5 advanced interview technique

8/4/2019 5 Advanced Interview Technique

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Intensive Course

Human Resources DevelopmentManagement

Delivered by :Asfar Arief MBA

Senior Practitioner & Consultant HRDM

Advanced Employment Interview

TechniqueData-based Interviewing

for Selection



This training material was prepared based on seminar delivered by

Prof. Thomas Perez, Ph.D.

of Harvard University.



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What is an interview?

Interview is commonly used assessment technique.

Used to give information to employees to

demonstrate concern for the person being

interviewed. More importantly to gain information in making

decision.

Included in the company Policy & Procedure that

must be used by all company executives foreffective and efficient recruitment process.



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Data gathered from the interviewcan be used for :

1. Selection

2. Promotion

3. Performance Appraisal

4. Debriefing critical work incidents5. Job task analysis

6. Research to create behavioral models

7. Identifying behaviors required to accomplishspecific job tasks

8. Designing a professional development program9. Organizational analysis

10. General data–gathering for planning purposes



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Errors in the interview

1. Data collection

2. Data recording

3. Hypothetical data

4. Leading questions

5. First impressions6. Personal preference

7. Assigning causes

8. Hallo

9. Comparison

10. Lumping in the middle



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1. Data collection

Most interviewers do not employ a systematic technique

which standardizes the process for each person interviewed.

This leads to faulty conclusions during data analysis due to

either the lack of comparable data or insufficient data.



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2. Data recording

Data recorded in writing by the interviewer is often

incomplete and superficial (shallow).

It focuses on impressions rather that facts.

The information given by the interviewee is not recorded

with enough accuracy or in enough detail to be used for

critical review and analysis.



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3. Hypothetical data

Hypothetical questions are asked in typicalinterview.

For example, a person is asked, “What would youdo in a situation?”, rather than, “What did you doin a situation?”.

When people are asked to state what they usuallydo in a situation, they give a response which doesnot reflect what they actually do in that situation.

Instead the interviewee tends to describe what heor she thinks the interviewer want to hear, or whatis consistent with their self-image.



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4. Leading questions

Questions which suggest what the interviewer values will

lead to based responses by the interviewee.

The interviewee learns to respond to the value being

espoused (take up) by the interviewer.



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5. First impressions

The first impression an interviewee makes on the interviewer

influences how the data is collected and how the interviewee

is appraised during the interview.



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6. Personal preferences

The resources of personal biases interfere with accurate andthorough data-collection.

First, more weight is given to feelings than facts.

Second, interviewers tend to like people who are similar tothem.

This leads to assumptions about the interviewee which arenot confirmed by data.

Third, prior experiences or training of the intervieweeestablishes biases in terms of what the interviewee seeksand value.



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7. Assigning causes

In the absence of data, an interviewer attributesmotives to the interviewee.

In other words, if the interviewee does not providefactual or logical reasons for either hypothetical or

actual behaviors, the interviewer assigns a reason toexplain the behavior.

One of the errors which occurs when motive areattributed to the interviewee is stereotyping.

Based on a small amount of data, the interviewer

infers reasons to explain a person’s behavior andmakes predictions based upon this biased assumption,rather than on facts.



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8. Hallo

Another type of error occurs when the interviewer

assumes that if a person is strong in one

characteristics; or if weak in one a area, is weak in

all areas. After forming a particular impression, the

interviewer perpetuate (bring about) the bias by

interpreting subsequent information as being

favorable or unfavorable.



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9. Comparison

A comparison error occurs when the intervieweruses another person as a norm for comparison withthe interviewee, rather than using facts and pre-established external norms to appraise him or her.

If the impression the interviewer had of one personwas very, very good. The second person suffers incomparison suffers in comparison, regardless of thedata.



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10. Lumping (combine) in the middle

The interviewer who is unable to get factual

information about a person’s performance

evaluates the behavior from the interview leniently

(lightly). In the absence of factual information, the person

being evaluated gets lumped in a group as being

“sort of OK”.



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Interview or Written Testing?

These common errors provide a strong argumentagainst using the interview as a method for gainingreliable data about individuals for any purpose.

When compared to performance testing or

assessment center techniques, the typical interviewdoes not stand up well in terms of the benefits gainedfor the cost put in the interviewing process.

However, this need not to be the case.

The following information on the Data-BasedInterviewing (DBI) technique demonstrates howinterviewing can provide information which isreliable, valid, and predictive of future performance.

This shows the importance of effective employment

interview.



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Course objectives

1. To master in interviewing method that allows thecandidate the opportunity to demonstrate specificjob competencies.

2. To validate the competencies to be used as

assessment criteria in this organization.3. To accurately recognize the job competencies used

as selection criteria.

4. To practice the assessment skills necessary toidentify the strengths and limitations of a job

candidate; to assess a candidate’s job-to-personfit.



