behavioural interview.pdf

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Competenciesfor Canadas Substance Abuse Workforce

SECTION

II

Guide toCompetency-based Interviewing

Canadian Centre on Substance Abuse


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Tis package was published by the Canadian Centre

on Substance Abuse (CCSA).

Suggested citation: Canadian Centre on Substance Abuse.

(2010). Competencies for Canadas substance abuse workforce.

Ottawa, ON: Canadian Centre on Substance Abuse.

Tis is a living document, which CCSA may revise and update to

reflect the latest evidence and research.

Copyright 2010 by the Canadian Centre on Substance Abuse

(CCSA). All rights reserved.

For additional copies, contact

CCSA, 75 Albert St., Suite 500

Ottawa, ON K1P 5E7

el.: 613-235-4048

Email: [email protected]

Tese documents can also be downloaded as a PDF at

www.cnsaap.ca

Ce document est galement disponible en franais sous le titre :

Comptences de base pour les intervenants canadiens en

toxicomanie

ISBN 978-1-926705-16-3


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SECTION II:GUIDETOCOMPETENCY-BASEDINTERVIEWING

CONTENTS

INTRODUCTION ............................................................................................................

BEHAVIOURAL QUESTIONS .......................................................................................

THE GOAL: BEHAVIOURAL EXAMPLES ...................................................................

FALSE BEHAVIOURAL EXAMPLES .............................................................................

LEGAL CONSIDERATIONS IN SELECTION .............................................................

PREPARING FOR THE INTERVIEW ...........................................................................

COMMON RATING ERRORS .......................................................................................

USING OCCUPATIONSPECIFIC INTERVIEW TOOLS ..........................................

APPENDIX A: GENERIC QUESTION BANK .............................................................

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Competencies for Canadas Substance Abuse Workforce Canadian Centre on Substance Abuse.

II-4

Competencies can be classied as behavioural or technical,

although this dierenaon is somewhat arcial. (The

dierenaon reects the phases of the competencies

project; in reality, the technical and behavioural competencies

are closely linked. Future versions will combine technical and

behavioural into one set of competencies.) The two types of

competencies can be dened as follows:

Technical competencies are the knowledge and

abilies required when applying specic technical

principles and informaon in a job funcon or role.

Technical competencies are usually learned in an

educaonal environment or on the job. They are

the what of a job. Counselling is one example of a

technical competency.

Behavioural competencies are the abilies, atudes

and values required to perform eecvely in a

job funcon or role. Behavioural competencies

are typically learned and developed through life

experiences. They are the how of performing a job

and complement technical competencies. Eecve

communicaon is one example of a behavioural

competency.

This interview guide focuses on assessing candidate

prociency in behavioural competencies only. Technicalcompetencies are more easily examined through knowledge

tests and can be used to screen applicants, as these

competencies oen relate to educaon and training.

The following set of 18 behavioural competencies has been

idened by the CCSA and subject maer experts across

Canada as applicable to occupaons in the substance abuse

eld.

Introducon

The professionalism and success of the substance abuse eld

depends on the quality of the workforcethe employees

and volunteersit engages.

This guide describes a structured, behavioural approach

to conducng interviews. Compared to unstructured

approaches, the behavioural approach can greatly increase

your chances of making the best selecon decisions. A

behavioural approach provides crical informaon about

candidates past performance and accomplishments that you

can use to predict their performance and accomplishments in

the job that you are hiring for.

The primary responsibility of the interviewer is to collect

behavioural informaon about the candidates experiences

and accomplishments that relate to the target job so that the

best selecon decision can be made.

The interviewer seeks job-related informaon by assessing

competencies. Establishing the competencies required

for successful performance of the job is the rst and most

fundamental step in developing a good selecon strategy.

The skills and competencies required for eecve performance

will vary depending on the job and whether the posion has

managerial or supervisory responsibilies.

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A job competency describes any skill, knowledge,

ability or other aribute that is required for successfulwork performance.

