid negative evaluations in order to maintain good relations with subordinates. The following techniques can be used to improve the assessment interview process: - Use informal monitoring of the work of subordinates and feedback on the degree of compliance of their work with the established requirements before the interview. This allows you to avoid unpleasant surprises during the assessment interview. - Maximum involvement of the assessees themselves in the assessment. When evaluating employees, the manager, on the one hand, relies on the employee’s self-assessment (the employee’s assessment of the results of his work), and on the other hand, encourages him to analyze his omissions, discuss their causes and propose solutions to eliminate the identified shortcomings in work.

Criticism of the actions of the subordinate should be constructive (that is, not limited to pointing out what is bad, but consider opportunities for improvement).
To conduct an effective assessment interview, managers must have a wide range of knowledge and skills necessary to successfully complete the following tasks. 1. Preparation of an interview plan, questions to subordinates and monitoring the progress of the interview. Preliminary preparation of the interview plan, a clear formulation of its goals, monitoring the implementation of the tasks set (as opposed to unpreparedness, when the interview takes place without a clear plan or when the subordinate is given the opportunity to dominate during it). 2. Establishment and maintenance of psychological contact. Establishing and maintaining a favorable psychological climate from the very beginning of the interview, conducting the conversation in a benevolent manner, showing attention to the problems of the subordinate (as opposed to establishing a climate of distrust, alienation or excessive familiarity and familiarity, ignoring the problems of the subordinate). This kind of interviewing helps to create an atmosphere of cooperation and increases the willingness of subordinates to show initiative and responsibility. 3. Reaction to a tense situation. Calmness and goodwill even when the subordinate provokes a conflict, readiness to apologize in case of his own wrong, while not giving up his positions, the ability to defend his point of view in a situation of attacks or other negative reactions from the subordinate (as opposed to an inadequate reaction to emotionally intense situations irritability or defensive position in response to claims or accusations from the subordinate and excessive softness and compliance in the event of a clash of opinions). 4. Conflict management. Effective resolution of conflicts of any kind between a subordinate and other employees (the role of a mediator), setting realistic work goals for subordinates that prevent workplace conflict, the ability to offer help and advice that will be able to prevent a conflict situation from arising (as opposed to too rude or moralizing discussion in the emergence of conflicts, the inability to provide assistance or the proposal of such solutions that increase the confrontation and deepen the conflict of the subordinate with other employees, setting goals that knowingly provoke conflicts between subordinates). 5. Getting the necessary information. The ability to separate the essential from the non-essential, the ability to isolate reliable information, the ability to gather information on all key issues (as opposed to getting stuck on individual problems and details, asking irrelevant questions, failing to separate facts from opinions, failing to consider the problem from the point of view of a subordinate ). 6. Employee motivation. The choice of effective means of influencing the motivation of employees, improving their attitude towards the organization and encouraging them to conscientiously perform the assigned work; incentives to work with full dedication at the level of the highest standards of productivity and quality (as opposed to the inability to offer the assessed employee such incentives that will increase his satisfaction with his work in the organization or force him to work with full dedication in the interests of the organization, the lack of support for the efforts of employees aimed at achieving more high performance in their work). 7. Development of employees. Assistance to the employee in his professional development, showing interest in his professional growth; identifying the developmental needs of the subordinate and suggesting concrete measures that can positively reflect on the level of his professional achievements (as opposed to refusing to help the subordinate in matters of professional development, lack of interest in his professional growth, inability to give suggestions for the professional development of the employee or useless advice that does not take into account its real possibilities).

21. Rules for certification. The procedure for conducting attestation is regulated by the Regulations on attestation of employees in force in the organization, which is adopted by the employer. This regulatory document provides the following points that you should pay attention to when conducting certification: the category of workers that is subject to certification; the procedure in accordance with which the attestation commission is formed; the frequency of this event; what is the procedure for making decisions by the current attestation commission, as well as the types of these decisions. Article 68 Labor Code Russian Federation employees must be familiar with the current Regulations on certification. The employer independently determines the circle of employees who are subject to certification. At the same time, those professions that do not require special training and specific knowledge, for example, a watchman, a cleaner, etc., are not subject to certification. Moreover, those employees who have been working in this position for less than one year may be exempted from certification. An attestation commission is appointed by order of the head of the organization. All employees who will be certified are notified about the upcoming certification. Based on the results of certification, final documents are compiled, for example, protocols, conclusions, etc. The final document is created separately for each certified employee, it is endorsed by the members of the certification commission and the employee. The results of the attestation can be challenged in court.

22. Stages of certification. preliminary stage- Preparation of a project for the implementation of certification. Substantiation and presentation for the management of the certification project. Stage of formalization of methods, standards, rules- Development of relevant documents, adoption of organizational decisions by the company's management. A competent approach to documenting the certification procedure for the first time allows you to use the created developments in subsequent certifications.
It is recommended to develop the "Regulations on personnel certification" - a single intra-corporate normative document. It establishes uniform requirements for the frequency, procedure, methodology for conducting certification of all personnel, as well as for the content, procedure for developing, approving certification methods. The formalization of the procedure in the document forces one to concretize and take into account all the rules, delve into formal details, prescribe all possible questions and details of the procedure. This allows you to make the procedure transparent, understandable with technical side. Trial certification- to test the proposed procedure, a pilot certification project is launched in the personnel management department, all stages of the methodology introduced at the enterprise are checked and finalized. Preparatory stage- Before each pre-planned attestation procedure, employees of the personnel management department carry out preparatory consulting work. 2 weeks before the certification, the candidates are informed of the criteria for certification, questions for the exam, they conduct explanatory conversations, they advise what and how to do. Certification- Certification activities carried out in accordance with the developed methods and rules. Summing up the results of certification- Adoption management decisions, discussion of the results of certification in the team, assessment of the required period for subsequent certification.

