Intensive Course Human Resources Development Management Advanced Employment Interview Technique

Data-based Interviewing for Selection

Delivered by : Asfar Arief MBA Senior Practitioner & Consultant HRDM

This training material was prepared based on seminar delivered by Prof. Thomas Perez, Ph.D. of Harvard University.

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 for effective and efficient recruitment process.

Data gathered from the interview can be used for :

1. 2. 3. 4. 5. 6. 7. Selection Promotion Performance Appraisal Debriefing critical work incidents Job task analysis Research to create behavioral models Identifying behaviors required to accomplish specific job tasks 8. Designing a professional development program 9. Organizational analysis 10. General datagathering for planning purposes
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Errors in the interview

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Data collection Data recording Hypothetical data Leading questions First impressions Personal preference Assigning causes Hallo Comparison Lumping in the middle

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.

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.

3. Hypothetical data

Hypothetical questions are asked in typical interview. For example, a person is asked, What would you do in a situation?, rather than, What did you do in a situation?. When people are asked to state what they usually do in a situation, they give a response which does not reflect what they actually do in that situation. Instead the interviewee tends to describe what he or she thinks the interviewer want to hear, or what is 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.

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 and thorough data-collection. First, more weight is given to feelings than facts. Second, interviewers tend to like people who are similar to them. This leads to assumptions about the interviewee which are not confirmed by data. Third, prior experiences or training of the interviewee establishes biases in terms of what the interviewee seeks and value.

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7. Assigning causes

In the absence of data, an interviewer attributes motives to the interviewee. In other words, if the interviewee does not provide factual or logical reasons for either hypothetical or actual behaviors, the interviewer assigns a reason to explain the behavior. One of the errors which occurs when motive are attributed to the interviewee is stereotyping. Based on a small amount of data, the interviewer infers reasons to explain a persons behavior and makes 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 interviewer uses another person as a norm for comparison with the interviewee, rather than using facts and preestablished external norms to appraise him or her. If the impression the interviewer had of one person was very, very good. The second person suffers in comparison suffers in comparison, regardless of the data.

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10. Lumping (combine) in the middle

The interviewer who is unable to get factual information about a persons 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 argument against using the interview as a method for gaining reliable data about individuals for any purpose. When compared to performance testing or assessment center techniques, the typical interview does not stand up well in terms of the benefits gained for the cost put in the interviewing process. However, this need not to be the case. The following information on the Data-Based Interviewing (DBI) technique demonstrates how interviewing can provide information which is reliable, valid, and predictive of future performance. This shows the importance of effective employment interview.

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Course objectives
1. 2. 3. To master in interviewing method that allows the candidate the opportunity to demonstrate specific job competencies. To validate the competencies to be used as assessment criteria in this organization. To accurately recognize the job competencies used as selection criteria. To practice the assessment skills necessary to identify the strengths and limitations of a job candidate; to assess a candidates job-to-person fit.

4.

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Expectations and Questions

1. Write your expectations for this session. Write your questions and concerns. . Write your suggestions on how the sessions planned agenda can be met.
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2.

3.

The interviewers role

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Job-to-person fit
CANDIDATE Competencies Possessed

FIT

JOB Competencies Required

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Interviewers job
Major goals 1. 2. 3. Major tasks 1. 2. 3. Basic skills 1. 2. 3. Advance skills 1. 2. 3.

4.

4.

4.

4.

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Basics of Structured Interviewing

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Management assesses needs

Job is profiled Recruitment strategies Applicants respond to recruitment

Applicants are interviewed initially for job-to-person fit

OVERVIEW
Data from interview is evaluated

Qualified applicants for job are assessed by structured interview and field observation

The basics of structured interviewing

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DECISION

The basics of structured interviewing

What 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 selection criteria. Get a clearer picture of whats 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 candidates resume, job history, rate history, and discrepancies.
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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 description

Job task

Job competencies

Key selection criteria : Education Experience Technical skill Competencies Interview questions Interview for competencies

Integrate and evaluate the data collected

DECISION

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Equal Employment Opportunity : Legal Issues in Employment

There are many equal employment opportunity laws and regulations. Most of these laws and regulations affects individuals who interview or deal with job candidates. The fundamentals underlying what is or is not a legal question are : 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 the candidate belongs to a particular protected class a group that is protected by law from unfair treatment.