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Expectations and Questions

1. Write your expectations for this session.………………………………………………………………………………………………………………………………………………………………………………

2. Write your questions and concerns.…………………………………………………………………………………………………………………………………………………………………………….

3. Write your suggestions on how the session’s

planned agenda can be met.………………………………………………………………………………………………………………………………………………………………………………



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The interviewer’s role



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Job-to-person fit

CANDIDATECompetencies

Possessed

JOBCompetencies

Required

FIT



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Interviewer’s job

Major goals Major tasks Basic skills Advance skills

1. 1. 1. 1.

2. 2. 2. 2.

3. 3. 3. 3.

4. 4. 4. 4.



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Basics of StructuredInterviewing



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OVERVIEW

The basics of structured

interviewing

Management assesses needs

Job is profiled

Applicants respond torecruitment

Recruitment strategies

DECISION

Applicants areinterviewed initially for

job-to-person fit

Data from interview is evaluated

Qualified applicants for job areassessed by structured interview

and field observation



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The basics of structured interviewingWhat to ask : Preparation

Define the job requirement

Decide on critical job requirements for job selection criteria

This is a profile of the job.

Determine the selection team involved

Decide who should be involved in determining the key selectioncriteria.

Get a clearer picture of what’s required on job.

Decide on ratings.

Write the questions; you can use a structured interview format.

Prepare the interview Review data about the candidates collected by others.

Review candidate’s resume, job history, rate history, anddiscrepancies.



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How to ask : Interview the Candidates

Find out what degree each candidate meets the requirement. This

results in a profile of each candidate.

The best predictor of what a candidate will do on the job in the

future is his or her past behavior.

Interview for behavior. Ask candidates to “tell about a time when….”



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How to evaluate the answers :

Review Ratings and Weightings

To what degree does each candidate have what you

are looking for; qualifications, abilities, and skills

needed to do the job.

Compare the profile of the job to the profiles of candidates.

Evaluate the fit between candidates and job criteria.



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Make a Decision

Select the best candidate for the job.

Identify skill and knowledge areas for the selected candidates

to develop on the job.

Identify feedback (especially for internal candidates) to be

available for candidates not selected.



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Selection decision elements

Job competenciesJob task

DECISION

Key selection criteria :

• Education• Experience

• Technical skill• Competencies

Interview questions

Integrate and evaluate the data collected

Interview for competencies

Job description



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Equal Employment Opportunity :Legal Issues in Employment

There are many equal employment opportunity laws andregulations. Most of these laws and regulations affectsindividuals who interview or deal with job candidates.

The fundamentals underlying what is or is not a legal questionare :

The questions must address abilities related to the job. Questions must be applied equally to all candidates.

To avoid problems, do not gather information that indicates thecandidate belongs to a particular protected class – a group thatis protected by law from unfair treatment.



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Questions about the followingqualities are to be avoided :

Race

Color

Religion

Sex

National origin

Age

Handicap

Marital status

Child care provisions

Pregnancy and future

childbearing plans

Living arrangements Height, weight

Any other qualities

introduced by EEO



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Legal Questions ExerciseDetermine whether the questions asked are acceptable (maybe asked of an applicant) or unacceptable during an interview.Place a check mark (√) in the appropriate column.

Questions Acceptable / Un-acceptable

1 How old are you?

2 Have you ever been convicted of a crime?

3 Assuming we do everything we can to adapt the job to your situation, do you haveany impairments, physical, mental or medical, which would interfere with your

ability to perform the job which you applied?

4 Do you have a little children at home?

5 Frankly, this is a Catholic organization. Do you think you would have any difficulty

fitting in here?

6 Do you wish to be addressed as Mrs., Miss, or Ms.?

7 Where were you born?

8 I’m going to need a copy of your birth certificate with this application. I’m sure

that’s all right with you.

9 Have you worked for this company under a different name?

10 Do you have any relatives employed by the company?

Un-acceptable

Acceptable

Un-acceptable

Un-acceptable

Un-acceptable

Un-acceptable

Acceptable

Un-acceptable

Acceptable

Acceptable

L l Q i E i



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Legal Questions Exercise (continued)


11 Are you “expecting”? Do you hope to increase your family within the next two or

three years?

12 Would you available for overtime work on Saturdays and Sundays?

13 Are you married?

14 What are the ages of your children?

15 If you are not a US citizen, do you have a visa that will allow you to work in the US?

16 Did you have any experience in the military relative to inspection?

17 Who will take care of your children while you are working?

18 What would you do if your husband got a job in another state?

19 Who suggested that you apply for a position here?

20 Your regular work day would be 12 noon to 8 p.m. Saturday through Wednesday.

Would this cause any conflicts for you?

21 What an unusual name you have. Where’s it from?

Determine whether the questions asked are acceptable (maybe asked of an applicant) or unacceptable during an interview.Place a check mark (√) in the appropriate column.

Un-acceptable

Acceptable

Un-acceptable

Un-acceptable

Acceptable

Acceptable

Un-acceptable

Un-acceptable

Un-acceptable

Acceptable

Acceptable



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Answers


1 Rationale : Age discrimination : One can ask an applicant’s age if it is an occupational

qualification (BFOQ).

