HOMES

ENGLAND
COMPETENCY
BASED
INTERVIEW
PACK

1
Contents
Documentation To
Page
Print For The Interview
Introduction p. 3
Practical issues to be addressed p. 4
During the Interview p. 6
Post interview p. 8

Form A - Competency Based Interview Rating Form (1 per Interviewer) p. 49

Form B – Moderated Individual Candidate Summary Form (1 per Panel) p. 50
Form C – Homes England Recruitment Final Decision (1 per Panel) p. 51
Form
Competency Framework
Competency Framework - Definitions p. 12
Homes England Competency p. 13
Framework (Director/Senior
Manager/Heads of
Manager/Professional/Administrator)

Interview Questions
All Levels (Competency Questions) p. 25
Competency Question Template (1 per Interviewer) p. 39
Job Specific Question Template (1 per Interviewer) p. 46

General guidance and tools

Competencies- information about Homes England Competencies p. 53
Competency Based Interviewing p. 53
STAR Model- to assist probing, when asking questions p. 54
ORSCE model – to assist suspending judgment in assessment scenarios p. 54
Checklist for interviews p. 54
Things to avoid p. 55
Other uses for Competencies in the organisation p. 55

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Introduction
This guide is designed to aid you in conducting interviews accurately, objectively and
consistently across the organisation. It explains what you need to do prior to, during
and after the interview.

The guide contains a bank of competency based questions to be used at interview.

There is space provided within the guide for you to enter your selected competency
based questions and job specific questions (p.39 - p.46).

The hiring manager is responsible for selecting the questions to be used at interview.

The same interview questions should be used for all candidates.

Rating sheets for the interviews are also included in this document (p.49 - p.51).

Additional support is available in the document in this pack entitled ‘General guidance
and tools’ (p.52 - p.55), which provides a checklist for conducting competency based
interviews, some suggestions about techniques for probing during interviews, benefits
of using a competency based approach, suggestions for ensuring objectivity /
consistency and things to avoid.

If you have any queries in relation to any aspect of this please contact your relevant HR
Adviser.

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Practical Issues To Be Addressed
Before the candidate arrives:

 Prepare your room with adequate seating and positioning of chairs either around a
round table or across the corner of a desk. Across the table may be too formal,
given that candidates are likely to be nervous.

 Provide paper and pen for panel members and the candidate.

 Ensure that you will receive no interruptions; unplug any telephones, turn off your
mobile phone and use a door sign where necessary.

 Identify which questions you will ask from the competency question bank for each
competency area in advance of the interview.

 Enter your chosen competency and job specific questions into the space (p.39 –
p.46) provided prior to interview.

 Print the documentation required for interview (p.39 - p.46 and p.49 - p.51)

 Print the candidates Application form for the role.

 Familiarise yourself with the competencies to be assessed during the interview.

 There must be 2 interviewers to interview each candidate – agree in advance who

will do what– who will start, ask the questions and conclude the interview. It is
recommended that both interviewers take notes during the interview. Consider
experience in conducting these sorts of interviews when selecting roles.

 Review the document ‘General Guidance and tools’ (p.52) at the back of this guide
about probing for information / evidence.

REMEMBER

 Remember the questions are a tool to help you elicit relevant information and
evidence. It is important that you probe deeply around the examples to gain a full
understanding of the candidate’s behaviour/skills shown on the Rating Sheets.

 It is very important, due to ensuring consistency that the script is used and the
same questions are asked of all candidates. You may need to use the probe
questions given here in this guide if a candidate does not give a full answer. Some
candidates will answer fully without you needing to prompt.

 As a reminder capturing written notes and evidence during the interview is

important as a record of the discussion and reasons for selection or non-selection.
Notes should capture only the responses given by the candidates and a brief
factual description of why you have rated the candidate a particular score and the
evidence you have to back this up. Both interviewers should take notes, and then
these can be reviewed in discussion at the end of the interview. If more space is
needed to capture notes they may be written on a separate sheet of paper and
attached to the back of each question. Candidates are entitled to see written notes
captured at interview, if they request this.

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 Notes should reflect what the candidate actually says – not your summarised
opinion or view of their response.

 Ratings given should reflect the interview responses only and not be influenced by
any prior knowledge of the candidate.

 Stick to interview times in the interests of consistency.

 Do not give feedback to the candidate either during or straight after the interview.
Remain neutral throughout.

 Complete paperwork straight after the interview, while the information is fresh in
your mind – it will save you time and is fairer to the candidate (see p.9).

 For successful candidates appointed to roles, copies of your notes from the
interview may prove valuable to them to help identify strengths or development
needs going forward.

 No interview materials should be left lying around before/during/after the interview

to ensure confidentiality is maintained at all times and data protection risks are
minimised.

 ‘During the interview’ the next page should be used like a script to aid
consistency. Even if you have interviewed previously and have experience of
this you should still follow this format.

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During The Interview
Introduction (5 minutes) please follow these guidelines:

Introduction Your role in the process and the purpose of the interview.

Time Tell the candidate the interview will last up to 1 hour

* This will be longer if presentation/ additional tests are involved.

Style of Please explain :

interview
 The interview will be structured and competency based, i.e. ‘I'll be
asking for specific examples of when you've demonstrated some
important key skill areas. These have been established as vital for the
successful performance for this role in Homes England.’
 The main part of the interview will be covering seven competencies for all
levels.
Strategic Thinking, Creative Thinking, Analysis and Planning, Networking
and Influencing, Communication, Focus on Results and Leadership
 These will then be followed by job specific questions.
 There will be an opportunity at the end to cover any additional information
that they think relevant but that has not been covered.
 If you have sufficient information in relation to a competency, you may let
them know this and move them on to the next competency area.
 At the start of each competency area you will let them know that this is
the competency area you are now focusing on and to ensure they
understand this before starting to ask questions.

Type of Ask them to bear in mind that you’ll be interested in:

examples
 Recent examples – the last 2-3 years ideally

 What they specifically did or said, not the team as a whole

 They are allowed to take time to think of an example.

 Examples should be drawn from work or other relevant activities to
support each competency.

Note Taking  Mention you’ll be taking notes, and may not always maintain eye contact,
but you’ll be listening closely.
 As there will be two of you conducting the interview, one of you will
normally be asking the questions and you will both be taking notes during
the interview.

Questions? Ask if they have any questions about the process.

Warm Up Ask the candidate for a brief overview of their current role.
question
Ensure you ask the same questions to all candidates – irrespective of how
Ask the
Questions well you know the applicant.

 Competency x 7– 5 mins
 Job specific questions -10 mins
 Leave a few minutes at the end for any applicant questions.

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 Ask them - Are there any particular circumstances you would like to
make me aware of?
 Probe using the prompts provided with the questions and the ‘STAR’
model – see p.52 the “General guidance and tools for managers
interviewing”.
 Thank them and explain when / how they will know the outcome.