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Questions about the following qualities 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 Exercise

Determine whether the questions asked are acceptable (may be asked of an applicant) or unacceptable during an interview. Place a check mark () in the appropriate column.
Questions
1 2 3 How old are you? Have you ever been convicted of a crime? Assuming we do everything we can to adapt the job to your situation, do you have any impairments, physical, mental or medical, which would interfere with your ability to perform the job which you applied? Do you have a little children at home? Frankly, this is a Catholic organization. Do you think you would have any difficulty fitting in here? Do you wish to be addressed as Mrs., Miss, or Ms.? Where were you born? Im going to need a copy of your birth certificate with this application. Im sure thats all right with you. Have you worked for this company under a different name? Do you have any relatives employed by the company? Acceptable / Unacceptable

Un-acceptable

Acceptable
Acceptable Un-acceptable

4 5 6 7 8 9 10

Un-acceptable
Un-acceptable Un-acceptable Un-acceptable Acceptable Acceptable
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Legal Questions Exercise (continued)

Determine whether the questions asked are acceptable (may be asked of an applicant) or unacceptable during an interview. Place a check mark () in the appropriate column.
Questions
11 12 13 14 15 16 17 18 19 20 Are you expecting? Do you hope to increase your family within the next two or three years? Would you available for overtime work on Saturdays and Sundays? Are you married? What are the ages of your children? If you are not a US citizen, do you have a visa that will allow you to work in the US? Did you have any experience in the military relative to inspection? Who will take care of your children while you are working? What would you do if your husband got a job in another state? Who suggested that you apply for a position here? Your regular work day would be 12 noon to 8 p.m. Saturday through Wednesday. Would this cause any conflicts for you? Acceptable / Unacceptable

Un-acceptable Acceptable Un-acceptable Un-acceptable Acceptable Acceptable Un-acceptable

Un-acceptable Acceptable
Acceptable Un-acceptable
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What an unusual name you have. Wheres it from?

Answers
Questions
1 2 3 Rationale : Age discrimination : One can ask an applicants age if it is an occupational qualification (BFOQ). Rationale : This question appears on most current job application. 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 to perform the job for which you applied? Rationale : the current job application has a certification statement which applicants sign 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.

Acceptable / Unacceptable

Un-acceptable Acceptable

Acceptable

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.
Rationale : Religion discrimination No inquiries concerning applicants religious denomination, religious affiliations, church, parish, pastor or religious holidays observed are acceptable. 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

Un-acceptable

Un-acceptable
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Answers
Questions
7 Rationale : National Origin Discrimination Any attempt to determine applicants nationality, lineage, ancestry, national origin, descent or parentage is illegal. 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. 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. Rationale : It Is legal to ask the names of applicants relatives already employed by this company if it is asked to avoid placing relatives where one supervises the other. 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.. Rationale : It may be necessary for an employer to have this information Acceptable / Unacceptable

Un-acceptable

Un-acceptable

Acceptable Acceptable
Un-acceptable

10

11

12

Acceptable
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Answers
Questions
13 Rationale : Sex Discrimination. This is usually sex discrimination because it is rarely asked of men. It is not job related. Rationale : Children care problems. Specific inquiries concerning spouse, spouses 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 more prone to absenteeism or turnover, but actual studies show that in total employment, there is little difference in absentee rates of men and women. 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 understand that if hired, they will be required to submit proof citizenship or alien status. Rationale : Questions about military experience or training are permissible, but not questions about the applicants general military service. The current job application provides for information from the applicant relative to military service. Acceptable / Unacceptable

Un-acceptable

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Un-acceptable

15

Acceptable

16

Acceptable

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Answers
Questions
17 Rationale : Child care problems discrimination. An employer can ask this question of both sexes or neither. 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?. Acceptable / Un-acceptable

Un-acceptable

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Un-acceptable

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. Rationale : You are stating facts of the job and merely asking if this work schedule would cause conflicts. Rationale : National Origin Discrimination. Inquiries about the name which would show the applicants lineage, ancestry, national origin or descent are unlawful.