2 Rationale : This question appears on most current job application.

3 Assuming we do everything we can to adapt the job to your situation, so you have any

impairments, physical, mental or medical, which would interfere with your ability toperform the job for which you applied?

Rationale : the current job application has a certification statement which applicantssign agreeing to undergo a physical examination and if requested, a chest X-ray and

laboratory test. If such report show that they do not meet the required medical

standards or if they do not meet all other standards of the corporation, they agree that

their employment may be terminated immediately.

4 Rationale : child care problems discrimination

When asked of woman, this is considered discriminatory unless it is also asked of men.

Also, it is not job related.

5 Rationale : Religion discrimination

No inquiries concerning applicant’s religious denomination, religious affiliations,

church, parish, pastor or religious holidays observed are acceptable.

6 Rationale : Marital Status Discrimination

Not permissible unless asked of both men and women. It is permissible to ask, “How do

you wish to be addressed?” where giving a first name is an alternative.

Un-acceptable

Acceptable

Acceptable

Un-acceptable

Un-acceptable

Un-acceptable



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Answers


7 Rationale : National Origin DiscriminationAny attempt to determine applicant’s nationality, lineage, ancestry, national origin,

descent or parentage is illegal.

8 Rationale : it is legal to ask an applicant whether he or she worked for a company

competitor under a different name, and if so, what name. companies have a

legitimate need to know if a person has been employed before because they would

want to check any performance during the prior employment as well as apply former

length of service to determine fringe benefits if applicable. The current job

application has ever gone to school or worked under any other name, where and

when.

9 Rationale : It is unlawful to give a copy of a birth certificate, naturalization or

baptismal record prior to employment. You can ask for the birth certificate after you

have hired the person.

10 Rationale : It Is legal to ask the names of applicant’s relatives already employed

by this company if it is asked to avoid placing relatives where one supervises the

other.

11 Rationale : Sex Discrimination

All questions as to pregnancy or medical history concerning pregnancy and related

matters is rarely asked of men. Also, it is not job related..

12 Rationale :

It may be necessary for an employer to have this information

Un-acceptable

Un-acceptable

Acceptable

Acceptable

Acceptable

Un-acceptable



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AnswersQuestions Acceptable / Un-

acceptable

13 Rationale :

Sex Discrimination. This is usually sex discrimination because it is rarely asked of men.

It is not job related.

14 Rationale :

Children care problems. Specific inquiries concerning spouse, spouse’s employment or

salary, child care arrangement, or dependents are considered unfair pre-employment

inquiries. An employer may believe that married woman with young children are moreprone to absenteeism or turnover, but actual studies show that in total employment,

there is little difference in absentee rates of men and women.

15 Rationale :

Under federal law asking whether an applicant is a US citizen is permissible. On the

current job application the applicant acknowledges his or her individual responsibility

as an employee for compliance with security regulations and that they will be

governed by provisions of Federal Espionage and Sabotage Laws. (Falsely claiming US

citizenship is subject to prosecution). The applicant also signs that they understandthat if hired, they will be required to submit proof citizenship or alien status.

16 Rationale :

Questions about military experience or training are permissible, but not questions

about the applicant’s “general” military service. The current job application provides

for information from the applicant relative to military service.

Un-acceptable

Un-acceptable

Acceptable

Acceptable



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AnswersQuestions Acceptable /

Un-acceptable

17 Rationale :

Child care problems discrimination. An employer can ask this question of both sexes

or neither.

18 Rationale :

Sex Discrimination. Any question not routinely asked of male applicants is

discriminatory in nature, i.e. “What does your husband think of you working?”.

19 Rationale :

It is legal to ask this question. However, a better way of phrasing it might be “How

did you happen to apply for a position here?” With the second question the

applicant would not have to give any information about individuals should they not

want to do so.

20 Rationale :You are stating facts of the job and merely asking if this work schedule would causeconflicts.

21 Rationale :

National Origin Discrimination. Inquiries about the name which would show the

applicant’s lineage, ancestry, national origin or descent are unlawful.

Un-acceptable

Un-acceptable

Acceptable

Acceptable

Un-acceptable



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Assessing Competencies



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What is a Key Job?

A Job that integrate ….

TheIndividual’s

Competencies

The OrganizationalEnvironment

The Job’s

Demands

EffectiveSpecificActionand

Behavior



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Range of Performers in a Job

Inferior Average Superior

Threshold

Th l th j b



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Importanceto effectiveperformance

The more complex the jobthe more important the competencies

Job Competency



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What are Competencies?

Knowledge

Skill

Self-concept

Trait

Motive

h



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What are Competencies?

TRAIT

SELF-CONCEPT

SKILL

KNOW-

LEDGE

The Characteristics that make the difference on the job.

MOTIVE



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Essentials steps used to identifycompetencies

Step 1 Nominations of job incumbents by an expert panel.

Step 2 Interview, using data-based interview, of job incumbents.