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Post Interview
Review evidence/notes collated from the answers the candidate has given against
each competency area. Do this independently of the other interviewer to begin with.

Identify which competency indicators have been met (p.13 - p.22) and assess which
rating will apply (1-5), referring to the relevant level i.e. Manager, Senior
Manager/Heads Of Level.

Tick the relevant column to indicate your ratings at the bottom of each question page.
Transfer this rating to Form A ‘Competency Based Interview Rating Form’ for each
competency (no half scores).

Be clear that your evidence supports the description for that particular rating e.g. a
rating of 4 overall for a competency means the candidate shows clear evidence of
competence and little negative evidence. What specific information do you have to
support this? Look back through the evidence you have captured. Numerical ratings
are shorthand but not a substitute for good behavioural evidence.

Be clear about the difference between a rating of ‘1’ and ‘No evidence’ - a rating of 1
means ‘Meets little or none of the capability definition and no substantial positive
evidence’. A ‘No evidence rating’ is that the candidate can’t think of an example in
answer to the question at all therefore there is no evidence to base a decision on.

Consider the ratings you have each given as individual interviewers and then discuss
to moderate and agree your final rating and add this to Form B ‘Moderated Individual
Candidate Summary Form’ capturing brief factual reasons and evidence for your final
agreed rating on the form.

The comments section on the rating form should be a brief factual summary of why you
have rated the competency in the way you have. Evidence summaries should
accurately reflect evidence gathered during the interview and how this relates to the
competency definition and indicators.

Complete Form C ‘Homes England Recruitment Final Decision Form’ with your final
scores for all candidates.

Conflicting views during moderation

Whenever you have a conflicting view with the other assessor it is important to go back
over the evidence in detail and check that:

 There has been thorough evaluation of the actual data.

 You were not too harsh or lenient rating in relation to the evidence described?
 Notes made recorded what the candidate actually said rather than assessor
judgments or opinions at that point.
 There has been clear assessment of/referral to the actual competency definitions
assessors may have own interpretation of what leadership means but it needs to
be against the definitions).
 There has been no outside knowledge about the participant brought into the
discussion.
 There has been no overemphasis on one aspect of the competency.

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 There has been no overemphasis on the numbers without a discussion of what this
really means in terms of the competency.

 Remember the information you capture is accessible to the individual so objective

views backed up with evidence should be the only comments recorded.

PAPERWORK – WHAT TO DO WITH THIS WHEN COMPLETE:

Complete Forms A, B and C (p.49 - p.51) and send to your local HR Assistant via
email so that HR can facilitate the offers of employment letters to staff.

In the subject line type the successful applicant’s name, job applied for and date of
interview – Official Sensitive, Personal.

All other interview records/notes should be securely kept by the interviewing manager
until feedback to applicants has been completed (within one month). They should be
destroyed within 6 months of the interview date.

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Homes England Competency Framework

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Competency Matrix

Senior
Director Manager Professional Administration
Manager/Head

Thinking Skills
 Strategic Thinking ✔ ✔ ✔ ✔ ✔

 Creative Thinking ✔ ✔ ✔ ✔ ✔

 Analysis & Planning ✔ ✔ ✔ ✔ ✔

Delivery Skills
 Leadership ✔ ✔ ✔ ✔ ✔

 Networking & Influencing ✔ ✔ ✔ ✔ ✔

 Communication ✔ ✔ ✔ ✔ ✔

 Focus on Results ✔ ✔ ✔ ✔ ✔
Competency Definitions

Thinking Skills
Strategic  Considers and understands own role and contribution in delivering Homes England priorities and the bigger picture.
Thinking  Looks for patterns and relationships across differing and varied sources; continually develops clear strategies and plans for the future.

Creative  Challenging the conventional way of doing things

Thinking  Generates new ideas and commercial solutions in order to improve performance and delivery.

Analysis and  Thinks logically and analytically to get to the core of problems; manages and assimilates complex information resulting in effective decisions
based on sound commercial knowledge and expertise.
Planning  Works quickly and accurately through the planning and prioritising of own workload.

Delivery Skills
 Everyone in Homes England has the potential to lead.
 Articulates the vision in a clear and transparent way; role models through being clearly visible as a leader.
Leadership  Manages change effectively; develops and retains talented people through a clear focus on people development and knowledge
management.
 Promotes team working.
 Everyone has the responsibility to take ownership of challenges and problems and seek to resolve them.
Networking and  Proactively develops robust relationships with stakeholders and partners; creates and develops these relationships to increase and broaden
Influencing spheres of own and Homes England influence.
 Shows sound emotional maturity which has a positive impact when working with stakeholders.

Communication  Communicates with others clearly, concisely, confidently, with consideration and respect in a way that engages the audience and achieves the
desired result.
 Achieves results through a positive approach.
Focus on  Focuses on goals and targets.
 Looks critically at systems, policies, processes and procedures.
Results  Is able to contextualise KOPs and use to drive successful outcomes and improvements.
 Enables effective teamwork by encouraging the team to achieve more through combined efforts than by the sum of all their individual parts.
 Ensures Performance Management processes are used to support and improve staff development, competency and results.

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Competency Effective Behaviours
Thinking Skills: Strategic Thinking – Director

Effective Behaviours

Develops an in-depth insight, and identifies Works effectively with ambiguity and open
issues and implications on policies and ended-ness e.g. develops plans for different
programmes resulting from government scenarios.
departments and legislation.
Thinks in long term timeframes of 3 years Identifies and considers the corporate risk
when developing future focused ideas and arising from changing circumstances.
strategies.
Demonstrates commercial awareness
relevant to role.
Generates a range of scenarios to test the Fully engages with, and utilises non-
impact of strategic options. executive directors and Advisory Boards’
wider experience and knowledge to support
strategic decision making.

Thinking Skills: Creative Thinking - Director

Effective Behaviours

Challenges the status quo to achieve Seeks and encourages new ideas and
improvements change, and commercial improvements and takes measured risks to
solutions. Embraces technical deliver better outcomes.
developments.
Introduces new ideas and a culture of Proactively seeks ideas which develop
flexibility, responsiveness and change that personal and professional strategic
leads to improvement in Homes England capabilities e.g. active membership of
performance. professional bodies/networks.

Directs and implements necessary change to

address strategic issues.

Thinking Skills: Analysis & Planning – Director

Effective Behaviours

Assimilates and manages complex Has a broad based awareness and

information quickly, to find solutions to knowledge of the interaction of national,
issues of strategic importance. regional and local housing and regeneration
policies in line with the commercial
environment.
Balances stakeholder and Homes England Champions the use of appropriate
needs and risks when analysing decision- techniques to ensure delivery on complex
making. programmes/projects.

Identifies new ways of simplifying complex Identifies and pursues commercial

issues. opportunities to deliver Homes England
strategy.

Delivery Skills: Leadership – Director

Effective Behaviours

Articulates clear vision and direction for Role models self-development and
Homes England. Ensures a clear improvement.
understanding of commercial factors.

