Employment Interviewing and Evaluation Form
In addition to providing structure to the interviewing process, this tool is a comprehensive system that focuses on the identification of meaningful past behaviors that are reliable predictors of future performance.
Remember that to use this tool effectively, every question chosen must be related to the job for which the interview is being conducted. Using a question, for example one of the ones in the following tool, that is not job-related, is a dangerous practice.
Planning the selection interview
Know the requirements of the position and the way it supports organizational goals. Be sure you have written or updated the job description so that it is clear what the position entails. Identify which behaviors (see examples below) are most important for success in the position. Prior to the interview, review the resumes of the candidates. In order to prepare, make note of any relevant work experience, academic credentials, or extracurricular activities that are job-related and prepare to discuss them with the candidate. Your questions should focus on how the candidate has performed in past situations.
Preplanning is critical to the successful interview. It allows you to make the best possible use of the short time available. An interview evaluation form is included at the back of the last section for use after the interview. Complete the evaluation immediately after the interview while the information is fresh.
It is important that you conduct yourself as a professional. Try to make the candidate feel comfortable speaking with you so that you can gather meaningful, job- related information. If you are seen as pleasant and approachable, candidates will feel free to ask questions. Long after the name of the interviewer is forgotten, the impression of the company lives on. Make that impression a good one.
Your primary objectives are to obtain information on the candidate, provide information on the position and company, and document the interview. The following format is recommended.
(a) Greet the applicant with a pleasant smile, firm handshake and a casual statement or two.
(b) Outline the interview objectives and structure, i.e., "In the time we have, I would like to..."
2. Gather information
(a) Verify specific information from resume
(b) Verify position you are recruiting for
(c) Elicit information on dimensions using attached interview guide (Be certain to use open-ended questions, how, what, when, etc., and always follow up a yes or no answer with an open-ended question).
(d) If a question is responded to thoroughly, do not feel required to ask more questions on that same dimension. Go ahead to the next dimension.
3. Give information/sell the company
(a) Encourage the candidate to ask questions.
(b) Take this opportunity to sell the position, unit, company, etc.
4. Close
(a) Thank the candidate for his/her attention/interest.
(b) Indicate what the next step will be and the time frame within which it will occur.
5. Evaluation
(a) Complete the evaluation form, noting specific information about the Candidate. Rate the candidate for each of the dimensions you covered in the interview. A simple numerical rating works best.You may not trust your memory to recall the detail of the interview at a later point in time when you are ready to make a decision.
Behaviors demonstrating potential success
Below is a checklist of suggested behavioral competencies that may apply to a particular job, followed by interview questions designed to reveal the extent to which a candidate possesses the particular behaviors considered important in the job. Go through the checklist first to identify the appropriate behaviors that are desired; then choose the corresponding interview questions.
- JOB MOTIVATION. The degree to which activities and responsibilities in the job parallel activities and responsibilities that provide personal satisfaction to the applicant/incumbent.
- WORK STANDARDS. Level of performance standards the individual sets for self, subordinates, others and organization. Degree of tolerance or satisfaction with average performance.
- INITIATIVE. Active attempts to influence events in order to achieve goals; self-starting behaviors rather than passive acceptance. Taking action to achieve goals beyond what is necessarily called for or assigned; originating action. Taking responsibility to self-assess performance and initiate self-development actions.
- TECHNICAL KNOWLEDGE. Level of understanding and ability to use a specific body of information. Ability to understand and analyze data.
- PRACTICAL LEARNING. Assimilating and applying new, job-related information, taking into consideration rate and complexity.
- LEADERSHIP/MANAGING PEOPLE. Past record of using appropriate interpersonal styles and methods in coaching, counseling and guiding individuals, (subordinates, peers, superiors) or groups toward task accomplishment.
- COMMUNICATION/TEAMWORK. The ability to seek and exchange information with peers and others while building or maintaining an open and participative climate. Ability to allow others to lead. Ability to positively influence peers and superiors.
- ANALYSIS. Relating and comparing data from different sources, identifying issues, securing relevant information and identifying relationships in an objective manner.
- PLANNING AND ORGANIZING. Establishing an appropriate course of action for self and/or others to accomplish specific personal, professional or other goals which are measurable and improvement oriented and measuring achievement of those goals.
- DECISION MAKING. Responding to changing situations with alternative courses of action. Deciding to commit to specific actions (including the process of soliciting advice and consulting with others if appropriate) based on logical assumptions and which reflect factual information. Readiness to make decisions, render judgments, and take action.
- ATTENTION TO DETAIL. Ability to focus on each detail of a process at all stages of planning and implementation.
- FLEXIBILITY/ ADAPTABILITY. Demonstrating effective behaviors in varying or changing environments, tasks, responsibilities or interactions with people. Developing alternatives and actions when circumstances change.
- IMPACT/RAPPORT BUILDING Creating a good first impression, commanding attention and respect, showing confidence. Initial and continuing impact. The ability to meet people easily and to be liked by others; to get along well with people and put them at ease; and to quickly build rapport through proactive development of relationships.
- TOLERANCE FOR STRESS. Stability of performance under pressure and/or opposition. Ability to maintain positive behaviors in adverse situations.