Step 3 Transcription of the taped interviews, word-for-word.

Step 4 Content analysis of the transcription.

Step 5 Identification and validation of the pattern, practices,

and characteristics identified in the transcripts.Step 6 Definition of the competency indicators.

Step 7 Organization of the competencies into a logical model that isface valid.



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Decision rulesfor assessment criteria



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Key Selection Criteria

The competencies that are essential to job success. Without

these qualities, a candidate could have great difficulty

performing in a team environment.

Management would expect that the candidate has acquired anddemonstrated these characteristics in other job setting.



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Secondary Selection Criteria

The competency that add greater value to how aperson performs, but in their absence will not createdifficulty for a new hire.

Management would expect that the candidate willhave time to acquire or refine these competenciesonce on the job.

He or she can perform in a team environment withthe understanding that a series of competencies willneed to be mastered within a specified timeframe.



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Selection criteria or developmentobjectives

How easy or difficult some of the competencies aretoo develop will effect selection applications.

For example : If a competency is critical to the job but is also easy

to develop, it can be subordinated as a criterion forselection and instead emphasized in training anddevelopment program.

If a competency is critical for performance anddifficult to develop, it should become a criteria for

selection However, development of any competency is

possible if significant or unlimited resources fortraining are available, which is rarely the case.



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Reliability in selection

Selecting for competencies should be integrated with

other selection criteria. A reliable selection procedure

should provide data on the following key factors abouta

job candidate.1. The level of technical proficiency demonstrated by

a candidate.

2. The candidate’s history or track record of pastperformance.

3. The candidate’s motivation to perform.

4. The candidate’s potential to execute in the jobgiven his or her technical skill.



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(1) The level of technical competencydemonstrated

This is a basic requirement for job execution.

The data produced in this assessment can be quantified by

“How to” questions geared to assess a candidate’s content

knowledge and technical expertise.



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(2) The level of technical proficiencydemonstrated by a candidate.

The data about previous job performance can be assessed

and validated through reference checks, resume analysis,

documentation in personnel files, or by soliciting information

from senior management.



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(3) The candidate’s motivation toperform.

The data is produced by simple “yes or no” questioning. For

example, is the person willing to relocate?

What incentives motivate the candidate; money, salary,

career progression, technical challenge, commitment to the

industry or company?

h d d ’ l h



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(4) The candidate’s potential to execute in the job given his or her technical skill.

The data produced in this assessment are the competenciesthe person acquired over the years through job experience,practicing avocations, receiving coaching, or completing aformal education.

The possession of a competency is a predictor of the personbeing able to sue hi or her talent in a job.

The predictions increase in reliability if the competenciespossessed are directly related to the target job.



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Primary competencies

1. Professional self confidence

2. Independent self image

3. Self control

4. Critical thinking

5. Organizational astuteness6. Orientation to socialized power

7. Need for achievement

8. Initiative



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Secondary competencies

9. Systematic problem-solving

10. Calculated risk taking

11. Assessing the team

12. Empowering and motivating others



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Primary Competencies

1. Professional self confidence : Stating opinions openlyand demonstrating a willingness to confront others.

2. Independent self image : Expressing a willingness to

influence, direct or control others; seeing self as a significant

contributor to an organization’s performance.

3. Self control : Facing interpersonal conflict without

arousing it further. Restraining emotions that can aggravate a

situation. Not being critical to others. Recognizing that an

emotional outburst is only a stimulus for a more hostile

response.



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4. Critical thinking : Identifying the criticalfactors that makeup a problem or event.

5. Organizational astuteness :

Understanding how to use informal networks in theorganization to get things done. Taking intoaccount how others are likely to react to pre-determined plans. Maximizing one’s successes atpersuasion by anticipating how diverse groups willreact to a particular argument. Working to win thesupport of key people in the organization.



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6. Orientation to socialized power :Using one’s power and influence to accomplishorganizational goals, not personal aggrandizement.

7. Need for achievement : A concern forsetting and meeting high personal standards of performance, including career mobility as a long-term goal. Finding ways to innovate.

8. Initiative : Taking action to solve problems inthe absence of external pressure to do so.



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Secondary Competencies

9. Systematic problem-solving : Developing outlines orplans with milestones to evaluate the progress of work.Breaking down problems or processes into their componentparts and determining what needs to be done, by whom, andin what order.

10. Calculated risk taking : Taking or allowing others totake initiative based on an assessment of the risk involved;assessing whether given risks are acceptable.

11. Assessing the team : Assessing and verifying the

strengths an limitations of employees or a work-unit.



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Secondary Competencies

12.Empowering and motivating others :Encouraging others to take initiative. Giving people

room to do their jobs. Not micromanaging the work

of others, but trusting that employees can perform.Making others feel important and supporting them

by words and gestures. Giving credit to others to

enhance their motivation or sense of job

satisfaction. Focusing on employees’ strength inorder to seek contributions to the organization’s

goal.



