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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
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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)
Questions Acceptable / Un-acceptable
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
Questions Acceptable / Un-acceptable
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
Questions Acceptable / Un-acceptable
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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Primary Competencies
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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Primary Competencies
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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Structured interview outline
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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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 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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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 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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Structured interview outline
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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Structured interview outline
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.