Behavioural Competencies (v.1)Guide to Competency-based Interviewing

INTRODUCTION


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The use of behaviour-based quesons has been shown to be

one of the most eecve structured interviewing strategies.

These types of quesons are based on the premise that:

Past behaviour is oen used to predict future behaviour in

all facets of life. For instance, banks lend money more readily

to people with a proven track record of paying loans back.

People connue to return to shop at stores that have given

them good service.

The same concept is used in the behavioural interview. The

quesons aim to obtain informaon about the candidates

past experiences and accomplishments in order to make

a reliable predicon about how the candidate is likely to

perform on the job. For example:

Can you give me an example of a me where you had to

deal with a parcularly dicult client?

To eecvely predict future behaviour, behavioural data

does not need to come from past posions that are idencal

to the target posion.

If the target posion involves teaching students in an

academic environment, the interviewer gathers informaon

on the candidates teaching experience in past posions. If

the target posion requires handling marital disputes, the

interviewer collects informaon on the candidates past

experience in handling similar conict situaons.

The data gathered can include other life experiences, such as

volunteer work, that provide informaon on the candidates

competencies. The behavioural interview is focused on

gathering examples of how candidates performed in previous

posions and situaons that require the same kinds of

competencies as the target posion.

Past behaviour is the best predictor of future

behaviour.

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BEHAVIOURAL QUESTIONS


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Canadian Centre on Substance Abuse. Competencies for Canadas Substance Abuse Workforce

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Behavioural quesons are designed to elicit behavioural

informaon about the candidates past experience and

accomplishments that relate to the competencies required in

the target job. Past experience does not need to be from a

job that is the same as the one being interviewed for, since

behavioural competencies are transferrable across posions.

It is preferable that the experience be work-related (including

voluntary work), but personal examples can be given in the

absence of work experience.

Knowing a candidates acons is of lile use if the interviewer

does not understand the circumstances surrounding the

acons and the results produced by those acons. Therefore,

the answers to behavioural quesons need to include the

following components in order for the interviewer to fully

understand a candidates past behaviour:

The Situaon or Taskin which thecandidate was involved;

The Aconthe candidate took to complete thetask or address the situaon; and

The Resultof the candidates acon.

All of these components are necessary to make an informed

judgement about whether the candidate displays the level

and quality of behaviour required.u

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THE GOAL: BEHAVIOURAL EXAMPLES


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Vague Statements

Vague statements are general summaries or descripons of

several past acons. They oen contain descripons of results

that are reported in a very general way, as demonstrated in

this example:

I always had the best interest of the customers in

mind and never tried to get pushy or in an argument

with anyone.

In many cases, the candidates role is not clearly dened, as

in:

We prepared the report and submied it to thePresident in record me.

When you, the interviewer, hear false behavioural examples,

you must probe further.

Behavioural examples may be beer understood by dening

what they are not. They are not:

statements of feelings or opinions

future-directed comments about what a candidate

will door would like to do

vague statements that cannot be interpreted

All of these arefalsebehavioural examples.

Theorecal or Future-oriented Statements

Theorecal or future-oriented statements provide no

informaon about past behaviour. They indicate what a

candidate thinks they would do or should do, not what has

been done.

I expect to nish my degree next year, and go on to an

execuve posion ve years aer that.

If I had been in charge of that situaon, I would have

made sure the client got all of the support he needed.

Feelings or Opinions

Feelings and opinions provide no insight into behaviour. These

statements are simply an individuals emoonal reacon to a

situaon or event.

I am really good at teaching myself how to use new

soware.

I was the best execuve assistant and deserved more

responsibility.

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FALSE BEHAVIOURAL EXAMPLES


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Governments have passed human rights laws dealing with

employment discriminaon. These laws reect a commitment

to provide fair workplace opportunies, as well as recognion

that equal opportunity in employment has not existed in many

situaons in the past.

Discriminaon...means pracces or atudes that

have, whether by design or impact, the eect of liming

an individuals or a groups right to the opportunies

generally available because of aributed rather than

actual characteriscs.