Acceptable

20

Acceptable

21

Un-acceptable
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Assessing Competencies

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What is a Key Job?

A Job that integrate .

The Individuals Competencies

Effective Specific Action and Behavior

The Jobs Demands

The Organizational Environment

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Range of Performers in a Job

Threshold

Inferior

Average

Superior
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The more complex the job the more important the competencies

Importance to effective performance

Job Competency

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What are Competencies?

Knowledge Skill Self-concept Trait Motive

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What are Competencies?

KNOWLEDGE

SKILL

SELFCON CEPT

TRAIT

MOTIVE

The Characteristics that make the difference on the job.

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Essentials steps used to identify competencies

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Nominations of job incumbents by an expert panel. Interview, using data-based interview, of job incumbents. Transcription of the taped interviews, word-for-word. Content analysis of the transcription. Identification and validation of the pattern, practices, and characteristics identified in the transcripts. Definition of the competency indicators. Organization of the competencies into a logical model that is face valid.
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Decision rules for 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 and demonstrated these characteristics in other job setting.

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Secondary Selection Criteria

The competency that add greater value to how a person performs, but in their absence will not create difficulty for a new hire. Management would expect that the candidate will have time to acquire or refine these competencies once on the job. He or she can perform in a team environment with the understanding that a series of competencies will need to be mastered within a specified timeframe.
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Selection criteria or development objectives

How easy or difficult some of the competencies are too 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 for selection and instead emphasized in training and development program. If a competency is critical for performance and difficult to develop, it should become a criteria for selection However, development of any competency is possible if significant or unlimited resources for training 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 about a job candidate. 1. The level of technical proficiency demonstrated by a candidate. 2. The candidates history or track record of past performance. 3. The candidates motivation to perform. 4. The candidates potential to execute in the job given his or her technical skill.
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(1) The level of technical competency demonstrated

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 candidates content knowledge and technical expertise.

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(2) The level of technical proficiency demonstrated 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 candidates motivation to perform.

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?

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(4) The candidates potential to execute in the job given his or her technical skill.
The data produced in this assessment are the competencies the person acquired over the years through job experience, practicing avocations, receiving coaching, or completing a formal education. The possession of a competency is a predictor of the person being able to sue hi or her talent in a job. The predictions increase in reliability if the competencies possessed are directly related to the target job.

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Primary competencies
1. 2. 3. 4. 5. 6. 7. 8. Professional self confidence Independent self image Self control Critical thinking Organizational astuteness Orientation to socialized power Need for achievement Initiative

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Secondary competencies
9. 10. 11. 12. Systematic problem-solving Calculated risk taking Assessing the team Empowering and motivating others

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Primary Competencies
1. Professional self confidence : Stating opinions openly
and 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 organizations 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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Primary Competencies
4. Critical thinking :
Identifying the critical factors that makeup a problem or event. Understanding how to use informal networks in the organization to get things done. Taking into account how others are likely to react to predetermined plans. Maximizing ones successes at persuasion by anticipating how diverse groups will react to a particular argument. Working to win the support of key people in the organization.

5. Organizational astuteness :

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Primary Competencies
6. Orientation to socialized power : 7. Need for achievement :
Using ones power and influence to accomplish organizational goals, not personal aggrandizement. A concern for setting and meeting high personal standards of performance, including career mobility as a longterm goal. Finding ways to innovate. the absence of external pressure to do so.

8. Initiative : Taking action to solve problems in

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Secondary Competencies
9. Systematic problem-solving : Developing outlines or
plans with milestones to evaluate the progress of work. Breaking down problems or processes into their component parts and determining what needs to be done, by whom, and in what order. take initiative based on an assessment of the risk involved; assessing whether given risks are acceptable. strengths an limitations of employees or a work-unit.