Seeks and adopts the best principles of Understands how the strategic challenges
leadership e.g. flexible leadership style impact across the skills and competencies
depending on the nature of task and the required throughout Homes England.
knowledge and skills of team members.

Aligns resources and effort and shares Puts in place clear succession plans through
leadership to deliver integrated change identifying and developing talent in own
across Homes England. team or wider Homes England.

Promotes a culture of continuous learning, Devolves, delegates and gives responsibility

development and improvement across to the team to work effectively.
Homes England.

Is visible to staff and stakeholders; regularly Proactively promotes a culture of

and confidently engaging with people at all collaborative and effective working across
levels to generate commitment to goals. Homes England promoting a One
Organisation Approach.
Recognises and rewards innovative thought
and ideas from within the team.

Delivery Skills: Networking and Influencing – Director

Effective Behaviours

Builds high level relationships with public Works effectively with non-Executive
and private sector organisations in order to Directors to bring together political and
shape and influence. official leadership to improve governance at
board level.
Develops networks to support commercial
awareness and developments.

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Is politically astute e.g. targets key partners Confronts issues, and challenges
with whom to build relationships to shape assumptions at the highest levels with
and influence events. delivery partners and stakeholders in an
assertive and constructive way.

Actively pursues engagement and Uses appropriate influencing strategies to

involvement with politicians on key policy deliver sustainable change and
issues. improvements.

Delivery Skills: Communication – Director

Effective Behaviours

Engages and debates on key areas of policy Commands instant attention and respect of
and Homes England strategy at the highest audience with confident tone and robust
level. content.

Demonstrates appropriate use of Cascades information frequently,

different/appropriate styles of media to accurately, and in a timely manner,
communicate important messages and engaging staff in the process.
maximise understanding and impact.

Delivery Skills: Focus on Results – Director

Effective Behaviours

Delivers successful strategic, outcomes Stimulates and encourages a positive

and outputs on all projects and approach adopting KOPS to achieve results
programmes using commercial knowledge. throughout Homes England.

Acts decisively and engenders strategic Ensures risk and legal implications,
commitment and understanding of resources and commercial
decisions and change. decisions/recommendations are fully
considered in policy decision making.

Acts promptly to resolve poor performance Ensure that expected objectives are clearly
across individuals, teams and functions. defined within objective setting as part of
Performance Management.

Thinking Skills: Strategic Thinking – Senior Manager/Head

Effective Behaviours

Thinks in medium term timeframes; 12 to Understands the impact of decisions on the

18 months, to develop ideas, strategies and wider Homes England business; working
plans. collaboratively to problem solve and
decision-make.

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Establishes and maintains a clear overview Explains corporate programmes and policies
of all business plans, programmes and appropriately; understanding and addressing
projects; making links across them to local needs and priorities.
allocate resources effectively and
efficiently.
Uses own experience and expertise to Demonstrates commercial awareness
contribute to and challenge existing relevant to role
strategies and business plans.

Thinking Skills: Creative Thinking - Senior Manager/Heads Of

Effective Behaviours

Implements a culture of improvement Proactively seeks ideas which develop

focussed on adding value, business personal and professional leadership
efficiency – encouraging people to think capabilities e.g. active membership of
creatively and challenge the normal way of professional bodies/networks.
doing things.
Creates a culture of flexibility, Provides constructive challenge to Directors
responsiveness and improvement. to develop ideas.

Integrates ideas and inputs from different Identifies within own function/team the
sources to provide innovative commercial opportunity to develop new ideas and
solutions identifying any areas of risk. approaches leading to improvements.

Thinking Skills: Analysis & Planning - Senior Manager/Heads Of

Effective Behaviours

Assimilates and manages complex Translates ideas into broad plans and
information to provide solutions to issues of projects; building plans that overcome
strategic/operational importance. conflicts of priorities and resources.

Makes informed decisions; thinking ahead to Uses appropriate techniques to ensure

anticipate consequences and risks of key delivery of complex programmes/projects.
decisions. Ensures and maintains a
commercial awareness.
Anticipates problems and addresses them Develops achievable plans to deliver Homes
promptly to minimise impact. England strategy.

Uses commercial expertise to secure best

value for Homes England.

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Delivery Skills: Leadership - Senior Manager/Heads

Effective Behaviours

Understand the motives and drives of own Actively develops team performance through
team members; inspiring and motivating coaching methods and interventions and
teams to deliver high performance. using SMART objectives.

Role models Homes England Operating Role models Senior Management self-
Principles and articulates clear direction. development and improvement.

Thinks ahead to ensure that the capability Works across teams to generate
of the team match future Homes England commitment and enthusiasm during change.
requirements.

Is visible to staff and stakeholders; regularly Has a clear understanding of the commercial
and confidently engaging with people at all environment and shares this with the team.
levels to generate commitment to goals.

Delivery Skills: Networking and Influencing Senior Manager/Heads

Effective Behaviours

Creates local and national networks of Demonstrates political astuteness and

contacts that transcend functional utilises networks/contacts and relationships
boundaries within Homes England. in order to influence.
Takes an active lead in building internal Consults appropriately and meaningfully with
and external relationships to build mutual others, in order to resolve a problem or
trust and commitment. issue.
Proactively seeks to share ideas and Understands and communicates commercial
resources across boundaries. considerations.

Delivery Skills: Communication – Senior Manager/Heads Of

Effective Behaviours

Interprets Homes England strategy and Thinks carefully about the delivery content of
business plans and communicates it messages to achieve the greatest impact.
effectively across the team/function.

Cascades information credibly and Communicates clearly throughout Homes

effectively and checks to ensure that the England the purpose and value of own
message has been correctly understood. team/function.

Maximises opportunities to gather feedback

and use as a basis to inform.

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Delivery Skills: Focus on Results - Senior Manager/Heads Of

Effective Behaviours

Sets targets for the monitoring, Initiates and drives significant changes to
measurement and improvement of outputs practices, processes, policies and
and outcomes on every project and procedures to improve performance.
programme, and functional objectives. Manages team performance effectively
ensuring poor performance is identified and
addressed.
Ensures Business Plan objectives for the Demonstrates a determined approach to
team are documented, agreed and difficult tasks e.g. persists until a problem is
performance management guidelines solved.
followed.
Demonstrates a positive outlook on Uses own initiative and takes well calculated
Homes England strategy in times of risks to improve performance.
change.
Demonstrates personal accountability for
the delivery of results and adoption of the
KOPS.

Thinking Skills: Strategic Thinking – Manager

Effective Behaviours

Understands Homes England strategy, Contributes to and challenges existing

Business plans and relevance to own role strategies and business plans.
and own team’s work.
Improves delivery and business planning, Understands the strategies and plans of
contributing to the whole Homes England Stakeholders and uses this knowledge to
effort. plan and deliver relevant projects and
programmes.
Ensures that the team are fully updated
with relevant changes in standards,
legislation, policies, systems and
procedures.