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Structured interviewoutline

St t d i t i tli



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Structured interview outline

1. Introduction

2. Build rapport

3. Explain purpose of the

interview

4. Explain the interview

process5. Clarify the job that is

open

6. Education/training

(Licenses, Certificates)

7. Experience / prior

employment

8. Technical skill questions

9. Job competency questions

10. Address candidate’s concerns

11. Sell job as appropriate12. Outline next step



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1. Introduction Welcome the candidate

Introduce yourself and your role

Give an outline or overview of the interview

2. Build rapport Build rapport by engaging the candidate in small talk

conversation

Establish an open and friendly tone.

3. Explain purpose of the interview Tell candidate that you want to get a clear

picture of his or her strengths an capabilities tohelp decide whether he or she fits therequirements of the position.



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4. Explain the interview process State the amount of time that you expect to spend

in the interview.

Anticipate up to one hour.

State that in the major part of the interview you willask detailed questions about work relatedexperiences that he or she has had. i.e. Candidate’smost recent experience; as well as past experience.

Explain that you will take notes as a way to ensure

that you remember everything that he or she says. Explain the function of the selection team if others

are going to review the candidate.



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5. Clarify the job that is open Describe the major job / responsibilities and any

changes that have occurred since the posting. i.e :

“Given my description of the position we are hiring

for, what are some of the things you believe qualifyyou for this position?”

6. Education/training (Licenses, Certificates) Ask any questions to follow up on the resume that will

help determine the candidate’s level of mastery of technical or specialized knowledge.



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7. Experience / Prior Employment Ask question about candidate’s present job.

I.e. : “What are your duties and responsibilities inyour present job? Does anyone report to you? If so,what are their responsibilities? What do you likemost about your current job? What do you likeleast?” Ask follow up questions for further detail,if desired.

8. Technical skill questions

Insert questions about the task skills required.9. Job competency questions

Use a probing strategy to get at past behaviors.



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10. Address candidate’s concern Ask the candidate if he or she has any questions

11. Sell job as appropriate Explain about the position your are offering, the

job itself, the working environment, facilities and

possible career advancement.

12. Outline next steps Tell the candidate when he or she can expect to

hear about a decision.



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Data-based

Interviewing Technique

Opening Statement



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Opening Statement

Please tell me about a high or low point event (or challenge)

for you during the last year in your job or extracurricularactivities.

A high or low point could consist of a 2-minutes interaction or6-months project. The key is that the event was important (orstands out) for you.

Give me an overview of the situation and the I’ll lead you back

through it in more detail. I really need to understand your role in depth. Therefore, I will

be asking you to describe to me what you thought and felt aswell as what you did.

Since I need to know your role in the situations you describe, if you use the term we, I will ask what you did. Please try to use I whenever possible.

Tell me back to the event ………………

Q ti ll i d i i t i



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Questions normally raised in interview(1-2)

Tell me about your last job, what did you do exactly?

How did you progress in your job?

What did you like about your job?

What is the most interesting activity?

What kind of problem did you encounter in your job?

What did you like best?

What did you like least?

Questions normally raised in



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Questions normally raised ininterview (2-2)

What are some of the things in a job that are important toyou?

What are some of the things that would really bother you?

What are some of the things about that you and your

supervisor disagreed? Why did you leave your job?

What was the best job you have had?

What do you think about professionalism?

Probes (search investigate



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Probes (search, investigate,look into)

What did you do?

What did you do then?

What happened next?

What did you think? What did you say?

What did he say?

What did you see?

What did you feel?

What was the outcome?

Please repeat that conversationfor me.

Tell me more.

Sequence of interview



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Sequence of interviewtechnique

The key event stage of the assessment interview is the mostcritical. The data gathered here was the highest reliabilityand utility for identifying the attributes related to jobperformance and in predicting future performance.

Appropriate questioning technique is more important here than

at any other time in the overall job interview.



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Do the following

1. Provide an outline of what you require :a. Now I would like to talk about key events on your

job.

b. Please think of a time in your current job where you

were satisfied. It was a high point; a situation theturned out well. It is not necessary to start with apositive event, although this is the usual practice.

c. This could be an event or situation which last only

a minute or two, or occurred over months or years.It’s critical that it was something important to you.

Do the following



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Do the following

d. Please walk me through the situation,

and I will need to know the followinginformation and will be asking these

types of questions as something

important to you :• What led you to the situation?

• Who was involved?

• What did you think?

• What did you feel?

• What did you say? In fact, recreate the conversation.

• What were the result?

• Remember, I need to know what you did. If you use “we”, I

will stop and ask you what you actually do.

Do the following



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Do the following

2. If the candidate seems to be having problems

identifying an event, offer to turn off therecorder and wait. During this time you may want

to restate or clarify your requirements.

3. The first time the candidate gives an event, the

detail is almost never sufficient for yourpurposes. Allow the individual a few minutes to

give you an overview of what happened.

Do the following



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Do the following

Then say the following :

“That is the type of situation I am looking for. However, I need it in much more detail.”