(Abella Report on Equality in Employment)

As used in human rights laws, discriminaon means making

a disncon between certain individuals or groups based on

a prohibited ground such as race, naonal or ethnic origin,

religion, sex, and physical or mental disability.

History

Human rights laws have been introduced and amended

connuously to reect developments in our understanding and

interpretaon of discriminaon. The number and denion

of the prohibited grounds for discriminaon included in

federal, provincial, territorial and Constuonal protecon is

expanding. At a minimum, they oen include:

Race

Colour

Naonal or ethnic originReligionAgeSex (includes pregnancy and childbirth)Sexual orientaonMarital status

Family statusPardoned convicon

Physical or mental disability

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Interview Quesons

An interview is conducted to learn more about the suitabilof people for a parcular job. However, somemes t

informaon sought during interviews is not relevant to t

job being lled and may let discriminatory elements ae

the selecon process.

For example:

a candidates place of birth has nothing to do with

ability

height and weight requirements are not always

accurate measures of physical strength and may

act to screen out women or some racial or ethnic

groups that tend to be smaller in stature

For helpful guidelines on quesons to avoid in an intervie

consult the Canadian Human Rights Commissions Guide

Screening and Selecon in Employment at the followi

link:

hp://www.chrc-ccdp.ca/publicaons/screening_

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LEGAL CONSIDERATIONS IN SELECTION


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Let candidates know in advance how long the

interview will last and provide a few details on

the interview process (e.g., if using mulple

interviewers).

Inform candidates of anything you would like them

to bring to the interview (e.g., samples of wring,

cercates/diplomas).

Schedule enough me between interviews so that

you can evaluate each candidate aer his or her

interview.

Arrange an appropriate locaon for the interview

quiet, comfortable and free of interrupons.

Have a separate area for those waing to be

interviewed.

Review the candidates rsum in detail, in advance,

and highlight any specic areas of interest to probe

during the interview.

Opening the Interview

Greet the candidate and introduce yourself, giving

your name and job tle.

Oer the candidates a refreshment, as some

people become parched or dry-mouthed during

interviews.

Thank the candidate for his or her interest in the job

and for coming in for an interview.

Interviews have a serious purpose. Sll, you need to create

a friendly, comfortable atmosphere. This can make a big

dierence in how a candidate performs in the interview

and how he or she perceives the job and your organizaon.

Some key factors to consider in preparing for, conducng, and

evaluang the interview are described below.

You may decide to have a series of interviews or dierent

types of interviews (such as a t interview), depending on

the job you are recruing for. Ensure that you communicate

to the candidate how many interviews are expected, and the

purpose and esmated length of each (interviews should be

no longer than one hour each).

Actual interview tools have been provided separately for

several occupaonal clusters (job groups) within the substance

abuse eld. Each interview tool includes behaviour-based

quesons that correspond to the behavioural competencies

commonly required for jobs within that occupaonal cluster

(See Secon III).

Seng Up the Interview

Schedule interviews far enough in advance to allow

the candidate adequate preparaon me.

Choose the competencies to focus on during the

interview.

Determine who the interviewers will be and ensure

they have all read the interview guide and quesons

beforehand. If you have a panel of interviewers (e.g.,

the manager of the posion, a representave from

Human Resources and somemes a peer of the

posion), be sure to determine who will ask each

queson and in what order.

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PREPARING FOR THE INTERVIEW


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Behavioural Competencies (v.1)Section II: Guide to Competency-based Interviewing


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It is important to be aware of the most common types of

rang errors that can occur during candidate assessment. Be

aware of the following issues to ensure that your rangs are

fair:

Allowing prejudices about certain groups of people

or personalies to interfere with being able to fairly

evaluate a candidates performance. Refrain from

considering any non-performance-related factors

when making rang decisions.

Allowing rangs in one competency to inuence

rangs for other competencies. For example,

allowing a high rang for Eecve Communicaon

to bias a rang for Creavity, regardless of the

candidates performance on Creavity.