Thinking Skills: Creative Thinking – Manager

Effective Behaviours

Adopts a commercial approach. Encourages the sharing of knowledge and

Identifies and implements new ideas, learning within teams.
approaches, and improvements.
Proactively seeks ideas which develop Contributes to and delivers improvements
personal and professional management and new ideas whilst managing identified
capabilities e.g. active membership of risks.
professional bodies/networks.

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Consistently generates value for money and
efficient solutions.

Thinking Skills: Analysis & Planning – Manager

Effective Behaviours

Identifies problems and implements timely Understands and links unrelated, complex or
solutions efficiently and effectively. diverse issues.

Utilises relevant information to support Applies a good understanding of commercial

decision making. principles.

Manages activities and resources effectively. Uses appropriate tools/techniques to ensure

programmes, projects and services are
delivered on time and to required standard.

Delivery Skills: Leadership – Manager

Effective Behaviours

Communicates clear direction, translates into Identifies areas of potential conflict within
SMART objectives, in line with Homes the team and manages conflict assertively
England Operating principles. and consistently.

Uses an adaptable leadership style to suit Manages change sensitively with the team.
the situation, team and individual needs.

Identifies and develops talented people Encourages and supports staff to develop
within own team. Carries out regular and improve. Proactively seeks feedback
discussions to identify needs and support; from others to assist in developing own
acting as a coach and mentor. team members.
Skilfully manages team’s workload and Role models and demonstrates active self-
performance improvement. development and improvement.

Actively encourages collaborative working

and invests time to build a positive team
culture.

Delivery Skills: Networking and Influencing – Manager

Effective Behaviours

Takes an active lead in building Listens carefully to views of stakeholders and

relationships through trust and respect. uses this understanding to negotiate win-win
outcomes.

Knows who the key influencers are and Networks to build support and buy in for
how to involve them as required. ideas.

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Manages up skilfully and regularly to
ensure that senior management are aware
of developments and plans; draws
attention to key priorities.

Delivery Skills: Communication – Manager

Effective Behaviours

Represents and communicates Homes Encourages constructive debate to improve

England strategy convincingly and credibly. understanding of key issues.

Looks for simplification in communication Demonstrates effective open communication

through breaking down complex information skills and varies style and method
into manageable chunks. appropriate to context.

Delivery: Focus on Result – Manager

Effective Behaviours

Consistently delivers on targets, to time, Establishes and maintains a clear focus on

quality and budget. key priorities and works to achieve results
and improvements.
Works at pace to deliver local programmes Manages own and team work confidently;
and projects; demonstrates a sense of challenges where necessary with a solutions
measured energy in delivering goals. based approach to results.
Sets stretching goals/objectives for the Encourages and develops high performance
team that exceed previously achieved and supports staff to overcome challenges.
results. Ensures objectives for the team are Manages team performance and ensures
documented, agreed and performance poor performance is identified and
management guidelines followed. addressed.
Identifies and calculates risk. Ensures
completion of tasks.

Thinking Skills: Strategic Thinking – Professional

Effective Behaviours

Understands Homes England strategy and Understands the strategies and plans of
business plans and relevance to own work. stakeholders; using this knowledge to plan
and deliver relevant projects and services.

Considers the impact of own work across Identifies emerging developments in their
other areas and other teams. area of expertise.

Identifies ways to contribute to business

plans.

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Thinking Skills: Creative Thinking - Professional

Effective Behaviours

Proactively seeks ideas which develop Considers how to achieve more with less;
personal and professional management generating value for money and efficient
capabilities e.g. active membership of solutions openly – discussing commercially
professional bodies/networks. based ideas for improvement within the
team.
Contributes ideas and expertise to challenge Adopts new ideas and improvements and
and improve systems, procedures and implements where appropriate.
policies.

Takes a flexible and adaptable approach to Supports and proactively works to improve
change and new ideas. processes.

Thinking Skills: Analysis & Planning – Professional

Effective Behaviours

Critically reviews a range of information Uses appropriate knowledge and skills

sources to ensure sound judgments. effectively in practical applications.

Demonstrates a high level of personal Prioritises what is important, understands

organisation; consistently meeting deadlines. the compromise between quality and
expedient output.

Evaluates situations and makes timely and Applies a good understanding of commercial
effective decisions. principles.

Delivery Skills: Leadership – Professional

Effective Behaviours

Visible as a technical expert within the Skilfully handles difficult conversations and
business - proactively sharing own challenges to ensure tasks are achieved and
expertise with others. completed on time.

Demonstrates Homes England Operating Actively encourages collaborative working,

Principles and helps to maintain adopting a positive approach when
professional standards and knowledge in interacting with others.
teams.
Proactively seeks opportunity to enhance
and improve own knowledge and
behaviours.

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Delivery Skills: Networking and Influencing – Professional

Effective Behaviours

Builds relationships at all levels through trust Negotiates effectively but fairly in pursuit of
and respect. the interests of Homes England.

Works effectively under stress and pressure, Listens carefully to views of stakeholders and
maintains resilience in the face of adversity. uses this understanding to negotiate win-win
outcomes.

Manages up skilfully and regularly to ensure

that management are aware of and draws
attention to key risks and issues.

Delivery Skills: Communication – Professional

Effective Behaviours

Demonstrates effective communication Manages conflict assertively and

skills and adapts style and method relevant consistently e.g. works as a neutral arbiter
to context. between competing partners.
Communicates Homes England strategy Able to constructively challenge, using
convincingly and credibly. appropriate questions.

Seeks and shares knowledge, information

and understanding with others.

Delivery Skills: Focus on Results – Professional

Effective Behaviours

Consistently delivers on targets, to time, Challenges authoritatively and confidently.

quality and budget.
Demonstrates personal accountability for Identifies opportunities to improve high
the delivery of results and adoption of the performance for self and team.
KOPS.

Keeps a clear focus on key priorities and Offers to support colleagues proactively to
works to achieve and improve them. ensure team goals are met.

Thinking Skills: Strategic Thinking – Administration

Effective Behaviours

Has a corporate overview e.g. understands Can articulate clearly how own role helps to
how own function aligns with other areas of deliver Homes England goals.
Homes England.

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Shares with team updates and changes to Takes the initiative to ask questions and find
systems, processes, procedures, guidelines out more about Homes England.
and policies.

Thinking Skills: Creative Thinking – Administration

Effective Behaviours

Has an awareness of others workload and is Supports and proactively works to improve
considerate of their skills and time. processes.

Flags up limitations in systems and

processes; ensures they are kept updated,
current and fit for purpose by suggesting
improvement or new ways of working.

Thinking Skills: Analysis and Planning – Administration

Effective Behaviours

Considers the impact of actions when Plans workload accurately to deliver on time.
planning and before making a decision.

Multi tasks effectively and maintains focus Understands and follows appropriate
(even when under stress and pressure). procedures, processes and guidelines,
standards and policies.