23. Problems of certification.Mistakes in personnel appraisal. The main mistake can be made even on initial stage. Usually this is the choice of the purpose of the certification. If the purpose of the certification is to reduce staff or to get rid of unwanted employees, then in this case many of the advantages that personnel certification can give are lost. Also low Information support during the certification of personnel, it can negatively affect the psychological climate of the team, especially if the certification is carried out for the first time. Therefore, it is necessary to explain in detail to top managers what information they will receive after the personnel certification, how to use it and how to solve the required tasks with its help. Employees of the company should be warned several months in advance about the certification so that they can prepare for this event.

24. Methods for conducting certification. There are many different evaluation methods, but in practice they are mainly different variations of the following methods: - Ranking, in which it is required to place subordinates in order depending on their merits (achievements), and, as a rule, according to their real ability to perform work , although sometimes the ranking is carried out according to several selected characteristics. - Classification, in which employees are divided into several pre-established categories of achievements (merits) based on the overall performance of employees. As a rule, these categories are five. - Grading scale is the most commonly used assessment method. It is based on a list of personal characteristics or factors, against each of which a scale consisting, as a rule, of five points is placed, and the manager (supervisor) notes on the scale to what extent this or that factor or characteristic is inherent in the employee. - The Open Appraisal Method is a relatively recent innovation that was introduced due to the unsatisfactory design of the grading scale. Instead of forcing a manager to evaluate a set of personal characteristics that are not always suitable for evaluation, new method focuses on the nature of the work, while the manager requires only a few phrases about the employee being assessed instead of ticking the columns.

Federal Agency for Education

Russian State Trade and Economic

university

Management department

Department of personnel management

Test

by discipline: Diagnostics of the professional suitability of personnel

Topic: Assessment interview and methodology for conducting it

Completed by: Kurtseva Yu.S.

4 course, group 42

"____" _____________ 2010

(student's signature)

Reviewer: Assoc. Kuzub Ekaterina Valerievna

Moscow, 2010

Introduction

1. The essence of the interview as a whole

1.1 Purpose of the interview

1.2 Preparing for the interview

1.3 Interview methods

2. Interview tactics

3. Technique for asking questions during the job interview process

4. Evaluation and final decision

Conclusion

List of used literature and other sources

Appendix No. 1. T. Leary test. Analysis of results

INTRODUCTION

real test large in scope and seemingly devoted to a purely personnel issue. Actually it is not. I recommend the reader to look at the proposed material a little wider. The recommendations set out in the control work can be applied to other management functions.

The materials I offer and the approaches presented are a kind of international standard, i.e. the minimum bar below which a qualified management system ends.

INTERVIEW: WHY IS IT GOING ON?

The interview does two important features in the selection process:

a) it allows the employer to meet with the candidate and complete the statistical picture contained in the questionnaire and the results of telephone interviews (if any) . It can also provide more insight into the candidate's past behavior and causes. From the point of view of personality specification, it will be especially useful for understanding motivation and character traits (inclinations). The interview will not be so useful in the area of intelligence and some professional qualities, which can be more accurately assessed through suitably designed tests;

b) The interview is used as a valuable self-selection mechanism. It gives the candidate a chance to see the organization, talk to its representatives, learn more about the job, and generally put together enough information to judge if this is the right place for them. This is especially true at the managerial level and professionals, for whom research shows that people are more careful and more systematic in their approach to choosing a job. Both of these goals are key to the selection process, but at the same time it is not an easy art.

However, the interview has no possible alternatives. You need to meet the candidate and he or she needs to meet you. Tests can supplement, but not replace what is revealed during the interview. Thus, at present, the greatest gain can be gained from trying to find ways to improve the level of competence of the interviewer. That's what the real test is about.

1. THE ESSENCE OF THE INTERVIEW IN GENERAL

Interview It is a means of two-way communication. Its main purpose is to ensure the exchange of information in such a way as to develop an appropriate course of action for the future.

An interview differs from a simple message (which it may unfortunately become) in a two-way flow of information. The prefix "inter" in the word interview (interview) means "inter -".

Assessment Interview - identification of individuals with the necessary abilities and goals that could become good employees of the organization.

1.1 Purpose of the interview

Most interviews have specific goals. Evaluation interviews may include issues such as establishing and improving rapport between a manager and his subordinate, or changing the attitude of a subordinate to a particular problem or aspect of his work. In a selection interview, the task may be to select (by the organization) a candidate with the most appropriate level of ability and motivation to perform the job in accordance with the requirements and select (the candidate) the organization as suitable place to use their abilities.

The overall goal of any interview is to reveal the facts, and on this basis, the formulation of appropriate decisions and the development of action plans, which both parties accept for execution. The concept of bilateral commitment is central to meeting the objectives of the interview. Conversation succeeds or fails according to the action it causes, and where there is no obligation, this action either does not take place or is unsatisfactory.

This theory may seem unrealistic or nonsensical to those who are accustomed to viewing the interview as an opportunity to exercise their power, or as a case in which the interviewee can be made to walk the verbal rope before the interviewer delivers his undeniable (and perhaps foregone) verdict.

1.2 Preparing for the interview

Preparation: interview planning.

Interview planning is a two-pronged process. First, planning the time, place of the interview and participants, followed by administrative arrangements. Secondly, planning the general nature and form of the interview itself, which is implemented during the conversation. Both of these aspects are highly dependent on the objectives of the particular interview to determine the appropriate action. Situations are different, as are the organizations themselves. What is perceived as friendly ease, say, in advertising agency, may be perceived as a managerial ploy in a larger bureaucratic organization. The following is a checklist of questions that you may find helpful when planning your interview:

Preparation: administrative arrangements.