Rang all competences at the middle of the

rang scale (for example, giving mostly 3s on

a 5-point scale). Remember that a high rang

does not indicate perfect performance; it means

demonstrang more of the behaviours required for

a competency than is generally exhibited. Similarly,

a low rang does not mean the candidate does not

possess the competency; it means the he or she did

not demonstrate the required behaviours with his or

her answers.

Giving high or low rangs to all candidates,

regardless of their actual performancebeing too

strict or too lenient.

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who appear similar to you. People have a natural

tendency to prefer others who are similar in various

ways to themselves. Concentrate on the responses

given by the candidate rather than on the outward

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COMMON RATING ERRORS


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alternate quesons if a dierent competency prole is use

Do not expect to assess all competencies by interview.would take much far too much me, and some competenc

are beer assessed through other methods (e.g., referen

checks, knowledge tests or simulaons). For a one-ho

interview, a reasonable number of quesons to ask wou

be ve to seven.

To determine which quesons to ask, consider the rela

importance of a competency to the posion. Also, revie

the competencies for overlap to determine if asking

queson on one competency will provide informaon

another competency that can then be excluded. Overlappi

competencies are idened in Behavioural Competencies fCanadas Substance Abuse Workforce, v.1.

You might choose to assess the same competency using mo

than one method if it is very important for the posion. F

example, if Interpersonal Rapport/Savvy is more importa

than other competencies, you may wish to assess this in bo

the interview and through a reference check. Alternave

you can ask two quesons on this competency instead of o

in the interview.

Quesons can be used for reference checking by adapng t

text to ask about the candidate in the third-person narrav

rather than in the second person. For example:

Interview Queson: Please provide an example of a m

when you coordinated a large project (second person)

Reference Queson: Please provide an example of a m

when Mark coordinated a large project(third person)

Ensure that all interviews are conducted in accordance w

exisng organizaonal policies and procedures.

An occupaon-specic interview tool has been developed

for each of the seven occupaonal clusters idened in the

substance abuse workforce. Each tool provides a selecon

of sample behavioural quesons for the competencies

and prociency levels relevant to the seven occupaonal

competency proles. The tools also include procedures

for conducng the interview and evaluang candidate

responses.

It is important to understand that these tools are useful

templates for your interview process, but they might not

accurately represent the competencies required for the

posion for which you are interviewing.

Review each tool before use to determine if the suggestedcompetency prole is relevant. If not, review the behavioural

competencies to determine which competencies and/or

prociency levels you should change to give a more accurate

representaon. A brief overview of the steps involved in

idenfying the relevant competencies for a prole has been

provided in Behavioural Competencies for Canadas Substance

Abuse Workforce, v.1 (see Secon I).

Aer conrming the relevant competency prole

(competencies and prociency levels), you must then

determine which competencies you will assess in the

interview and which quesons you will ask. Sample quesons

have been provided for the relevant prociency levels for the

suggested proles. Appendix A of this document contains a

generic interview bank to assist you in selecng and adapng

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Keep in mind that a job competency prole should only

include the crical competencies required for the job,

not those that are nice to havei.e., not essenal to

performing the job successfully. Preferably, there are no

more than 12 competencies per prole.


USING OCCUPATIONSPECIFICINTERVIEW TOOLS


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Adaptability/

Flexibility

Analytical Thinking

and Decision Making

Client-centred Change

Client Service Orientation

Collaboration and

Network Building

Continuous Learning

Creativity and Innovation

Willingly adjust ones approach to meet the demands and needs of constantly changing conditions, situations and

people and to work effectively in difficult or ambiguous situations.

Gather, synthesize and evaluate information to determine possible alternatives and outcomes and make well-

informed, timely decisions. Includes critical thinking and reasoning.

Enhance, facilitate, support, empower, and otherwise increase client motivation for positive change. Positive change

is achieved by involving the client actively in the change process and encouraging the client to take responsibility for

the outcomes he or she achieves. Clients may be individuals, groups, communities and organizations.