Delivery Skills: Leadership – Administration

Effective Behaviours

Recognises that everyone can lead and has Displays a high regard for own team and
responsibility for identifying and solving demonstrates positive team working
problems/addressing issues. behaviours e.g. recognises a team member
for a job well done.

Seeks every opportunity to develop own Shows enthusiasm and commitment to the
skills. Seeks opportunities for continual role; demonstrates a sense of pride in own
improvement and development. work and that of team.

Shows commitment and welcomes further

responsibility, variety and change.

23
Delivery Skills: Networking and Influencing – Administration

Effective Behaviours

Understands and manages the impact of Challenges options with confidence in order
change; remaining committed to individual to seek clarity or present alternatives.
objectives.

Shows resilience under stress and pressure; Listens and considers others opinions when
when deadlines are tight or challenging. reaching conclusions and making
recommendations.
Uses appropriate language and behaviour.

Interpersonal Skills: Communication - Administration

Effective Behaviours

Ensures knowledge of key projects, Listens and pays attention to customer

processes and programmes; understands needs through asking the right questions,
and empathises with colleagues, and looks for effective ways to improve.
partner’s positions and challenges.
Ensures all systems are accurate and up to Delivers a consistent quality service by
date in order to provide a consistent, quality ensuring systems run efficiently and
service. effectively.

Builds and maintains sustainable

relationships with colleagues and partners.

Delivery Skills: Focus on Results – Administration

Effective Behaviours

Actively shares knowledge and good Regularly attends team meetings ensuring
practice with others. team involvement and the pursuit of
common goals.

Offers support to colleagues. Goes the extra Shows willingness to work flexibly across
mile to make sure that team goals are met. teams to get things done e.g. through
pooling resources.

24
Thinking Skills
 Considers and understands own role and contribution in
delivering Homes England priorities and the bigger
Strategic picture.
Thinking  Looks for patterns and relationships across differing and varied
sources; continually develops clear strategies and plans for the
future.

1. Can you provide an example of when you have analysed a complex

organisational problem?

- What was the organisational wide problem?

- Why were you reviewing the problem/idea/ what was your role?
- What did you determine through your analysis?
- What strategy did you take following the analysis?
- What was the outcome?
- What did you learn?

2. Can you provide an example of when you used organisational objectives to

develop your teams’ objectives/business plan?

- Context of the team?

- What role did you play?
- How did you devise the objectives/business plan?
- What was the outcome?
- What did you learn?

3. Can you provide an example of a (strategic) planning activity for which you were
responsible?

- What was the activity?

- What role did you play?
- What was the outcome?
- What did you learn?

4. Tell me about a situation where you had to consider the long-term business
implications of a decision you made for your department or team?

- What was the situation/context?

- What reference did you make to business strategy?
- What action did you take?
- What was the outcome?
- What did you learn?

5. Tell me about a time when your ability to translate a strategic goal into your
team’s day to day work had a positive impact?

- What was the situation/context?

25
- What reference did you make to the strategy and why?

26
- How did you ensure your team understanding?
- What was the outcome?
- What did you learn?

6. Provide an example of when you have introduced a change which supports

organisational goals?

- What was the situation/context?

- What actions did you take to introduce the change?
- How did these changes support organisational objectives?
- What was the outcome?
- What did you learn?

7. Give an example of how you have proactively sought additional information

regarding the wider organisation to complete your work?

- What did you ask?

- Who did you seek the info from?
- How did you apply it to your work?
- What effect did it have on the outcome?

8. Tell me about a time when you have sought alternative views and opinions
regarding a project or task you were undertaking?

- What was the project?

- How did you seek alternative views?
- What actions did you take following this feedback?
- What was the outcome?
- What did you learn?

9. Tell me about a time when you have supported another team to contribute to
organisational success?

- What was the situation/context?

- What actions did you take to support other areas of the organisation?
- What was the outcome?
- What did you learn?

10. Tell us about a time when you anticipated the future and made changes to
current responsibilities or processes to meet future needs?

- What was the situation/context?

- Why did you need to make changes?
- What actions did you take?
- What was the outcome?
- What did you learn?

27
 Challenging the conventional way of doing things
Creative  Generates new ideas and commercial solutions in order to
Thinking improve performance and delivery.

1. Tell us about a time when you have identified process limitations and how you
have addressed these?

- What was the situation/context?

- What were the limitations identified?
- What actions did you take to address the limitations?
- What was the outcome?
- What did you learn?

2. Tell us about a time when you have had to make a decision on the basis of
ambiguous information that illustrates creative thinking?

- What was the situation/context?

- What decision did you make and why?
- What was the outcome?
- What did you learn?

3. What new ideas have you come up with in the last 6 months that have benefited
your previous/current organisation?

- What was your idea?

- What were the benefits?
- How did you try and take it forward?
- Were your ideas implemented?
- What recognition did you receive?
- What did you learn?

4. Tell us about a project, task or situation where you believed a conventional

approach wasn't appropriate?

- What was the situation/context?

- What was your preferred approach?
- Why was it better?
- What objections did you face?
- What was the outcome?
- What did you learn?

5. Describe a situation when you challenged your team to come up with a new
approach to a longstanding problem?

- What was the problem?

- What approach did they suggest?
- Did you agree with the approach?
- How was it implemented?
- What was the result?

28
- What did you learn?

6. Describe a time when you questioned an established process or procedure

which resulted in an alternative action being implemented?

- What was the process?

- Why did you question it?
- What challenges did you face and how did you overcome them?
- What was the end outcome?
- What did you learn?

7. Describe a problem in your organisation that was solved in a highly imaginative

manner. What role did you play?

- What was the problem?

- What was the idea?
- What actions did you take to support?
- What was the result?
- What did you learn?

8. Can you provide an example of when you have discussed and worked with
colleagues to think up new systems and styles of working?

- What was the situation/context?

- How did you work with your colleagues? What was your role?
- What was the idea?
- How did you introduce the idea?
- What was the outcome?
- What did you learn?

9. Tell us about a time when you have found a positive solution in the face of
something that others saw as negative?

- What was the situation/context?

- What were the negative perceptions?
- Why and how did you ensure positivity?
- What was the outcome?
- What did you learn?

10. Describe a time when you had to work with another team to ensure resources
were optimised across different parts of the business?

- What was the situation/context?

- What did you do?
- Why was this so important?
- What was the outcome?

29
 Thinks logically and analytically to get to the core of problems;
manages and assimilates complex information resulting in
effective decisions based on sound commercial knowledge and
Analysis and
expertise.
Planning
 Works quickly and accurately through the planning and
prioritising of own workload.

1. Tell me about a challenging business problem that you have recently faced and
explain how you resolved it?

- What was the situation/context?

- How did you respond to the problem?
- What actions did you take?
- What was the outcome?
- What did you learn?

2. Provide details about a situation where you conducted a SWOT analysis

(strengths, weaknesses, opportunities, and threats)?