10. Calculated risk taking : Taking or allowing others to 11. Assessing the team : Assessing and verifying the

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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 in order to seek contributions to the organizations goal.
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Structured interview outline

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Structured interview outline

1. 2. 3. 4. 5. 6. Introduction Build rapport Explain purpose of the interview Explain the interview process Clarify the job that is open Education/training (Licenses, Certificates) 7. Experience / prior employment 8. Technical skill questions 9. Job competency questions 10. Address candidates concerns 11. Sell job as appropriate 12. Outline next step

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Structured interview outline

1. Introduction

Welcome the candidate Introduce yourself and your role Give an outline or overview of the interview Build rapport by engaging the candidate in small talk conversation Establish an open and friendly tone.

2. Build rapport

3. Explain purpose of the interview

Tell candidate that you want to get a clear picture of his or her strengths an capabilities to help decide whether he or she fits the requirements of the position.
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Structured interview outline

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 will ask detailed questions about work related experiences that he or she has had. i.e. Candidates most 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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Structured interview outline

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 qualify you for this position?
Ask any questions to follow up on the resume that will help determine the candidates level of mastery of technical or specialized knowledge.

6. Education/training (Licenses, Certificates)

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Structured interview outline

7. Experience / Prior Employment

Ask question about candidates present job. I.e. : What are your duties and responsibilities in your present job? Does anyone report to you? If so, what are their responsibilities? What do you like most about your current job? What do you like least? Ask follow up questions for further detail, if desired.
Insert questions about the task skills required. Use a probing strategy to get at past behaviors.
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8. Technical skill questions

9. Job competency questions

Structured interview outline

10. Address candidates concern

Ask the candidate if he or she has any questions Explain about the position your are offering, the job itself, the working environment, facilities and possible career advancement. Tell the candidate when he or she can expect to hear about a decision.

11. Sell job as appropriate

12. Outline next steps

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Data-based Interviewing Technique

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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 extracurricular activities. A high or low point could consist of a 2-minutes interaction or 6-months project. The key is that the event was important (or stands out) for you. Give me an overview of the situation and the Ill 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 as well 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

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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?

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Questions normally raised in interview (2-2)

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

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Probes (search, investigate, look into)

What What What What What What did you do? did you do then? happened next? did you think? did you say? did he say? What did you see? What did you feel? What was the outcome? Please repeat that conversation for me. Tell me more.

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Sequence of interview technique

The key event stage of the assessment interview is the most critical. The data gathered here was the highest reliability and utility for identifying the attributes related to job performance 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.
b.

c.

Now I would like to talk about key events on your job. Please think of a time in your current job where you were satisfied. It was a high point; a situation the turned out well. It is not necessary to start with a positive event, although this is the usual practice. This could be an event or situation which last only a minute or two, or occurred over months or years. Its critical that it was something important to you.

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Do the following
d. Please walk me through the situation, and I will need to know the following information 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.

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Do the following
2. If the candidate seems to be having problems identifying an event, offer to turn off the recorder 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 your purposes. Allow the individual a few minutes to give you an overview of what happened.

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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?

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Do the following
4. Comments and probes that will help you to obtain the required details are as follows :
o
o o o

o
o o o

What did you do then? What happened next? Tell me more about that. Please give me more detail about that. What did you say? What did he or she say? What did you see? What did you thing (were you thinking)? What did you feel (were you feeling)?

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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 to your 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.

7.

It is preferable to alternate positive and negative events so that the person does not get into a particular set. The purpose for getting both types of events is that it is necessary to see the persons behavior in as broad a job context as possible. It should be noted that a negative event may contain the attributes required to do a superior job. At the beginning of the first or second event, note as many of each type of event (positive or negative) you would like to get. How many events you actually obtain will depend on the following :

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Do the following
A. B. C. D.

The objective of interview. The amount of time available. The number of events that the interviewee can recall. 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 own judgment as to whether sufficient information and detail has been obtained.

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Overcoming problems in interviewing

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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.

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2. If they cant 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.

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3. If the conversation seems to be drifting or there 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.

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4. If specific questions are necessary, 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?

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5. If you want greater detail, ask questions only about 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)?

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6. If you are asking leading questions, they are not appropriate except when asking prepared questions.
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 her to formulate a response. Be patient. Silence in effective tool for stimulating a response in the candidate. It also places the burden for providing data on the candidate.