Provide service excellence to clients (which can include individuals, groups, communities and organizations). Includes

making a commitment to serve clients and focusing ones efforts on discovering and meeting client needs within

personal, professional and organizational capacities and boundaries.

Identify and create informal and formal interdisciplinary networks and allied community groups to support the

provision of client services and achievement of the organizations objectives. Clients include individuals, groups,organizations and communities.

Identify and pursue learning opportunities to enhance ones professional performance and development and the

effective delivery of high-quality programs and services.

Use evidence-based practices in innovative and creative ways to initiate both effective new ways of working and

advances in the understanding of the field of practice. Innovation and creativity are achieved in translating research

into practice to optimize improvements in service delivery and professional practice.

Competency Title Definition

The quesons that follow are generic behavioural interview quesonsfor each prociency level of each of the competencies.

Use these quesons as a foundaon for developing job-specic interview quesons that are relevant to the prociency levels

you have idened for the posion.

The denions for each competency are provided here for your reference.


APPENDIX A: GENERIC QUESTION BANK


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Behavioural Competencies (v.1)>> Section II: Guide to Competency-based Interviewing


Adaptability/FlexibilityLevel 1

QuesonPeople see things dierently. Tell me about a me when you needed to make a special eort to recognize the value of another

persons point of view about the best way to handle a situaon or problem.

What was the situaon/problem?

What was your point of view on how it should be handled?

What was the other persons point of view?

How did the situaon/problem end up being handled?


Queson

Give me an example of a situaon where you changed your behaviour or approach according to the circumstances and thepeople involved.

Why did you need to change your approach?

Describe how you changed your approach/behaviour.

How easily did you adapt to the situaon?

What was the outcome?


Queson

Describe a me when you foresaw that a change was to be implemented and so you prepared yourself for it.

What change did you foresee?What did you perceive to be the impact?

How did you plan for the change?



Queson

Oen projects do not go as originally planned. Give an example of a me when you needed to adjust or make changes to your

plan, or strategy, in response to the situaon at hand.

What happened?

What changes were required? Why?What changes did you make?

How did you feel about having to change your plan/strategy?

How did things turn out?

What would you do dierently next me?


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Client-centred ChangeLevel 1

QuesonTell me about a me when you applied your knowledge or skill to enhance a clients movaon for posive change (e.g., self-

regulaon theory, stages of change, theories of movaon).

Describe the situaon and the client.

What knowledge or skill did you apply?

How did you apply it?


How did the clients atude change?


QuesonTell me about a me when you successfully created client energy and movaon for change.

Describe the situaon and the client.

How did you movate the client?


How did the clients atude, behaviour and situaon change?

What was the longer-term eect, if any, of your and the clients eorts?


Queson

Describe a me when you were able to idenfy a problem in a clients change process while you were tracking and evaluangprogress.

Describe the situaon, the client, and the problem.

How did you idenfy the situaon?

What did you do to address the problem?

What was the outcome of your acon?


Queson

Please describe a situaon in which your advanced knowledge of client-centered change strategies helped solve a problem or

increase organizaonal eecveness.Describe the situaon, including the knowledge applied.

What did you do to keep up to date on advanced knowledge in the eld?

How was it applied?

What was the outcome? How did it solve the problem or contribute to the organizaon?


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Collaboraon and Network BuildingLevel 1

QuesonTalk about a me when you were parcularly eecve in responding to a request from another team or organizaon.

What need or request was involved?

What was required of you?

How did you respond to the request?



Queson

Maintaining contact with others outside your own work unit can pay o later, beneng both your work and theirs. Tell me

about a me when you made a point of staying in touch with a contact outside your work unit and it proved to be benecialto your work and to theirs.

What were you working on?

What did you do to maintain contact?

In what way(s) did maintaining contact prove to be benecial to your work and theirs?


Queson

Describe a me when you developed a network of contacts in order to address a specic need.

Why did you need to build this network?

How did you build this network of contacts?What was the result of your eorts?

What has been the long-term eect of your eorts?