By spending time and effort setting goals and planning interviews in in general terms you need to make sure everything goes according to plan. If interviewers and interviewees are not given prior notice or advance notice of the location of the interview, things will not go according to plan. A group interview will not go well if the group members are not properly prepared and coordinated. This requires a pre-meeting where all interview participants should be informed about the interview strategy and their role in it.

Here again, a checklist of questions can come in handy:

1) Will the meeting room be free in right time?

2) Is the interviewee informed of the time and place of the interview, the identity of the interviewer(s) and the duration of the interview?

3) Were the other interviewers informed of the time and place of the interview, and discussed their strategy and tactics?

4) Is the watchman warned whom to expect, when and where to see him off?

5) Are measures taken to prevent interruption of the interview phone calls or outsiders?

6) Did everyone get enough information about the event?

7) Are appropriate refreshments stocked, bearing in mind the formality (informality) of the conversation, the hopes of the interviewee, the possibility of the budget.

8) If the interviewee has to leave his affairs, has his manager been informed of this and is it necessary?

9) Is the situation controlled in relation to the outcome of the conversation, for example, are the relevant parties aware of the results?

1.3 Interview methods

Individual interviews in the HR department.

If the only trained interviewers in an institution are HR, it may appear that they have a monopoly on interviewing. This opinion can be in organizations with a high functional organization, where the personnel department gives not just advice, but instructions. junior staff line guide. Although recommendations for successful interview are almost always essential to the successful application of a particular method, the assertion that the human resources department is the only appropriate custodian of that skill is too biased.

For a small volume of hiring, when there are available and detailed descriptions work and greater mobility of employees, interviews with candidates may be limited to personnel department specialists. While it may be doubted that the turnover would be so high if line managers had more say in recruiting, on the contrary, if it is a minor complaint related to relationships within the department, then the person who is undoubtedly best able to resolve it, at least in the first instance, is the complainant's immediate superior. He has more favorable opportunities to sort out the facts, provided that they do not concern him too directly, and to make an appropriate decision.

Individual interviews with the participation of line managers.

As mentioned, there may be situations where the line manager most involved is the right person to interview. Methods for doing this differ from organization to organization, but it is hardly reasonable to expect the manager to be responsible for the results related to production, denying him control over the means of achieving these results, i.e. in control over the employees of his section or department.

One method that satisfies all parties and is widely practiced is to consistently include both an HR employee and a line manager in the interview. In this case, the initial selection interview is usually conducted in the HR department against a list of the most suitable candidates in accordance with the personality specification and the requirements of the organization, and then this list is transferred to the line manager for interview and final decision.

This approach can be argued in different ways, whether it is better than the logical alternative - a group interview with two interviewers, including an HR employee and a middle manager.

If urgency in making a decision, convenience for the candidate, parallelism of observation, urgent analysis, a more formalized approach are needed, then a group interview of two interviewers will be more suitable for these requirements. On the other hand, if time is running out, the candidate may become unnecessarily worried in the presence of several interviewers (especially school graduates and other inexperienced interviewees), there are few similar topics for conversation for each of the interviewers, there are personal details that, according to the policy of this organization, should not be disclosed to an outsider to the HR department (there is such a policy, although it is difficult to justify it) , the best option would be an interview with a human resources representative, followed by a conversation with a middle manager.

NOTE: The process for the Evaluation Interview, Dismissal, Grievance Interview, and Disciplinary Interview should be reversed. In this case, the line manager can best understand the problems and difficulties and develop rational and workable solutions. In the event that he cannot make a decision, the case must be transferred to the personnel department.

An interview conducted by a group of interviewers of two people; from HR and line manager

As noted in the previous section, these interviews can be more productive than sequential conversations. For other types of interviews (except for the final stage of the analysis of the complaint or disciplinary procedure) the presence of two interviewers (a line manager and an employee of the human resources department or a representative of middle and senior management) rarely serves any useful purpose.

group interviews

Group interviews are a logical continuation of the interview with a group of interviewers of two people. Here again, they can help in selection when parallel observation is needed and time can be saved by avoiding duplicate questions. A group interview, more than two-person interviews, can be intimidating for an interviewee, especially an inexperienced one. The group should not become a hindrance outside the realm of the selection interview, but even here it requires appropriate control and skillful coordination in the interests of asking the right questions, and that the candidate is not confused by the tactics of cross-examination and quick changes in tone and subject matter. .

Many inexperienced interviewers believe that having a large group guarantees success. Just the opposite. Until you have learned to plan and manage an individual interview, refrain from group interviews. Otherwise, it will complicate your slips and cause confusion if your bandmates are not experienced enough to neutralize your shortcomings.

2. INTERVIEW TACTICS

a) Establishing contact with the candidate.

If you cannot get him to speak freely about himself, then the amount of information you will learn about him will be minimal. Establishing this contact personal style. Some people swear that a hilarious "how did you get here" is the right move. This may lead the matter to right direction, if you can sound like you're actually worried about bus 93 having a flat tire on the route.

If you are not capable of this, then the candidate will recognize your efforts (a little insincere conversation) , and it can affect your relationship in different ways. In most cases, rapport is best established by clearly explaining the purpose of the interview, its place in the entire selection process, and the order you propose to follow. This includes clarifying any questions about the job, getting information about previous jobs, and discussing the relationship between what the candidate has done in the past and the job they are currently applying for. If this is done in a sincere and friendly manner, showing a clear interest in him and what he has to say, if the rest of the interview is and tsya in a similar vein, then the candidate must respond. It should also help to fulfill the necessary points regarding the place of the interview and the situation.

b) Content observation.