At that point, start your probes. In other words, ask

such Questions as :o What led up to the conversation?

o Who was involved?

o What was said and done?

o What was the outcome?

Do the following



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Do the following

4. Comments and probes that will help you to

obtain the required details are as follows :o What did you do then?

o What happened next?

o Tell me more about that.

o Please give me more detail about that.o What did you say?

o What did he or she say?

o What did you see?

o What did you thing (were you thinking)?

o What did you feel (were you feeling)?

Do the following



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Do the following

5. To make the transition to the next event say something else :That is the type of information I need. Now I would like to get

information on an event or situation that did not run out toyour liking. It was a low point; caused you problems; left you

frustrated ; was not satisfying.

Please walk me through that situation.

Follow the same procedures here as you did with the first event.

6. It is preferable to alternate positive and negative events so that theperson does not get into a particular set. The purpose for gettingboth types of events is that it is necessary to see the person’sbehavior in as broad a job context as possible. It should be notedthat a negative event may contain the attributes required to do asuperior job.

7. At the beginning of the first or second event, note as many of eachtype of event (positive or negative) you would like to get. Howmany events you actually obtain will depend on the following :

Do the following



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Do the following

A. The objective of interview.

B. The amount of time available.C. The number of events that the interviewee can recall.

D. The length of each events . In some cases one long

event may provide you with as much or better data

than three or four small events. You must use your ownjudgment as to whether sufficient information and

detail has been obtained.



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Overcoming problems ininterviewing

1 If the person insists on using we



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1. If the person insists on using we

Break in repeatedly and ask them to use I. Hold up your hand as signal that they have used we.

After the event, ask the person if the term we applied to what

he or she actually did in the event.

2. If they can’t think of an event



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2. If they can t think of an event(high or low)

From the resume, identify what appears to be the areas of probing.

Look for signs of emotional involvement in their descriptions of

their job. Probe in this area.

Ask if they have accomplishments of which they have either

complained or bragged (show off) about to others.

3 If th ti t b d ifti



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3. If the conversation seems to be drifting orthere is a lack of significance, e.g. if the event

is too task related.

Ask the person if he is talking about something that is of

significance.

Push for conversations.

Stay away from HOW or WHY questions as they foster

generalization and task descriptions rather than personal

involvement in an event.

4. If specific questions are necessary,



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p q y,be sure they are open-ended.

Correct : Tell me more about what you did in that situation.

Incorrect : When that happened, did you tell him he was

wrong?

5 If you want greater detail ask questions only



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5. If you want greater detail, ask questions onlyabout behaviors that actually occurred.

Correct :

What did you do (think, feel)?

What did you do then (next)?

Tell me more about what you did (were doing, were thinking,

were feeling).

Incorrect :

What do you do (think, feel)?

6. If you are asking leading questions, they are



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not appropriate except when asking preparedquestions.

Correct :

What did you feel when that happened?

Incorrect :

Did you feel that she was doing the right thing at that time?



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7. If the candidate seems quiet, allow him or herto formulate a response. Be patient. Silencein effective tool for stimulating a response inthe candidate. It also places the burden forproviding data on the candidate.



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8. If you are fumbling (mishandle) with paper, keep inmind that extensive notes are not required during theinterview itself. But, consolidate your observationsand conclusions immediately following the interview.



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Trouble-shooting yourinterviewing technique



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Depending on the interviewee, the ease of the interviewwill vary greatly from case to case.

Problems arise if the interviewee is anxious about the

interview itself. Much of that anxiety can be reducedby good preparation before you arrive.

Take time to insure that the arrangements and your

purpose are very clear. These actions will go a long wayin making the process flow smoothly.

Below is a list of problems you may face and theirpotential solutions.



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A. Interviewee is very anxious

1. Clarify your objective, how the process will be conducted,and why this person was chosen for the interview.

2. Probe the reasons for the nervousness. Respondappropriately.

3. Give the interviewee some control in the situation, e.g. tellthe interviewee that you are happy to take a break at anypoint that would like to, etc.

4. Reiterate how the data will be handled, i.e. issues aboutconfidentiality.

B Interviewee can not remember key



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B. Interviewee can not remember keyevents

1. Lock the instances where the interviewee was particularlysatisfied in a previous job. Use these as sign-posts that can bereflected back to the interviewee concerning potential keyevents.

2. If the interviewee is really stuck, find out what he or she feels is

really important about the job. Let him or her talk freely aboutit. Take good notes there and identify particular areas that youcould reflect back to the interviewee as potential sources for keyevents.

3. Give the person time to think about it. Let him or her tell youwhen he or she is ready.

B I t i t b k t



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B. Interviewee can not remember key events (continued)

4. Ask the interviewee what sort of job related things he or shetalked to others about. What types of things has he or shebrought home. Were there any things that the intervieweebragged or complained about to others.

5. At a last resort, give an example of an event. The caution

here is that you do not want to give an event that leads theinterviewee to believing that specific content of what yousaid, as opposed to process, is what you are interested in.