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8.

If you are fumbling (mishandle) with paper, keep in mind that extensive notes are not required during the interview itself. But, consolidate your observations and conclusions immediately following the interview.

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Trouble-shooting your interviewing technique

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Depending on the interviewee, the ease of the interview will vary greatly from case to case. Problems arise if the interviewee is anxious about the interview itself. Much of that anxiety can be reduced by good preparation before you arrive. Take time to insure that the arrangements and your purpose are very clear. These actions will go a long way in making the process flow smoothly. Below is a list of problems you may face and their potential solutions.

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A. Interviewee is very anxious

1.
2. 3. 4.

Clarify your objective, how the process will be conducted, and why this person was chosen for the interview. Probe the reasons for the nervousness. Respond appropriately. Give the interviewee some control in the situation, e.g. tell the interviewee that you are happy to take a break at any point that would like to, etc. Reiterate how the data will be handled, i.e. issues about confidentiality.

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B. Interviewee can not remember key events

1. Lock the instances where the interviewee was particularly satisfied in a previous job. Use these as sign-posts that can be reflected back to the interviewee concerning potential key events. 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 about it. Take good notes there and identify particular areas that you could reflect back to the interviewee as potential sources for key events. Give the person time to think about it. Let him or her tell you when he or she is ready.

2.

3.

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B. Interviewee can not remember key events

(continued)

4.

5.

Ask the interviewee what sort of job related things he or she talked to others about. What types of things has he or she brought home. Were there any things that the interviewee bragged or complained about to others. 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 the interviewee to believing that specific content of what you said, as opposed to process, is what you are interested in.

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C. You are doing all the talking. You are asking question after question
1. Insure that you questions are open-ended. Be sure they cannot be answered with a yes or a brief answer. 2. Use silence. Wait out the interviewee. 3. Keep your questions to a very brief number of words. Use phrases such as :
o
o o o

Who did that? What happened next / then? What did you think / feel? What did you see?

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D. Interviewee is not focused; jumps around a lot; is too vague; provides too little detail.
1. 2. Keep the individual on track. Restate your objectives. Remind the individual that you want a detailed story, a history. You want information from start to finish. Push for dialogue. Ask for specific examples.

3.

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E. Interviewee uses we all the time

1. 2. 3. 4. Stop the interviewee and remind him or her that u need to know what they did. Ask him or her directly what he or she did. Ask what we means in that situation. 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.

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G. Interviewee is not focused enough in terms 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. Ask the person if what they are relating was significant.

2.

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H. Not receiving enough detail

1. 2. 3. 4. Show down the interviewee. Do not allow him or her to talk too fast or to make leaps. Do not make any assumptions whatsoever as to what the causes for behavior are. Probe. Be sure to ask what the person was thinking and feeling, particularly before a significant interaction took place. Admit the problem to the interviewee and ask for assistance. You can say to the interviewee that you are not getting the detail and ask if there is any way that they could assist in providing you with more detail.

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I. You receive generalized highs and lows that do not shoe a real involvement on the interviewees part

1.

You may accept these, but if after probing, the interviewee does not seem to have that much investment in the event, do not probe any further; move on and look for a more significant event.

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J. The interviewee gives you a lot of hypothetical responses, i.e. how they usually do things, would normally do things

1.

Push for specific examples in the work environment where these types of concepts have been applied. Do not accept these responses without factual examples ; they provide no reliable or useful data.

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Improvement plan
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 to remember while interviewing

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Open the Interview

Greet the applicant by giving your name and position. Build rapport by asking warm-up questions to put the applicant at ease. Review the purposes of the interview :
o o

To acquaint the interviewer with the applicants job skills To help the organization make a fair decision To help the applicant understand the organization / position.
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Open the Interview

Describe the interview process ;
o

o o o

Interviewer will ask questions about past jobs and experiences in order to make fair assessment of how well applicants abilities meet job requirements. Greet the applicant by giving your name and position. Applicant will have an opportunity to ask questions. Interviewer will be taking notes.