Creating harmony and positioning the interviewee can be essential prerequisites for effective interview, but if the exchange turns into a public dispute, then very little is likely to be achieved. Therefore, it is necessary to closely monitor the content of what the applicant says. All his questions and statements must be weighed, and their contribution to the purpose of the interview - i.e. in magnification n Your knowledge of his suitability for the job, his personality traits, aptitudes, motivations and past accomplishments is appreciated. Only if this happens continuously can you be sure that you can to follow his thoughts and make the best use of the time allotted for the interview.

c) Maintaining control.

Main responsibilities

The purpose of the first group of questions is to explore key areas functional duties candidate. The interviewer will be able to establish qualifications, special knowledge, and relatively strong and weak sides.

"What date and in what year did you join this organization?" This question will be followed by the questions: "What was your job title when you joined the firm?" and "What was your original salary?". The candidate will immediately understand that you expect factual data from him and have ways to obtain them.

The salary questions asked for each job (“What salary did you start with?” “How much did you get when you left your job?”) tell the type of promotion that the interviewee may be satisfied with and the level of promotion wages with which the candidate is accustomed to agree when changing jobs. "What were your three most important responsibilities in that job?" This is a simple question designed to collect information. You should write down the answer and ask the following question: "What special skills or knowledge did you need to perform these duties?" Asked together, these two questions will not only provide information about the functional characteristic, but also provide an opportunity to find out the depth of understanding that the candidate has.

"What was the most important project (program) you worked on in this position?" By asking this question, functional fitness is determined, and you will also learn about what the candidate considers important - important for the organization, for humanity, for himself.

Communication

Most jobs these days require some form of interaction with other employees. Depending on the level of interaction, the candidate's communication skills and the ability to communicate with a team of employees can be very important for his ability to perform this work.

"How important was communication and interaction with other people in this job?"

This is the first of a group of questions that may be related to others, such as: "What other departments have you had to deal with?" and "What difficulties did you encounter in doing so?" Asked together, these questions will establish how the candidate evaluates the possibility of communication and links it to the success of the work performed, as well as with whom and at what levels the interaction took place. They help determine the candidate's level in the firm's hierarchy. The third question identifies the difficulties that arise when communicating between departments and requires the candidate to answer directly.

General questions

At work, we all have people to whom or for whom we are responsible. A person's attitude towards superiors, peers, and subordinates not only affects the ability to perform work, but can also affect the efforts of other people on whom the success of a department or organization depends.

"How many levels of leadership have you interacted with?" - and after that: "What was the reason for your contact?"

With the help of the first question, an attempt is made to establish the levels of communication that the candidate had while working in a situation of multi-level management. With the help of the second question, it is established whether the communication was one-sided (between the leader and the functionary) or on an equal footing (between colleagues).

Reasons for leaving this position

The interview is usually conducted in the hope that you will be hired. perfect person, which will work with you for a long time. Knowledge of the past can help predict and therefore prevent unpleasant problems in the future.

"Have you discussed with your boss about wanting to quit?" Helps steer the conversation in the right direction.

"How will your boss react to your dismissal?"

This question can be helpful in determining how serious a candidate is about an upcoming job change. Very often, a candidate uses job negotiation as a tool in talking to his current boss about a salary increase and does not really intend to leave his current position.

"Since what date and what month did you leave this organization?" and "What was your job title when you left?" followed by "Why did you leave the organization?"

This last question is one of the ten most popular and least effective interview questions. This question has become ineffective through overuse, and now almost every interviewee has an answer ready. It's nothing, because this case you are using this question as the first part of a two-part question. The second part is less conventional and much more likely to get you an honest answer.

"Why were you fired?"

There are only two ways to leave your job: either you get fired or you quit yourself. If the interviewee claims to have been fired, then regardless of the explanation given, you will want to carefully check the reason for leaving the job.

"Why did you change jobs so often?"

Unless there are good reasons for candidates to change jobs, you don't want to waste valuable time on someone who is likely to be with you for a short time. And if you do waste time, you should at least be careful.

If you see gaps in your track record, try asking questions like "Why haven't you worked for such a long time?" Many executives admit that they sometimes find these questions about the reason for leaving a job a little awkward. This problem can be neatly addressed by asking questions such as "How did you get into your job?" latest work"?" The answer to this question allows the candidate to relax, after the stress that many people experience when talking about long breaks from work or about changing jobs. The answer can also reveal the candidate's intentions, his initiative and analytical approach to solving problems, which qualities are characteristic traits common to many successful professionals.

"What have you learned while working in your positions?"

It's wide open question, which provides the interviewee with absolutely no clue to the correct answer, but which can provide you with significant insight into the candidate. When answering this question, one must be wary of phrases that the interviewee understands well the working mechanism of the organization and the importance of departments functioning as a whole.

It is a common mistake to assume that every candidate who takes your job is desperately fighting for the privilege of working for you. If you are a prudent leader, then you will be interested in the motives of your candidate for taking this job, because the right knowledge of people will help you to offer a vacant position to a person who will really appreciate it. No manager wants to be embarrassed when a candidate refuses a job offer. To do this, there are the following questions: "Why are you applying for a job with us?", "Why are you applying for this position?", "What do you know about our organization?", "What do you expect from this job?", "What do you What do you like most about this job?", "What do you least like about this job?", "How will this job help you achieve your long-term goals?", "Who else are you negotiating a job with?", " What reservations do you have about working in our organization?" "What are your recommendations?".