- What was the situation/context?

- Why were you reviewing the situation/context?
- What did you determine through your analysis?
- What actions did you take following the analysis?
- What was the outcome?
- What did you learn?

3. Please can you provide an example of a recent problem you have worked on and
how you overcame the problem?

- What was the problem?

- How did you analyse the problem?
- What approach did you take?
- What was the outcome?
- What did you learn?

4. Provide an example of a time when you have successfully involved your team in
problem solving?

- What was the problem?

- How did you involve your team?
- What was the outcome?
- What did you learn?

5. Explain how you research and ensure you keep aware of the problems and
issues within your organisation?

- What do you need to keep abreast of?

- What sources do you turn to?
- What actions have you taken following receiving information?

30
- What was the outcome?
- What did you learn?

6. Can you give me an example of a time when you have had to coordinate the
work of other people?

- What was the situation/context?

- How did you organise others?
- What challenges did you face / how did you overcome these?
- What was the outcome?
- What did you learn?

7. Please describe a situation in which you had to absorb and analyse a lot of
complex information?

- What was the context/ situation?

- How did you approach it?
- How successful were you?
- What did you learn?

8. Describe a situation where you had to adapt and change your approach, mid-
way through?

- What was the context/ situation?

- Why did you need to change your approach?
- What new approach did you adopt?
- What was the outcome?
- What did you learn?

9. Provide an example of a project where you planned effectively?

- What was the project?

- How did you organise the project?
- Why was this successful?
- What was the outcome?
- What did you learn?

10. Please provide an example of when you have had to work to a tight deadline,
with multiple commitments?

- What were the deadlines?

- How did you plan your workloads?
- What challenges did you face and how did you overcome them?
- Did you meet the deadline?
- What did you learn?

31
Delivery Skills
 Everyone in Homes England has the potential to lead.
 Articulates the vision in a clear and transparent way; role
models through being clearly visible as a leader.
 Manages change effectively; develops and retains talented
Leadership
people through a clear focus on people development and
knowledge management.
 Promotes team working.
 Everyone has the responsibility to take ownership of challenges
and problems and seek to resolve them.

1. Explain how you previously encouraged ideas in others/your team?

- What was the scenario/situation?

- What methods did you use?
- Who implemented the ideas?
- What feedback do you give?
- What was the result/ what did you learn?

2. Tell me about a time when you developed a vision or strategy and

communicated this to a team?

- What was your vision/strategy?

- How did you communicate it?
- How did you get buy-in from the team?
- What was the outcome/result?

3. Describe a time when you successfully managed a team through change?

- What was the situation/context?

- What was the change?
- How did you ensure success?
- What was the outcome and was it successful?
- What would your team have said about you?

4. Tell us about a time when you needed to inspire a team to

deliver in challenging times?

- What was the situation/context?

- What were the challenges?
- How did your inspire the team?
- What obstacles did you face?
- What was the outcome?

5. Tell me about a time when you had to deal promptly and appropriately with poor
performance?

- What was the situation/context?

32
- What did you do?
- How did you feel about your actions?
- What was the outcome?

6. Tell me about a time when you have encouraged your team

to follow the organisation’s vision, strategy or goals?

- What was the situation/context?

- What behaviours/direction did you advocate?
- How did you encourage them?
- Why is this important?
- What was the outcome?

7. Describe a situation where you had to ensure that your “actions spoke louder
than your words” to a team?

- Briefly describe the situation?

- How did you approach this?
- How successful were you?
- What did you learn from it?

8. Tell me about a time when you had to lead a group to achieve an objective?

- How did you communicate the objective?

- How did you get the group to work together?
- What were the challenges?
- What steps did you take to overcome these?
- What was the outcome?

9. Please tell me about a time when you have had concerns regarding quality or
performance issues and there was a risk to the company’s reputation. What did
you do?

- What was the situation/context?

- What were the risks identified?
- What actions did you take?
- What was the outcome?
- What did you learn?

10. Can you give me a specific example of when you have had to exert extra effort to
accomplish a task or reach a target?

- What was the situation/context?

- What actions did you take?
- What was the outcome?
- What did you learn?

33
 Proactively develops robust relationships with
stakeholders and partners; creates and develops these
Networking and
relationships to increase and broaden spheres of own
Influencing
and Homes England influence.
 Shows sound emotional maturity which has a positive
impact when working with stakeholders.

1. Provide an example of when you have recommended an alternative solution to

one being proposed?

- What was the situation/context?

- What was your recommendation?
- What analysis did you undertake prior to suggesting this solution?
- What was the outcome?
- What did you learn?

2. Tell us about a time when you had to influence a senior colleague that change
was necessary?

- What was the situation/context?

- Why did you believe the change was required?
- What did you recommend/put forward?
- How did you convince your colleague?
- What was the outcome?
- What did you learn?

3. Tell us about a time when you have used your influencing skills to encourage
others to strive for excellence?

- What was your objective?

- What methods did you use and why?
- What challenges did you face?
- What was the outcome?

4. Describe a situation where you have needed to influence multiple stakeholders

to achieve a successful outcome?

- What was the situation/context?

- What approaches or strategies did you use?
- What obstacles did you face?
- How did you overcome these?

5. Tell me about a time when you needed to influence different stakeholders who
had different agendas?

- What were the challenges?

- What approaches or strategies did you use?
- What was the outcome?
- How did your approach influence the outcome?

34
6. Describe a situation in which you developed an effective win/win relationship
with a stakeholder or client?

- Who was the stakeholder?

- How did you go about building the relationship?
- What was the outcome?
- What was the impact on the business?

7. Tell me about a time when you relied on a contact in your network to help you
with a work-related task or problem?

- What was the task?

- How did you utilise the relationship?
- Did you face any challenges?
- How did you overcome the challenges?
- What did you learn?

8. Tell us about a time when you persuaded your management team of your
preferred approach to dealing with an issue or project etc.?

- What was the situation/context?

- What preparation did you do?
- What was your approach?
- What was the outcome?
- What did you learn?

9. Tell me about a time when you have found it difficult to persuade someone of
your point of view?

- What was the situation/context?

- What were the challenges?
- What was the outcome?
- What did you learn?

10. Tell us about a time when you have had to persuade someone to your point of
view; how did you do this and why did they think you were wrong?

- What was the situation/context?

- What was your view?
- How did you persuade them?
- What was the outcome?
- What did you learn?

35
 Communicates with others clearly, concisely, confidently,
Communication with consideration and respect in a way that engages the
audience and achieves the desired result.

1. Tell us about when you have been challenged and describe how you explained
yourself?

- What was the situation/context?

- Why were you challenged?
- How did you respond?
- What was the outcome?
- What did you learn?

2. Tell us about a time when you have failed to communicate your message
effectively; how did you overcome this?

- What was the situation/context?

- How did you communicate the message?
- How did you amend your style?
- What was the outcome?
- What did you learn?