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Ask open-ended questions

The candidate needs to do most of the talking in the interview. By asking open-ended questions (those that require elaboration), you will give the candidate an opportunity to provide you with information for rating his or her skills. Be sure that your open-ended questions get candidate to focus on describing a past experience.

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Get specific examples

Expect the applicant to respond with general statements at first, even though your questions ask for a specific example. Follow up each 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, rarely have any problem in dealing with people. Interviewer : How do you know you have good skills? Give me an example. Applicant : Well, my co-workers all tell me I am easy to talk to and work with. Interviewer : Thats good. Now, share with me an experience you have had when things were difficult between you and another worker and tell me how you handled it.
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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 her memory, you may cause the example to be lost. Use the time to record notes or develop a follow-up question.

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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 candidates 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.
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Seek evidence about first impressions for gut feelings

Look for additional evidence as a way of testing your gut feeling. If you are getting a onesided impression of the candidate (either positive or negative) be attentive to contrary evidence. When people from first impressions, their tendency is to pay closest attention to information that confirms those impressions. Because no one is either all good or all bad, listen carefully for counter-evidence. Keep an open mind, sk for additional examples of behavior

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Take notes
Recording brief comments and important facts as the candidate responds to your questions will be critical in helping you rate the candidate on the basis of facts, rather that gut feeling. The notes will help you avoid confusing the candidates responses. Specially : o Dont 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 the candidate said.

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Use planned questions to keep 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.

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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 5 minutes

Introduction Rapport Building Purpose/Process

3 minutes
40 minutes 10 minutes

Describe Open Position

Interview Questions Answer applicants questions and end interview

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Keep the applicant on track

It is easy for the applicant to get side-tracked, off the topic, or give long-winded answer that really do not address the question. It is the interviews 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. Id like to spend more time talking about that. Tell me about .. Excuse me what youre saying is very interesting, but we really need to get back to the original question, which was .. If the applicant does not provide a sufficient pause so that you can redirect the conversation, start talking right along with him or her. He or she will stop.

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Move to another area of questioning

When you feel you have gained enough information to help you evaluate the applicants ability to perform a specific skill, quickly move the conversation to another topic.

i.e. Your answers regarding your experience working with _____ have been very informative. Now lets move on so I can learn about your experience with ________.

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Give the applicant an opportunity to ask questions

An applicant that is sincerely interested with the job will be prepared with questions. Give him or her an opportunity to ask ; if you do not know the answer, say so. Question about salary/wages, benefits and time frame for the selection decision should be deferred to the employment representative.

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Focus on specific facts and information to set detail

Your goal is to obtain as much specific information as you can about the applicant to perform the critical skills. Keep the applicant focused on the facts dont 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 think the applicant has understood, rephrase the question.

As to follow-up question :

Follow up questions can be very effective in helping you obtain specific information. Use a follow-up question to gain more information about a point the applicants made when responding to the original question. Only use followup questions when it will help you obtain additional information about the applicants skills.
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 Show encouragement :

Showing encouragement by nodding or smiling will help a nervous applicant feel more comfortable and communicate facts 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 applicant understands the kind of answer you are looking for, the interview will be much more productive. i.e. Thanks for being so specific. Thats just the kind of information I need.
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End the interview

End the interview by thanking the applicant and letting him or her know the next step in the process. This should be done when all your planned questions have been answered and the applicant has had an opportunity to ask questions.

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In summary, try to ..
ask clarifying questions. reward the interviewee for providing information you need.

In summary not to .
accept generalization. let too much time pass when you are not getting specific information.

stay with one situation.

get a complete picture of the job as preferred by the interviewee. elicit very detailed behavioral descriptions of how the person does the job. let the interview flow as long as the interviewee is on-track. fill the gaps in the narrative by eliciting the needed data from the interviewee. take complete notes so that you could, if necessary, reconstruct the interview from notes alone.

allow the interviewee to change the topic until you have a complete event.
test out your ideas about what the job is, or how it should be done. ask leading questions or cross-examine the interviewee. summarize, paraphrase, or leap to conclusions. assume you know what is happening, or who is involved, unless this has been specifically stated by the interviewee. rely on a tape recorder. it could fail.
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Thank you for your attention.

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