A selection of these questions, dictated by the personal needs of the interviewer, will provide sufficient criteria to strike some candidates off your list with sufficient objectivity.

4. EVALUATION AND FINAL DECISION

interview testing professionalism communication skills

The final decision stage is the end result you worked towards during the selection process; which of the candidates who have declared themselves, have been interviewed, tested and screened, will be accepted, if at all? The result is important for the organization - its investment in a newcomer will increase dramatically from the moment he is hired. It is also important for other applicants: they are all likely to be upset when they receive a refusal, in whatever pleasant words it may take place. Your decision is more likely to be a good decision if it is well informed. So, now is a good time to look back at all the information you received during the evaluation phase. This involves the following steps:

a) Develop the candidate scorecard, making sure that the results of all stages of the selection are covered.

b) Ensure that there is enough information about each candidate to fairly evaluate his scorecard.

c) Assess the available information in light of earlier comments about bias and limitations in tests and recommendations.

d) Complete scorecards, one for each candidate, making sure that the criteria used is personal specification, as well as the decisions that are made as to what constitutes effective behavior at work.

e) Remember, as far as possible, the reactions of the applicant and assess the likelihood that the job and organization are of interest to him. This is important if you want to avoid the hassle of offering a job to one candidate only to find that he rejects it outright or quits after a few weeks. (If you've learned the collaborative problem-solving approach during the interview, then this part of the process should be pretty straightforward.)

f) When all doubts are resolved, the final result should be communicated to candidates, both successful and unsuccessful. (If no one really came up to the Company's defined personality specification, it would be better to reject all applicants, rethink the job or your hiring methods, or both, and start again. Only if the difference between what the candidates are now and the requirements specifications are very small, it would make sense to consider someone who does not meet them exactly. Additional training can eliminate some lack of knowledge and experience, but is unlikely to transform someone's personality overnight.)

An example of a final score sheet.

Table No. 1

1. Physical appearance

2. Achievements

Education

Qualification

3. General understanding, mind, intelligence

4. Special abilities

5. Interests

6. Character Traits

Acceptability to others Leadership

Self-confidence (self-confidence)

Motivation

7. External (home social conditions)

8. Results of the medical examination

11, Overall score

Following actions:

Signature... Date...

And here is another example of a summary evaluation form:

Position (vacant)

BUT. General form

(behavior, manner of speaking, state of health, energy)

B. Character traits

(stability, diligence, perseverance, loyalty, tolerance, self-confidence, ability to lead)

B. Intelligence, abilities

D. Relevant experience and/or knowledge

D. Ability of expression

E. Education

G. Inclinations, interests

3. Readiness for immediate performance of duties

I. General acceptability

(taking into account the future needs of the organization)

K. Overall score

Date/Signature

Against each assessment, you should put your own assessment in points on a five-point system. Summarize the score in the "K" column.

Sometimes the assessment of a candidate can be done not in the form of a form, but in the form of a kind of report - a verbal portrait of a person sent to the top to make a final decision. Below I have given the main points that an employer may need when writing this report:

· Work experience

· Education. Education records, in addition to a direct response to job requirements, provide information about a candidate's perseverance, motivation, and interests.

· Character traits

Both successful and unsuccessful applicants should be notified of the employer's decision at the earliest opportunity. As general rule, it would be impolite to keep candidates waiting for more than a week before they are notified of the final result, so any preliminary negotiations with the most likely candidate should be carried out at a pace

CONCLUSION

The job interview is crucial in the recruitment process. It consists in selecting the right person for the job based on objective criteria that are applied to the candidate in a balanced and fair manner.

The interview has two main goals:

§ help the organization evaluate candidates for suitability for the position;

§ help candidates evaluate the organization as a future place of work.

Putting a person in the wrong place has never been considered good practice in personnel work, and this led to adverse consequences in the activities of the organization if this practice was repeated.

However, what is a person correctly appointed to a position? This is a person who is able and willing to work, who has a sense of the team and manages, a professional who matches the image of the organization and who is compatible with the place it occupies on the evolutionary scale of development. And, of course, an emotionally mature person, capable of correct and rational judgments, will be a necessity in your organization.

Since there is never a perfect choice, compromise and careful evaluation must be made. Sifting through the list of candidates, it is necessary to identify several top contenders. Why? Because the assessment interview process is a two-way street, and your first choice can be unappealing to both you and the candidate. Since the interview usually touches on the past, present and future, it is in this aspect that the interviewer's questions should be built.

It should always be remembered that the person asking the questions controls the process and determines his future in the most serious way.

LIST OF USED LITERATURE AND OTHER SOURCES

1. Allin O.N., Sakv N.I. Personnel for efficient business. Selection and motivation of personnel. – M.: Genesis, 2005.

2. Arseniev Yu.I. Personnel management: technologies. – M.: UNITI, 2005.

3. Certification of workplaces. – M.: Finpress, 2005.

4. Borisova E.A. Evaluation and certification of personnel. - St. Petersburg: PETER, 2003

5. Kokorev I.A., Odegov Yu.G., Kartashov I.A. – Recruiting: hiring staff. - M .: Publishing House of the Russian Academy of Economics im. G.V. Plekhanov, 2006.