C. You are doing all the talking. You are



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. g g.asking question after question

1. Insure that you questions are open-ended. Besure they cannot be answered with a yes or abrief answer.

2. Use silence. Wait out the interviewee.

3. Keep your questions to a very brief number of words. Use phrases such as :

o Who did that?

o What happened next / then?

o What did you think / feel?o What did you see?

D. Interviewee is not focused; jumps



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; j paround a lot; is too vague; provides toolittle detail.

1. Keep the individual on track. Restate your objectives.

2. Remind the individual that you want a detailed story, a

history. You want information from start to finish. Push for

dialogue.

3. Ask for specific examples.



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E. Interviewee uses “we” all the time

1. Stop the interviewee and remind him or her that u need to

know what they did.

2. Ask him or her directly what he or she did.

3. Ask what “we” means in that situation.

4. Use some type of signal to remind the person that he or she

has used ”we”. For example, it is often useful to hold up

your hand as a stop sign. After talking about it and doing it a

few times, the behavior will be trained in.



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F. It is difficult to identify themes

1. Be sure you get an overview of the key event before you

start probing. You may be probing too early and therefore,

the interviewee and you lost track of what is important in

the situation.

G Interviewee is not focused enough in



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G. Interviewee is not focused enough interms of relevant material

1. Continue to remind the person that you are interested only in

what is important to hem or her. You are not interested in

details that are of little relevance to the interviewee.

2. Ask the person if what they are relating was significant.



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H. Not receiving enough detail

1. Show down the interviewee. Do not allow him or her to talktoo fast or to make leaps.

2. Do not make any assumptions whatsoever as to what thecauses for behavior are. Probe.

3. Be sure to ask what the person was thinking and feeling,

particularly before a significant interaction took place.4. Admit the problem to the interviewee and ask for assistance.You can say to the interviewee that you are not getting thedetail and ask if there is any way that they could assist inproviding you with more detail.

I. You receive generalized highs and lows



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that do not shoe a real involvement on theinterviewee’s part

1. You may accept these, but if after probing, the intervieweedoes not seem to have that much investment in the event, donot probe any further; move on and look for a more significantevent.

J. The interviewee gives you a lot of



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g yhypothetical responses, i.e. how they usuallydo things, would normally do things

1. Push for specific examples in the work environment wherethese types of concepts have been applied. Do not accept

these responses without factual examples ; they provide noreliable or useful data.

Improvement plan



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Check √ Problem list Suggestions

for improvement

------------ Purpose of key events stage not stated clearly

------------ Help problems helping the interviewee identify key events

------------ Close questions

------------ Leading questions

------------ Questions / probed too long

------------ Talked too much

------------ Probed (search, investigate, look into) too soon

------------ Allowed interviewee to drift or be vague.

------------ Spent too little time (not enough relevant detail)

------------ Spent too much time (too much irrelevant detail)

------------ Did not get entire event (what led up to it, what occurred, the

outcome)

------------ Allowed hypothetical / non-factual responses

------------ Allowed the use of “we”

------------ Other problems (please list)



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Summary of things toremember while

interviewing



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Open the Interview

Greet the applicant by giving your name andposition.

Build rapport by asking “warm-up” questionsto put the applicant at ease.

Review the purposes of the interview :o To acquaint the interviewer with the applicant’s

job skills

o

To help the organization make a fair decisiono To help the applicant understand the organization

/ position.



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Open the Interview

Describe the interview process ;o Interviewer will ask questions about past jobs and

experiences in order to make fair assessment of how wellapplicant’s abilities meet job requirements.

o Greet the applicant by giving your name and position.o Applicant will have an opportunity to ask questions.

o Interviewer will be taking notes.

k d d



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Ask open-ended questions

The candidate needs to do most of the talking in the interview. Byasking open-ended questions (those that require elaboration),you will give the candidate an opportunity to provide you withinformation for rating his or her skills.

Be sure that your open-ended questions get candidate to focus

on describing a past experience.

Get specific examples



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Expect the applicant to respond with general statements at first,even though your questions ask for a specific example. Follow upeach general answer with a request for a more specific answer.

Example :Interviewer : “We all have to deal with difficult people from time to

time. Give me an example of your skills in dealing with a difficult

person”. Applicant : “I have good communication skills and, therefore, rarelyhave any problem in dealing with people”.

Interviewer : “How do you know you have good skills? Give me anexample”.

Applicant : “Well, my co-workers all tell me I am easy to talk to and

work with”. Interviewer : “That’s good. Now, share with me an experience you

have had when things were difficult between you and anotherworker and tell me how you handled it”.

All il



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Allow silence

It takes time for an applicant to recall examples from the past.Do not interrupt while the applicant is searching his or hermemory, you may cause the example to be lost.

Use the time to record notes or develop a follow-up question.

P b f b h i l d il



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Probe for behavioral detail

Often, simply asking for an example is insufficient to

get all the detail that you need to establish a

candidate’s true capabilities. Follow-up with probes

such as :

What were you trying to accomplish?