- ACADEMIC CREDENTIALS. Possessing degree(s), level of degree(s), related work study, co-op and/or summer experience required for incumbents of the job. Also includes certifications, memberships and other types of credentials required for incumbents.
- WORK EXPERIENCE. Possessing related work, co-op, and/or summer experience required for the job.
- EXTRA CURRICULAR/COMMUNITY ACTIVITIES. Active participation in social, academic and professional clubs, organizations, societies, etc., that have a relationship to the job.
Behavioral interview questions
JOB MOTIVATION
1. Based on your work experiences, what aspects of your past jobs provided the most personal reward?
2. Describe some frustrating experiences you have encountered on the job. How have you handled them?
3. Tell me about the aspects of your job(s) that you have least enjoyed.
4. What do you value most about your work experience?
5. Some people are externally motivated. They enjoy positive feedback and do best when others recognize and reward their efforts. Other people are internally motivated: They thrive on knowing they have done a good job even if no one else mentions it. How would you describe yourself? Give me an example.
6. What has given you the greatest feeling of achievement in the years you have spent in school? Why?
WORK STANDARDS
1. In your past position(s), how do you define "doing a good job?"
2. How do you know when you are doing a good job?
3. What factors do you consider most important in evaluating yourself or your success?
4. Tell me about some times when you were not very pleased with your performance? What did you do about it?
5. When you have missed deadlines, what were the causes?
6. How have you differed from your supervisor in the evaluation of your performance?
7. Describe some times when your supervisor, either formally or informally, talked with you about your performance.
8. Compare and contrast the times when you did work which was above the standard and times your work was below standard.
1. What ways have you found to make your job(s) easier or more rewarding?
2. Describe some ways you changed the job at your previous employment?
3. Can you think of some projects or ideas (not necessarily your own) that were sold, implemented, or carried out successfully primarily because of your efforts?
4. What changes have you tried to implement in your area of responsibility?
5. Describe a situation in which you found your results were not up to plan or your expectation?
6. What did you do to rectify the matter?
7. Give me some examples of your doing more than required in your course or job at your previous employment?
8. Tell me about some projects you generated on your own. What prompted you to begin them?
9. List the new ideas and suggestions you have made to your supervisor (club or campus group) in the last six months. Which were accepted? How did you get them accepted?
10. Have you ever taken action without your supervisor's prior approval? What were the circumstances?
TECHNICAL KNOWLEDGE
1. What kinds of reports have you prepared in your job? What do the reports contain? How often did you have to prepare them?
2. How are/were your analyses/reports used?
3. What are some of the toughest analysis problems you have faced with your job?
4. Are/were your activities in the analysis area increasing, remaining the same or decreasing?
(a) Why?
5. Take me step by step through how you prepared the (report, project) for your unit/department.
6. What information did you use in preparing the (report, project)?
7. What information was lacking?
8. What are the biggest mistakes you have made in analyzing data? How did you discover them?
9. Give me an example of the most complex (assignments, projects, you have had. What was your role? How did it work out?
10. What important changes and trends are taking place in your field? Do you consider them good or bad? Why?
1. How did you learn the technical aspects of your job?
2. What did you have to learn to be effective at your previous employment? How long did that take you? Which parts took the most time? Why? Which parts were the hardest? Why?
3. What courses have you taken? What did you learn? How difficult were they?
4. Have you taken job-related courses on your own (as opposed to in-house training courses)? What courses? Why?
5. Did you pass your (certification/examination) the first time? How hard did you have to study for it?
6. Describe a work situation in which you realized that what you learned in a course didn't match what happened on the job.
7. What skills have been critical to your success on the job? Did you think you were fully prepared, or did you need some on-the-job training? How did you learn what you didn't already know?
8. What have been the most difficult technical skills for you to learn? Tell me about how you overcame your stumbling blocks.
LEADERSHIP
1. Tell me about some of the toughest groups you have had to get cooperation from. Did you have any formal authority? What did you do?
2. What kind of an environment do you think is conducive to accomplishing team objectives.
3. What is the role of an effective leader?
4. Give me an example of a time when you were a part of an effective team. Why did it work so well?
5. What are some of the most difficult one-to-one meetings you have had with subordinates? Why were they difficult?
6. Describe a situation when, even if you hadn't been officially designated as the leader of a group, you took charge of getting a task accomplished. What skills did you draw on?
7. Tell me about a new policy or new idea you recently implemented which was considerably different from the standard procedure. What approach did you take to get your employees to go along with it?
8. Do you get better results when accomplishing projects on your own, or as a part of a group? Which do you prefer? Why?
9. What problems have you had in which you included your peers/subordinates in arriving at solutions or approaches?
10. What skills do you draw on to get peers to agree to your point of view?
11. What leadership positions have you held in organizations you have been involved with?
12. Is there a difference between traditional leadership and leadership in a team environment? If so, what are the differences?
1. How good are your listening skills? How do you know?
2. We've all had occasion when we misinterpreted something someone told us, like a due date, complicated instructions, etc., Give me some examples of when this happened to you and why you think it happened.