6. Cooper D., Robertson A. Psychology of personnel selection./ Per. from English. St. Petersburg: PETER, 2003.

7. Sobchik L.N. Introduction to the psychology of individuality - M .: IPP-ISP, 2000.

8. Khigir B..Yu. Non-traditional methods selection and evaluation of personnel. - M .: LLC "Journal" Personnel Management ", 2006.

http://www. hrzone.net;

Table 3

TEST RESULTS:
		description
		0-8. Self-confident, stubborn, persistent, can be a good mentor and organizer. Possesses the qualities of a leader.
		0-8. Confident, independent, self-oriented, competitive type.
		0-8. Stubborn, stubborn, persistent in achieving the goal, energetic, spontaneous.
		0-8. Realistic in judgments and actions, critical of others, skeptic, non-conformal.
		0-8. Modest, timid, compliant, emotionally restrained, able to obey, has no opinion of his own, obediently and honestly performs his duties.
		0-8. Conformal, gentle, expecting help and advice, trusting, prone to admiration by others, polite, in need of recognition.
		0-8. Prone to cooperation, cooperation, flexible and compromise in solving problems and in conflict situations, strives to be in agreement with the opinions of others, consciously conforming, follows conventions, rules and principles of good manners in relations with people, proactive enthusiast in achieving the goals of the group, seeks to help, feel in the center of attention, deserve attention and love, sociable, shows warmth and friendliness in relationships.
		0-8. Responsible towards people, delicate, soft, kind, emotional attitude towards people shows compassion, sympathy, care, affection, knows how to cheer up and calm others, disinterested and sympathetic.

Analysis of test results:

Test execution time diagnostics of interpersonal relationships(DMO)– 20–30 min. I answered a yes/no test of 128 judgments of an evaluative nature. They are grouped into 8 blocks in accordance with 8 selected factors (16 judgments in each block). Examples of judgments are shown in Table 1. I carefully read each judgment and assessed whether it corresponded to my idea of myself. After evaluating my real "I", I again read all the judgments and noted those that, in my opinion, were suitable for my personality. With the help of a special "key" I calculated the number of points for each block. The maximum score is 16 points, it is divided into four degrees of attitude severity (from adaptive to maladaptive behavior). Characteristics rated within 8 points indicate harmonious, adaptive behavior (dominance, self-confidence, exactingness, compliance, gullibility, responsiveness). Indicators from 14 to 16 points indicate difficulties social adaptation(despotism, selfishness, cruelty, dependence, conformity).

As a result, the scores for each block were transferred to a psychogram (the distance from the center of the circle corresponds to the number of points for this block, Fig. 1), from which a personal profile is formed. Special formulas allow you to calculate the dominance index (vector V):

In addition, there is an index of goodwill (vector G):

Result deviating from 1.0 both sideways "+" , and "-" identifies prevailing trends. The positive value of the result obtained by the "dominance" formula indicates a person's expressed desire for leadership in communication, for dominance. A negative value indicates a tendency towards submission, denial of responsibility and a leadership position. A positive result according to the "friendliness" formula is an indicator of the individual's desire to establish friendly relations and cooperation with others. A negative result indicates the manifestation of an aggressively competitive position that impedes cooperation and successful joint activities. Quantitative results are indicators of the degree of expression of these characteristics. As a result, an analysis of the personal profile is carried out - the types of attitude towards others are determined (according to Pugachev, 2003):

13-16 - dictatorial, imperious, despotic character, a type of strong personality that leads in all types of group activities. He instructs everyone, teaches, in everything he strives to rely on his own opinion, he does not know how to accept the advice of others. Surrounding note this authoritativeness, but recognize it.

9-12 - dominant, energetic, competent, authoritative leader, successful in business, likes to give advice, demands respect.

0-8 - a self-confident person, but not necessarily a leader, stubborn and persistent.

II. Selfish

13-16 - seeks to be above everyone, but at the same time aloof from everyone, narcissistic, prudent, independent, selfish. He shifts difficulties to others, he himself treats them somewhat aloofly, boastful, self-satisfied, arrogant. 0–12 - selfish traits, self-orientation, a tendency to compete.

III. Aggressive

13-16 - tough and hostile towards others, cruel, harsh, aggressiveness can reach antisocial behavior.

9-12 - demanding, straightforward, frank, strict and sharp in assessing others, implacable, inclined to blame others for everything, mocking, ironic, irritable.

0-8 - stubborn, stubborn, persistent and energetic.

IV. Suspicious

13-16 - alienated in relation to a hostile and evil world, suspicious, touchy, prone to doubt everything, vindictive, constantly complaining about everyone, dissatisfied with everything.

9-12 - critical, uncommunicative, has difficulty in interpersonal contacts due to self-doubt, suspicion and fear of a bad attitude, closed, skeptical, disappointed in people, secretive, shows his negativism in verbal aggression.

0-8 - critical in relation to all social phenomena and people around.

V. Subordinate

13-16 - submissive, prone to self-abasement, weak-willed, inclined to yield to everyone and in everything, always puts himself on last place and condemns himself, attributes blame to himself, passive, seeks to find support in someone stronger.

9-12 - shy, meek, easily embarrassed, inclined to obey a stronger one without regard to the situation.

0-8 - modest, timid, compliant, emotionally restrained, able to obey, has no opinion of his own, obediently and honestly performs his duties.

VI. Dependent

13-16 - extremely insecure, has obsessive fears, fears, worries for any reason, therefore we are dependent on others, on the opinions of others.

9-12 - obedient, timid, helpless, unable to show resistance, sincerely believes that

others are always right. 0-8 - conforming, gentle, expecting help and advice, trusting, prone to admiration of others, polite.

VII. Friendly

9–16 - friendly and amiable with everyone, focused on acceptance and social approval, strives to satisfy the requirements of everyone, "be good" for everyone regardless of the situation, strives for the goals of microgroups, has developed mechanisms of repression and suppression, emotionally labile.

0-8 - prone to cooperation, cooperation, flexible and compromise in solving problems and in conflict situations, strives to be in agreement with the opinions of others, consciously conforming, follows conventions, rules and principles of "good form" in relations with people, an initiative enthusiast in achievement of the goals of the group, seeks to help, feel in the center of attention, deserve recognition and love, sociable, shows warmth and friendliness in relationships.