3. Can you give me an example of when you have been required to deliver a
presentation, how did you prepare for this and present and what was the
outcome?

- What was the situation/context?

- How did you prepare?
- What was the outcome?
- What did you learn?

4. Tell us about a time when you have had to summarise complex information?

- What was the situation/context?

- How did you summarise/communicate the information?
- What was the outcome?
- What did you learn?

5. Can you tell me about a time when you have had to mediate between two parties
to resolve the situation?

- What was the situation/context?

- What role did you play?
- What was the outcome?
- What did you learn?

6. Can you provide an example of when you have you tailored your communication
skills to the audience?

- What was the situation/context?

36
- How did you communicate the information and why?
- What was the outcome?
- What did you learn?

7. Can you provide an example when your communication skills helped to resolve
a situation or issue?

- What was the situation/context?

- How did you communicate and why?
- What was the outcome?
- What did you learn?

8. Tell us about a time when you worked with someone who was difficult to get on
with; how did you overcome this?

- What was the situation/context?

- How did you communicate?
- What barriers did you face and how did you overcome them?
- What was the outcome?
- What did you learn?

9. Tell me about a time when you have had to deliver a negative message; how did
you overcome this?

- What was the situation/context?

- How did you deliver the message and why?
- What was the outcome?
- What did you learn?

10. Can you give me an example of when you have tailored your communication
style to respond to objections raised regarding your work?

- What was the situation/context?

- How did you communicate your reaction and response?
- What was the outcome?
- What did you learn?

37
 Achieves results through a positive approach.
 Focuses on goals and targets.
 Looks critically at systems, policies, processes and procedures.
 Is able to contextualise KOPs and use to drive successful
Focus on outcomes and improvements.
Results  Enables effective teamwork by encouraging the team to achieve
more through combined efforts than by the sum of all their
individual parts.
 Ensures Performance Management processes are used to
support and improve staff development, competency and
results.

1. Provide an example of when you have been driven to achieve an urgent

deadline?

- What was the situation/context?

- What actions did you take?
- Why were you driven?
- What was the outcome?
- What did you learn?

2. Tell us about a project you successfully accomplished in your last job?

- What was the scenario/context?

- How was it accomplished?
- What was your involvement?
- What was the outcome?

3. Tell me about a challenging goal you set for yourself and steps you took to
reach it?

1. What inspired you to set it?

2. What made it challenging?
3. What setbacks did you have?
4. How did you overcome these?
5. What made it successful?

4. Describe something you have done to maximise or improve the use of resources
beyond your own work unit to achieve improved results?

- What was the objective?

- What inspired you to do it?
- How did you communicate this?
- How did it impact the organisation and others?

5. Tell us about a time when you have been working on a project under stress and
pressure. How did you plan your approach and remain motivated?

- What was the project and why was the project stressful?
- How did you organise and plan the project?

38
- How did you maintain motivation?
- What was the outcome?
- What did you learn?

6. Give an example of a time when you have learnt quickly in an unfamiliar

environment?

- What was the situation/context?

- Why did you have to learn quickly?
- What approach did you adopt?
- What was the outcome?
- What did you learn?

7. Give an example of when you have been determined to see a project through to
a high standard, despite encountering obstacles?

- What was the project?

- What obstacles did you face?
- How did you maintain high standards?
- What was the outcome?
- What did you learn?

8. Tell us about a time where you may have received negative feedback and how
you handled it?

- What was the situation/context?

- What was the feedback?
- How did you respond to this feedback?
- What was the outcome?
- What did you learn?

9. Tell us about a time when you have had to maintain composure and
professionalism in times of adversity?

- What was the situation/context?

- What actions did you take to maintain composure and professionalism?
- What was the outcome?
- What did you learn?

10. Tell me about a time when you have suspected that a deadline may not be met
and how did you react to this?

- What were the conflicting priorities and why?

- What did you focus on?
- What did you achieve?
- What feedback did you get?

39
Interview Questions
Strategic Thinking
 Considers and understands own role and contribution in delivering Homes
England priorities and the bigger picture.
 Looks for patterns and relationships across differing and varied sources;
continually develops clear strategies and plans for the future.
Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

40
Creative Thinking
 Challenging the conventional way of doing things
 Generates new ideas and commercial solutions in order to improve performance and
delivery.
Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

41
Analysis and Planning
 Thinks logically and analytically to get to the core of problems; manages and
assimilates complex information resulting in effective decisions based on sound
commercial knowledge and expertise.
 Works quickly and accurately through the planning and prioritising of own workload.
Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

42
Leadership
 Everyone in Homes England has the potential to lead.
 Articulates the vision in a clear and transparent way; role models through being clearly
visible as a leader.
 Manages change effectively; develops and retains talented people through a clear
focus on people development and knowledge management.
 Promotes team working.
 Everyone has the responsibility to take ownership of challenges and problems and
seek to resolve them.
Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

43
Networking and Influencing
 Proactively develops robust relationships with stakeholders and partners; creates and
develops these relationships to increase and broaden spheres of own and Homes
England influence.
 Shows sound emotional maturity which has a positive impact when working with
stakeholders.
Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

44
Communication
 Communicates with others clearly, concisely, confidently, with consideration and
respect in a way that engages the audience and achieves the desired result.

Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

45
Focusing on Results
 Achieves results through a positive approach.
 Focuses on goals and targets.
 Looks critically at systems, policies, processes and procedures.
 Is able to contextualise KOPs and use to drive successful outcomes and
improvements.
 Enables effective teamwork by encouraging the team to achieve more through
combined efforts than by the sum of all their individual parts.
 Ensures Performance Management processes are used to support and improve
staff development, competency and results.
Question (Please enter selected question here)

Notes

Reason for Rating

RATING
5 4 3 2 1 n/e

46
Job specific questions- Technical / professional knowledge and experience for

(job title)………………………………………………………………………………………..…..

To design job specific questions:

Identify a maximum of four of the key job specific technical/professional knowledge
areas/skills. These should relate to each of the role profiles and be required to ensure
high performance in each role.
 Design, for each role, one question for each of these four areas/skills.
 If roles are similar but one at a slightly senior level then include more complex job
requirements/questions to reflect the more senior role.

Some questions might be constructed around:

 Core job activities
 Trends and developments
 Procedures

Please use current and up to date role profiles and any updated team briefs to assist
with this.