3. What different approaches do you use in talking with different people? (How do you know you are getting your point across?)
4. Have you ever done any public or group speaking? Examples?
(c) What were your objectives?
(e) What format did you use?
(f) What were some of the questions that were asked?
(g) What kind of feedback did you get?
5. What are some of the biggest or most demanding groups you have made presentations to?
6. What are some of the most important reports you have written?
7. How hard were they to write and why? How do you "break the ice" in a first conversation with a client, coworker, subordinate, boss, etc.?
8. We've all had to work with someone who is very difficult to get along with. Give me some examples of when this happened to you. Why was that person difficult? How did you handle that person?
9. How important is it to build relationships with clients, coworkers, subordinates, bosses, etc.?
1. Have you ever recognized a problem before your boss or others in the organization? Explain.
2. What problems have you worked on that came as a surprise to you? How much advance notice did you have of the problem? What steps did you take after you identified the problem?
3. How do you stay attuned to potential problems in the workplace?
4. Describe the biggest job-related problem you have faced in the last six months.
5. What sources of information do you use to keep aware of problems within your department?
6. Describe any significant projects ideas, etc. you have conceived in the past year. How did you know they were needed and would work? Were they used? Did they work?
1. How are you able to schedule your time? How far ahead do you schedule work activities?
2. How often is your work schedule upset by unforeseen circumstances? What do you do when this happens?
3. What were some recurring problems in your area of responsibility? What have you done about them?
4. How do you determine what constitutes top priority in scheduling your time?
5. Have you changed any processes, functions, or methods of doing your work in your job/school?
6. What is your procedure for keeping track of work assignments or tasks requiring your attention?
7. Describe a situation that required all things to be done at the same time. How did you handle it? What was the result?
1. What are the most difficult work decisions you have made in the last six months? What made them difficult?
2. How have you gone about making important decisions affecting your career?
3. Describe some recent work-related (school-related) problems and the actions you took to solve them.
4. On which job-related decisions have you deliberated the longest? Tell me about them.
5. When, if ever, have you delayed work decisions to give yourself more time to think or gather more information?
1. We have all had occasions when we were working on something that just "slipped through the cracks." Can you give me some examples of when this happened to you? Cause? Results?
2. Describe your system for controlling errors in your work.
3. Can you give me some examples of times you found errors in your work? Causes? How handled?
4. How can/could you tell when things are/were going well at your former job? Give me some examples of how you know/knew things were not going well with (a process, function, operation).
5. Describe how you organize a task? How do you know your planning is comprehensive?
6. Have you ever been criticized for too much attention to details?
1. How have you gotten around obstacles that prevented you from completing projects?
2. Describe the obstacle and what you did to get around it.
3. Describe a situation in which your first attempt to sell an idea to your (boss, subordinate, etc.) failed. Did you try again? What approach did you use the second, third, time?
4. Describe a situation in which your initial attempt to gain someone's support or cooperation failed. Did you try again? How did your approach differ the second time around?
5. How was your transition to undergraduate/graduate school? Any particular difficulties?
6. Tell me about some situations in your job where you had to abruptly change what you were doing. What did you do? How did it affect you?
7. When something major goes wrong in a work assignment, what are your initial reactions?
You need not ask direct questions to get information on this dimension. You can observe this behavior during the interview. Pay attention to:
- The initial impression you have of the applicant and on what basis that impression was made.
- The applicant's body language throughout the interview.
- The applicant's level of confidence displayed throughout the interview.
- The type of speech --confident, forceful, reticent, soft-spoken, introspective, etc. --used throughout the interview.
- The poise and manners displayed by the applicant in the interview.
1. Under what conditions do you work best?
2. What kinds of pressure have you felt in your job/educational career? How did you deal with them?
3. What are the highest work-related pressure situations you have been under in recent years? Tell me about some of them.
4. When did you last lose your temper in the workplace? Why? What was the result?
5. What conditions at your former job were most frustrating to you?
6. Describe the work situations during the past year that you have been most upset with yourself.
7. Describe the work situations in the past year that you have been most upset with someone else.
Before an interview, the candidate's application and resume should be reviewed and the decision made that the academic credentials and all certifications necessary are possessed by the applicant and meet the job requirements.
Depending upon the job, there may be specific job-related questions that will determine the degree or specifics of a course or a research project that is material to the job.
Before an interview is scheduled, there should be a review that compares each applicant's work history to the experience that is required for the vacant position. If there is any doubt that the experience meets the job requirements, the candidate can be called and the information gathered.
During the interview, the interviewer should explore how the experience compares to the job requirements, not if the experience exists or is appropriate.
EXTRACURRICULAR/COMMUNITY ACTIVITIES
If a candidate has no job-related experience, participation and success in extracurricular activities may be job-related. As with any situation, whether or not a dimension is job-related depends upon the job itself. If extra curricular activities are not job-related, do not discuss with the applicant.
In addition to entry-level jobs, there are specific jobs, such as managerial and executive positions in certain industries, in which community activities and leadership roles are important and must be explored. Under no circumstances ask questions whose answers would include the identification of organizations or activities that reveal race, religious preference or ethnic group.
Reprinted with permission. © CCH