What were you thinking about?

Then what did you do? Say? Think?

The way you get at how people approach job tasks,their motivations and problem-solving skills is to use :

“What were you thinking?” probes.

Seek evidence about first



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impressions for “gut feelings”

Look for additional evidence as a way of testing your “gutfeeling”. If you are getting a one–sided impression of thecandidate (either positive or negative) be attentive to contraryevidence.

When people from first impressions, their tendency is to payclosest attention to information that confirms those

impressions. Because no one is either all good or all bad, listencarefully for counter-evidence. Keep an open mind, sk foradditional examples of behavior

Take notes



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Recording brief comments and important facts as the candidate

responds to your questions will be critical in helping you rate thecandidate on the basis of facts, rather that “gut feeling”. The noteswill help you avoid confusing the candidate’s responses. Specially :

o Don’t rely on your memory.

o Note key words and phrases used by the candidate.

o Listen for answers directly related to the critical skills and record.o Note direct quotes as much as possible, mark with quotations (“ ”).

o Keep your comments or conclusions separate from what thecandidate said.

Use planned questions to keepl



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control

With planned questions the interviewer can keep

the interview on track and be sure that he or she

asks questions about all critical job skills.

S t ti li t k



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Set timelines to keep pace

Set timeless or guides for each part of the

interview. Be sure to schedule time at the end of

the interview to evaluate and rate the applicant.

The following is an example of a timing sequence

that might be used for a sixty minute interview.



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5 minutes Introduction Rapport Building

5 minutes Purpose/Process

3 minutes Describe Open Position

40 minutes Interview Questions

10 minutes Answer applicant’s questions and end

interview

K th li t t k



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Keep the applicant on track

It is easy for the applicant to get side-tracked, off the topic, orgive long-winded answer that really do not address the question.It is the interview’s responsibility to keep the applicant on track.The following examples should help you do this tactfully.

Interrupt and redirect : i.e. “Pardon me for interrupting, but you mention working with

fork lift. I’d like to spend more time talking about that. Tell meabout …..

“Excuse me – what you’re saying is very interesting, but wereally need to get back to the original question, which was …..”

If the applicant does not provide a sufficient pause so that youcan redirect the conversation, start talking right along with himor her. He or she will stop.

Move to another area of ti i



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questioning

When you feel you have gained enough informationto help you evaluate the applicant’s ability to

perform a specific skill, quickly move theconversation to another topic.

i.e. “Your answers regarding your experience working with

_____ have been very informative. Now let’s move on so I

can learn about your experience with ________.”

Give the applicant an opportunityt k ti



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to ask questions

An applicant that is sincerely interested with the jobwill be prepared with questions. Give him or her anopportunity to ask ; if you do not know the answer,say so.

Question about salary/wages, benefits and timeframe for the selection decision should be deferredto the employment representative.

Focus on specific facts andi f ti t t d t il



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information to set detail

Your goal is to obtain as much specific informationas you can about the applicant to perform the criticalskills. Keep the applicant focused on the facts – don’t settle for general information.

Ask for example :

“Give me an example of your experience using ________

equipment”.



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Clarify the question :

Sometimes applicants are unsure of the question and,therefore, respond with a general statement. If you thinkthe applicant has understood, rephrase the question.

As to follow-up question :

Follow up questions can be very effective in helping youobtain specific information. Use a follow-up question togain more information about a point the applicants made

when responding to the original question. Only use follow-up questions when it will help you obtain additionalinformation about the applicant’s skills.



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Show encouragement :

Showing encouragement by nodding or smiling will help anervous applicant feel more comfortable and communicatefacts and information more freely.

Reinforce specific answers : This helps the applicant understand that you are looking for

a specific examples of past behavior. Once the applicantunderstands the kind of answer you are looking for, the

interview will be much more productive. i.e. “Thanks for being so specific. That’s just the kind of

information I need”.

End the interview



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End the interview

End the interview by thanking the applicantand letting him or her know the next step inthe process.

This should be done when all your plannedquestions have been answered and theapplicant has had an opportunity to askquestions.

In summary try to In summary not to



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In summary, try to ……….. In summary not to …….

ask clarifying questions. accept generalization.

reward the interviewee for providinginformation you need.

let too much time pass when you are notgetting specific information.

stay with one situation. allow the interviewee to change the topic

until you have a complete event.

get a complete picture of the job as

preferred by the interviewee.

test out your ideas about what the job is,

or how it should be done.

elicit very detailed behavioral descriptions

of how the person does the job.

ask leading questions or cross-examine the

interviewee.

let the interview flow as long as the

interviewee is “on-track.”

summarize, paraphrase, or leap to

conclusions.

fill the gaps in the narrative by elicitingthe needed data from the interviewee.

assume you know what is happening, orwho is involved, unless this has been

specifically stated by the interviewee.

take complete notes so that you could, if

necessary, reconstruct the interview from

notes alone.

rely on a tape recorder. it could fail.



Thank youfor your attention.

5 advanced interview technique

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