Recruitment and Selection Process

1 Recruitment and Selection Process Table of Contents SECTION 1. THE APPLICATION Process .. 1 1. 1 THE APPLICATION FORM PROCEDURE .. 1 1. 2 GUIDELINES FOR COMPLETING THE EPA APPLICATION FORM .. 2 1. 3 UNDERSTANDING THE EPA CORE COMPETENCIES .. 4 1. Team Player .. 6 2. Communication .. 7 3. Customer / Stakeholder Focus .. 8 4. Concern for Quality and Clarity of Work .. 9 PREPARING COMPETENCY EXAMPLES .. 10 SECTION 2: THE EPA Selection Process .. 11 2. 1 SHORTLISTING .. 11 2. 2 COMPETENCY BASED INTERVIEWS .. 12 Structure of EPA Competency Based Interviews .. 12 The Interview Board .. 14 Second Interviews .. 14 Questions Interviewers Ask .. 15 Sample Competency Questions .. 16 Sample Technical Questions .. 17 SECTION 3: EPA Recruitment CODE OF PRACTICE .. 18 Page | 1 Section 1. The Application Process 1. 1 The Application Form Procedure The EPA uses a standard job Application Form.

2 We do not accept CV s. You will be required to provide all information that is necessary to assist in the Selection of the best person on the Application Form. The Application Form will give you an opportunity to prepare for interview by thinking and working through the competency requirements for the post. Your responses to the questions on the form will be used in short-listing, and by the Interview Board as part of the scoring system. Allow yourself enough time to complete the Application Form as accurately and comprehensively as possible. An incomplete Application Form with spelling mistakes, gaps in work experience or poor examples of the competencies required in the role will demonstrate insufficient attention to detail and a possible lack of interest in the job even if that is not the case. Late Application Forms will not be accepted.

3 In addition to the instruction on the form, follow the best practice guidelines for completing the EPA Application Form to ensure you give yourself the best chance of being shortlisted. Page | 2 1. 2 Guidelines for completing the EPA Application Form The Basics 1. Read and follow the instructions on the form exactly. 2. Complete the form fully don t leave blanks. 3. Use simple, understandable English. No jargon or unexplained technical terms. 4. Ensure there are no major gaps or conflicting pieces of information. Check that it all flows. Make sure all dates and details are correct. Layout and format 5. Type your Application Form. If possible, keep the same font type and size throughout the form. 6. Use headings where necessary to break up information. 7. DO NOT USE BLOCK CAPITALS. IT TAKES UP MORE (VALUABLE) SPACE ON YOUR FORM, IS DIFFICULT TO READ AND MAY ANNOY THE PEOPLE SCREENING YOUR APPLICATION FORM.

4 8. Do not crowd the Application Form with text. Format it so that it is easy to read. Split out paragraphs where required, use bold, italics and bullets to emphasise key words and points. 9. Avoid using underline it can be difficult to read. Competency examples and experience 10. Use examples that show you have the required competencies. Write them out factually and clearly. 11. While you might find the same example illustrates two different competencies, try to use different examples for each. 12. Refer back to the behavioural indicators for each competency and make sure your example demonstrates these. 13. Take credit for your achievements. Say I was responsible or my role was for group or team achievements. Your application Form (and an interview) is no place for modesty. 14. Do not exceed the word limit of 250 words for each Core Competency example. 15. For the Technical / Specialist / Administration Competency section, ensure you summarise your Technical / Specialist skills and Administration work experience concisely.

5 Page | 3 Other 16. Use the additional information box at the end of the application to sell yourself on relevant points that may not be covered elsewhere in the form. Include things such as other relevant educational qualifications, extra-curricular activities, experience and achievements, professional memberships or awards, and personal strengths. 17. Get permission from the referees you propose to use well in advance of the closing date. Review and Revise 18. Review your first draft after a night s sleep. You might want to make changes to it when you come back to it with fresh eyes . 19. Do a spell check. Remember that a spell check will not pick up some of the really dreadful mistakes too / to, from / form, practice / practise, its / it s, there / their, you re / your. 20. Give your form to someone you trust to go through it in detail and highlight any mistakes or inconsistencies.

6 21. Ask your line manager or a trusted previous boss to read through your form and give you feedback on the content. Discuss and make any suggested changes. Final Touches 22. Make the final edits. Save it carefully. 23. Keep a copy for yourself. When you get to the interview you need to know exactly what you wrote, and be ready to talk about it further. 24. Review and follow the Instructions for submission of electronic applications carefully. 25. Sign and date your Application Form and email to Allow sufficient time for the form to get to HR by the closing date and time. Page | 4 1. 3 Understanding the EPA Core Competencies We assess all candidates against the EPA Core Competencies at the Application Form and Interview stages of our Selection Process . This approach provides you with an opportunity to show how you have demonstrated these competencies in the past, by giving examples.

7 We will explore and probe these examples in more detail at the interview to assess your ability to deliver in the new role. A. What is a Competency? Quite simply, a competency is defined as the blend of knowledge, skills and personal attributes and behaviours required to do the job well: Knowledge: Specialist knowledge Skills / Competencies: Technical or interpersonal skills and abilities Behaviours: The way you apply these skills and competencies Attributes: Personal qualities Four core interpersonal or behavioural competencies apply to all EPA staff. These competencies reflect EPA values in our everyday interactions, and are important at every level in the organisation. They are core interpersonal competencies for all staff in the EPA and are clearly defined as follows: Team Player Works positively and proactively with colleagues to attain the organisation s goals.

8 Communication The ability to communicate clearly, confidently and effectively, to colleagues and customers / stakeholders, in a way that is readily understood by others, and contributes to clear, honest, professional relationships. Customer and Stakeholder Focus The drive to build positive and lasting relationships with all customers and stakeholders, acting as a partner to them, by learning as much as possible about their concerns in order to better add value for them and for the EPA. In addition, the drive to increase knowledge and awareness of the context we operate in to add greater value for EPA and customers/ stakeholders. Concern for Quality and Clarity of Work The ability to complete all tasks and projects to the highest standards of accuracy and excellence. Page | 5 B. Understanding the Bands All staff, regardless of their role or seniority, must demonstrate these core competencies.

9 As you progress in the organisation, you will need to demonstrate a greater depth of each competency. This progression is clearly illustrated through the division of each competency into 4 bands . Band 1 describes the minimum level of expected competence and behaviours for all staff. As you move up the bands, the behaviours correspond with higher levels of responsibility and complexity in job roles. Negative indicators are also show at Band 0. BAND 4 The behaviours expected of Directors and Programme Managers A person at this level of competency displays behaviours that can be described as both strategic and extremely effective. In addition they are able to influence others to behave in the same highly positive way. BAND 3 The behaviours expected of senior managers A person at this level of competency displays behaviours that can be described as higher level and as a result adds extra value to the business.

10 BAND 2 The behaviours expected of team leaders, supervisors and managers A person at this level of competency displays the core behaviours of the competency and in doing so creates positive results. BAND 1 The minimum level of competence expected of all staff A person at this level of competency displays the behaviours that show an awareness of the competency and what it entails BAND 0 Unacceptable, Ineffective or Negative Behaviours A person at this level of competency displays behaviours that can be described as negative, often with a damaging effect. Interpersonal Competency Bands Page | 6 1. Team Player Works positively and proactively with colleagues to attain the organisation s goals. Everyone is a member of a team be it part of a unit, area, Office or the EPA as a whole. At every level in the EPA, this is someone who always delivers on his or her own work to the highest standard, and recognises that this is only a starting point in achieving team targets.