VIII. Altruistic

9-16 - hyper-responsible, always sacrifices his interests, seeks to help and compassionate to everyone, obsessive in his help and too active in relation to others, takes responsibility for others (there can only be an external "mask" that hides the opposite type of personality ).

0-8 - responsible in relation to people, delicate, soft, kind, emotional attitude towards people shows compassion, sympathy, care, affection, knows how to cheer up and calm others, disinterested and sympathetic.

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The article describes real example building a system of evaluation interviews in the company: by trial and error, gradually abandoning ineffective options, the company managed to develop an interesting and useful system for conducting evaluation interviews with employees, which benefits both the organization itself and employees.

Conducting appraisal interviews (conversations) with working employees is currently just beginning to enter HR - the life of many of our domestic enterprises. In this regard, each company, by trial and error, is trying to develop its own unique approach to this area of personnel assessment.

So, the company PromPlastTorg LLC is a medium-sized industrial enterprise with well-constructed procedures for the assessment and development of personnel. Every three years, the company conducts personnel certification, operates a system of continuous on-the-job training (mentoring), conducts continuous training in third-party organizations, conducts psychological testing that reveals the pace of development of the necessary personal qualities, is periodically reviewed personnel reserve by enterprise, etc.

And everything seems to be fine, if not for one "but". Did not have unified system, which would link all the above procedures into a single complex. It turned out like this: a person was taught, but not that; they put him in a position with a promotion, but the person could not cope, was not professionally prepared, or his personal qualities let him down. There was also no feedback at all; the opinions and wishes of employees were not taken into account. This led to the fact that someone was satisfied with his place of work and did not strive for more, and he was “moved” forward based on the totality of his professional and personal qualities. Or another example: one shop manager wanted to work in another production shop, master another production, and instead he was promoted to a higher position. The result, unfortunately, was deplorable: in the examples given qualified personnel quit. The first one found a quieter job, and the second one found a job he liked, but with competitors.

That is, a seemingly well-functioning personnel management system gave periodic failures. The staff was dissatisfied, certain fears began to appear in front of all sorts of existing systems of personal and professional testing, as a result of which they tried to elevate someone, without asking his desire, almost “to heaven”, and someone who was highly potential, but not yet up to the mark, on the contrary , "lowered below the plinth."

As a way out of the current negative situation, it was proposed to introduce a system of quarterly assessment conversations, which would allow to establish feedback with employees, listen to his desires, moods, outline a plan for his development, which is interesting, first of all, for the employee himself, assess the comprehensive pace of his development, etc.

The assessment interviews were aimed at addressing the following questions:

Evaluate the implementation of the tasks that were planned for the past quarter;

Determine the reasons (depending and independent of the employee) of non-performance or poor performance of these tasks;

Evaluate the work done and develop a joint plan for improving work efficiency;

Set tasks for implementation for the next reporting period;

Determine the direction of the employee's further development: hear the employee's desires in terms of their own development, link them with the needs of the enterprise, develop a training plan (third-party or internal).

Everything seemed simple. We started with the fact that the leaders themselves began to conduct these conversations. And as expected, formally, as usual, according to the well-known scheme:

From the threshold he reprimanded (given an assessment of the fulfillment of tasks);

“You don’t know how to work, loafer!” (determined the reasons for non-fulfillment of tasks);

"Go to work!" (set tasks for implementation for the next reporting period);

“Yes, I’ll fire you (option: I’ll deprive you of the bonus)!” (determined directions for further development of the employee)

With a sense of accomplishment and selfishness with high spirits, he said to himself: "I'm done."

The result is even more deplorable. People have become simply afraid of additional quarterly executions. There was no talk of any frankness on the part of the employee, a joint plan of action, development, or speech. Another option: the calmly indifferent position of the person conducting the interview according to the principle “Well, they ordered to conduct a conversation, I conducted ...”, also did not bring anything worthwhile.

Then it was decided to conduct assessment interviews on a commission basis, with the involvement of a large number of senior specialists. Imagine: an ordinary economist who has seen the company's vice president before only on TV comes in, sits down with shaking knees and in a trembling voice begins to talk about the reasons for not fulfilling the budget. Firstly, a frank, open conversation aimed at finding out ways for the development of an employee will not work here, and secondly, the real reasons (not formal, given in the reports) of the budget failure may be of great interest to the vice president, and an evaluative conversation automatically turns into a tough one. certification according to the first scenario (see above) of the manager economic service. Which also takes us away from the topic of conducting an effective assessment interview. In this case, as you already understood, the result is also negative. Thus, by trial and error, the company came to understand how not to do it. But what should be done?

Firstly, we conducted training (both group and personal) for all our leaders, the purpose of which was to convey to each boss the goals of conducting assessment conversations, to draw a clear line in their minds between the “call to the mat” and the assessment interview, pointed to that communication with the employee should take place in a generally friendly, open manner. Preferably not on Friday evening, when everyone is tired (both the manager and the employee).

Secondly, they stopped creating evaluation commissions in an expanded form. We agreed that there should be three participants in the interview: the employee, his immediate supervisor and an HR specialist, one of whose functions, among other things, was to prevent the dialogue-interview from turning into a monologue of the boss (in any negative or positive form). After all, it is very important to hear the opinion of the employee, even if it is not very positive.