Use the rating scale on page 8 or 9 for each question and give evidence to back
this up

Q1

RATING
5 4 3 2 1 n/e

Evidence

47
Q2

RATING
5 4 3 2 1 n/e

Evidence

Q3

RATING
5 4 3 2 1 n/e

Evidence

48
Q4

RATING
5 4 3 2 1 n/e

Evidence

49
FORM A
(All levels)
Competency Based Interview Rating form (one per
interviewer)

Candidate: Date:

Role applied for: Directorate:

Interviewer: Notes:

Instructions for using these scoring guidelines

Please use the following rating scale when evaluating candidates

Rating Level Description

Multiple clear examples/ evidence of high level of
5 Excellent
competence and no negative evidence
Multiple clear examples/ evidence of competence and
4 Strong
little negative evidence
Overall shows more positive evidence than negative
3 Benchmark
evidence
Meets some of the capability definition; sufficient
2 Marginal negative evidence to be judged lacking in
competence
Meets little or none of the capability definition and no
1 Poor
substantial positive evidence

Overall candidate rating

(n/e = no evidence)
HOMES ENGLAND 5 4 3 2 1 n/ Score Comments
COMPETENCY e
Strategic Thinking

Creative Thinking

Analysis and Planning

Networking and Influencing

Communication

Focus on Results

Leadership

Job specific Questions

TOTAL

50
Form B
(All levels)
Moderated Individual Candidate Summary form
(Print one form for each candidate)

Candidate: Date:

Role applied for: Directorate:

Interviewer: Interviewer:

Rating scale

Rating Level Description

Multiple clear examples/ evidence of high level of

5 Excellent
competence and no negative evidence
Multiple clear examples/ evidence of competence and little
4 Strong
negative evidence
Overall shows more positive evidence than negative
3 Benchmark
evidence
Meets some of the capability definition; sufficient negative
2 Marginal
evidence to be judged lacking in competence
Meets little or none of the capability definition and no
1 Poor
substantial positive evidence

Overall candidate rating

(n/e = no evidence )
HOMES ENGLAND 5 4 3 2 1 n/ Score Comments
COMPETENCY e
Strategic Thinking

Creative Thinking

Analysis and Planning

Networking and Influencing

Communication

Focus on Results

Leadership

Job specific questions – overall rating

TOTAL score

51
Form C – Homes England Recruitment Final Decision Form
Job Title: Division/Location –

Networking
Strategic Creative Analysis and Focus on Job Specific/
Competencies → and Communication Leadership Applicant
Thinking Thinking Planning results Technical
Influencing Total

Applicant Names↓

Rating of evidence
Score 1 – Evidences little or none of the competency
Score 2 – Evidences some of the competency
Score 3 – Evidences most or meets the competency (benchmark)
Score 4 – Evidences strength in the competency
Score 5 – Evidences excellence in the competency

Signed/ name: Job title:_ Date: _

General Guidance and Tools for Managers
interviewing
Contents

1. Competencies- information about Homes England Competencies

2. Competency Based Interviewing

3. STAR Model- to assist probing, when asking questions

4. ORSCE model – to assist suspending judgment in assessment scenarios

5. Checklist for interviews

6. Things to avoid

7. Other uses for Competencies in the organisation

52
1. Competencies

What are competencies?

They are a dimension of behaviour or a skill which are necessary for successful job
performance. They are not tasks which have to be performed but the abilities and
behaviours necessary for those tasks.

How was our framework developed?

A research project was undertaken by an external supplier with staff from across the
organisation to identify strategic direction going forward and what behaviours were key to
success.
2. Competency Based Interviewing

It is not possible to predict with absolute accuracy how someone will perform within their
recruited role. But adopting a systematic and objective competency-based approach will
give you the best chance of getting it right. Recent thinking in recruitment and selection
has focused on the realisation that past performance is the most reliable and best
predictor of future success in the job.

A structured interview that probes past behaviours is most beneficial when using a
competency-based approach. This style of interview will seek responses to questions
about previous history and experience. The questions and potentially suitable answers
should be determined around the competencies set out in the role remit.

3. Benefits of a competency-based approach

 The experience of many organisations across a wide range of industries shows that
the use of competencies increases accuracy in assessing people’s suitability or
potential for different jobs.
 They help us achieve a closer match between a person’s skills and interests and the
demands of the job.
 They help to prevent interviewers and assessors from making incorrect judgements
about people based on characteristics that are irrelevant to the job in question.
 They can be used to underpin and structure the full range of assessment and
development techniques – application forms, interviews, tests, assessment centres
and appraisal ratings.
 By breaking down an individual’s profile into specific skills and characteristics,
development plans can be targeted more accurately to areas of real development
needs.

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4. The STAR model
A key skill required in a competency based interview is to probe the candidates
responses to ensure you have sufficient evidence of what they have done in previous
situations.
Use the STAR model below to help you probe.
Although the questions detail prompts – it is useful to know that they are based on
the principle below.
Situation – What were the circumstances/situation?
Task- What did the individual need to do/tasks?
Actions- How did they approach the situation/actions taken? What process did they
follow? How did they decide that these were the best actions?
Results – What was the outcome? Was the individual successful? What would they have
done differently? What did they learn?

5. ORSCE MODEL

Use the ORSCE model to help you suspend judgement and evaluate responses based on
the evidence you actually hear. This provides a consistent and practical way of thinking to
assess.
Observe- listen to what is actually said by the candidate without making immediate
evaluations.
Record- write down the exact question responses not your interpretation of the answer.
Summarise – Summarise the key points in relation to the competency indicators.
Classify – decide if the evidence you have against the indicators is positive or negative?
Does it relate to the competency you are rating? How much positive / negative evidence
is there?
Evaluate – using the evidence you have what rating will you give and why – decide what
evidence you have to support a specific rating.

6. Things to do - checklist

 Build rapport immediately, as candidates will be nervous.

 Outline how the interview will run; manage expectations.
 Clearly flagging the competency up at the start of each question will help candidates
keep on track.
 Probing to ensure you have full and clear answers about what the individual has
actually achieved.
 Don’t spend too long on the first few competencies and questions and run out of time.

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 Move the candidate on to the next question if you have sufficient information in a
competency area.
 Give them time after asking the question to consider a response.
 Give them an opportunity to ask questions at the end of the interview.
 Take accurate notes.

7. Things to avoid:

As a reminder it is important that the following are avoided:

 Snap judgments – putting too much weight on the first few moments of the
interview.

 Negative bias – jumping to conclusions and writing a candidate off as a result of

emerging negatives.

 Halo effect – High scores against one or two of your competencies lead you to
assume the candidate is perfect from then on.

 Horns – the opposite of the halo – don’t assume a candidate is a lost cause because
he or she struggles to impress on a particular criterion.

 Bias – can take many forms, social class, age, physical appearance, shared interest
(with you, the interviewer) etc.

 Prejudice - what can bias you in favour of one candidate can prejudice you against
another.

 Stereotypes – whether on physical, racial, social or any other grounds, stereotyping

candidates has no objective validity and must be avoided.

8. Competencies can also be used for :

In addition to recruitment, competencies can also be used during:

 Appraisals: to highlight which competencies are key for completing tasks successfully
and as a consistent measure against which to review performance.

 Development planning: to use the behavioural indicators to ensure development

planning is specific. Homes England Development guides are being produced for the
Competency framework to give suggestions against each indicator to provide practical
development suggestions per Competency area.

 Career Planning: so staff can see what is required in different roles for successful
performance and help them ascertain if they may wish to acquire these and also what
stage they are currently at.

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