Thirdly, the conversation was carried out according to a clearly defined schedule, otherwise it turned out: they sat, chatted and parted - there was no sense. After each interview, an Assessment Interview Sheet was filled out and signed by all participants. It reflected the results of an employee performance evaluation for past period, the reasons for failures or successes in the performance of tasks were noted, a work plan was formed for the subsequent period, the stages of the subsequent development of an employee based on, most importantly, integrated assessment his personal and professional qualities. For example, as a result of such a conversation, one ordinary performer was "transferred" from auxiliary work to the management of a key project. At the same time, the interview participants, who assess, first of all, the pace of development of the employee as a leader and professional, considered him worthy. The opinion of the employee was extremely positive - he was eager for this place. This decision was approved by a senior manager, and the issue was resolved.

Fourth, but far from the last, the HR psychologist constantly worked with the team to increase the openness of the employee during the evaluation conversation. For an employee to come to an interview with a ready-made, clearly formulated plan for his own development and openly state it, speaking directly about the difficulties that hinder his work and achievements, successes that are not his merit, but the result of a positive combination of circumstances.

In particular, in preparing for the interview, the attention of the assessed employee was drawn to:

Analysis by the employee of the fulfillment of previously set goals with a clear formation of an opinion why they were or were not achieved;

The need to form an opinion that prevents more efficient work;

The need for a critical look at their strengths and weaknesses, professional and personal competence;

The need to clearly articulate what further development steps you want to take and what you need to get from the employer for this, how your preferences fit with the needs of the company, its stage of development;

The need to clearly formulate 3-6 personal goals on which you want to concentrate in the next period, determine the criteria for evaluating their achievement. It should sound something like this: “In the next quarter, I want to lead the project on “....”, for this I need to independently study existing production technologies, undergo training at a third-party company LLC “...” at the course “Project Manager”, to go for an exchange of experience in JSC "...".

No less attention was paid to the preparation of managers for interviews. In particular, emphasis was placed on:

Clarity of goals, objectives and expected results. Prior to the start of the interview, the manager had to review all Required documents, which are related to the assessment interview that took place in the previous interview. Clearly define and articulate what he wants to change in the work of the subordinate, in his behavior, set a time frame and what the subordinate will need help with.

A clear establishment of the day, time and place of the assessment conversation. This is necessary so that both the leader and the assessed subordinate have time to prepare. The practice of our company shows that the most optimal time is 3-5 days. If more, then the employee "burns out", if less - comes unprepared. Try not to postpone the appointed time and date. A conversation held suddenly, at an unplanned time (even if the employee was warned in advance) will become useless. It looks something like this: a surprised, excited, out of work employee “from the machine” comes running, his thoughts are scattered, his eyes are foggy, he doesn’t want anything specific, he’s not in the mood for discussion. Nobody needs such an approach.

Allow sufficient time for the interview. There is nothing worse when an employee, in a fit of sudden frankness, is interrupted by a scheduled meeting that begins. However, it is not necessary to unjustifiably drag out the conversation, following the lead of overly sociable (often not on business) colleagues. Also, all assessed workers should, if possible, be in comparable conditions in relation to the time allotted to them. Again, the practice of our company shows that the allocated hour is quite sufficient.

Determination of the location of the evaluation conversation. In this case, special attention should be paid to good conditions (comfortable chair, ventilation or, conversely, heating, etc.). There is nothing more ridiculous and sad, from the point of view of HR, than attempts to bring to a frank, constructive dialogue an employee sitting in the middle of the room on an iron chair, with sunlight blinding his eyes. It is highly desirable that at the same time no one could distract the audience: turn off Cell Phones, forward to the secretary incoming calls from the working device, say that the meeting and do not disturb. Otherwise, everything will pass formally, without the proper result. For example, in our case, an informal setting was offered: comfortable easy chairs, the absence of a standard “manager-subordinate” table, tea, coffee, and cookies.

Preliminary collection of all documents necessary for the assessment of the employee. It is necessary to prepare: job description, an individual work plan of a subordinate, a personal file, materials from previous evaluation conversations, etc.

Mandatory completion of the assessment form immediately after the end of the interview.

At the beginning of the assessment interview, the floor was given to the leader, who should briefly formulate the main tasks and criteria for the upcoming assessment. Then the employee was asked to evaluate his own work, to talk about the difficulties he encountered during the past reporting period. At this stage, it is important to listen to the employee without comment, trying to understand his logic. However, if the information provided by the assessee is not clear, the participants ask clarifying questions. Otherwise, you can find yourself in an unfavorable light when you are "hung noodles on your ears." At the same time, the purpose of the questions is to obtain information, and not to express a personal or professional attitude towards the employee. This circumstance must be constantly fought so that questions are asked in a calm, neutral manner and are aimed at supporting the employee, as well as at a better understanding of his emotional and professional state.

As a result, based on the information obtained during the interview, the results of professional and personality testing, the training provided, and the employee’s opinion on his further development, an “Assessment Interview Sheet” was formed. AT this document a comprehensive decision on the path of development of the employee, which suits both parties, was fixed on a bilateral basis. Of course, things didn't always go smoothly. There were situations when a high-potential employee, eager for a higher position, received a temporary refusal due to the lack of a vacancy, or an obviously unprepared candidate applied for a higher position. It happened that I had to part with such people.

However, speaking in general, there were much more positive moments. Employees saw the prospects for their development, they saw that the organization was not indifferent to them, that the company was ready to invest in them for training, to develop them in various workplaces, they tried to meet the rather stringent requirements of the company. At the same time, having learned that their development option did not meet the requirements of the organization, few quit, on the contrary, in each such case, several alternative options were offered. For example, a leading budgeting specialist who applied for the position of head of the budgeting department was offered to become a leading specialist in the business planning department with the prospect (in case of successful further work) to the deputy head economic management(a step above the position for which he currently applied).