Queson

Provide an example of a me when you culvated a new relaonship you thought would be parcularly benecial to achieving

your organizaons strategic goals.

How did you think the relaonship would help the organizaon?

What did you do to develop that relaonship?

In what way has this relaonship been benecial to the organizaon?


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Creavity and InnovaonLevel 1

QuesonTell me about a me when you quesoned a pracce or procedure in your job or work area that you thought should be

changed.

What was the pracce or procedure?

What changes did you propose?

How did you get others to consider and approve your proposed changes?

Did you get a chance to try the new approach?



QuesonPlease describe a situaon where you came up with an improved approach to geng work done or addressing an issue.

Describe the situaon.

What made you consider modifying/implemenng a new way of doing things?

Describe the new approach you came up with.

How was it an improvement over the exisng approach?

What dierence has this made to the organizaon?


Queson

Describe the most complex problem that you have been faced with and how you generated a new approach or explanaon orsoluon.

What was the problem?

What was complex about it?

What new approach or explanaon did you come up with?

What was new about it?

How did this benet your work (or the work of others)?


Queson

Describe what you have done in your current job, or in another situaon, to nurture and promote creavity in others. Pleasebe specic.

Describe the situaon, including your role and that of others at the me.

What specically did you do to promote creavity?

How successful were your eorts? What makes you say that?


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Diversity and Cultural ResponsivenessLevel 1

QuesonGive an example of when you adjusted your acons in dealing with a person or family with a dierent culture, belief/value

system or lifestyle from your own.

What was the situaon?

What dierence did you idenfy?

Why did you need to adjust your acons and what did you do?

How did it work out?


Queson

Describe a me when your understanding of another persons cultural, ethnic or spiritual context enabled you to build rapportand mutual respect.

Describe a parcular instance.

What were the cultural, ethnic, or spiritual factors that you idened?

How did your understanding of these factors enable you to build rapport?

What impact did this have on the relaonship?


Queson

Tell me about an experience where you provided assistance to an individual/family from a dierent cultural background and

how your understanding of their culture enabled you to provide a service tailored specically to their needs.Describe the situaon, cultural background, and unique characteriscs of the person/family.

How did you assess the cultural sensivies of the situaon?

What pracces/services/techniques did you employ to adapt to their needs?



Queson

Describe a cultural and/or diversity challenge you have idened in your organizaon and what strategy you put in place to

overcome or migate it.

What was the challenge and what impact did it have on the organizaon?How did you come to recognize that it was something that needed addressing?

What recommendaons or strategy did you put in place to overcome this challenge?

What impact did your recommendaons or strategy have on addressing the situaon?


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Ethical Conduct and ProfessionalismLevel 1

QuesonTell me about a parcular me when you had to ensure that your behaviour would reect your organizaons ethics or

values.


Why did you feel your behaviour was important?

How did you behave or act? Why?

What was the reacon of others?


Queson

Talk about a situaon where you were faced with a dicult or unclear ethical decision.What was the decision regarding?

What values/ethics were involved?

How did these values or ethical issues inuence your decision?



Queson

What have you done to ensure that others understand the organizaons ethics and values?

Describe a specic example of when you have done this.

What values and ethics were involved?What did you do to convey the message to others?



Queson

Describe a me when you have developed or contributed to the development of ethical standards or policies for your

organizaon.

What standards or policies were you developing and why were they needed?

What was your role?

Describe the key ethical factors you had to consider.What was the outcome of these eorts?


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LeadershipLevel 1

QuesonTell me about a me when you were conscious that your role/work was contribung to the achievement of the organizaons

vision.


Why did you feel your work was important?

What did you do as a result of your understanding?

What was the reacon of others?

LeadershipLevel 2

Queson

Please describe a me when the members of your team did not have the basic resources needed to eecvely do their jobsand you provided support.


What did you do to address this problem?


LeadershipLevel 3

Queson

Give an example of a me when you played a key role in the development and implementaon of programs and/or processes,

ensuring that they were aligned with the strategic direcon and vision of the organizaon.

What programs/processes were developed?What was your contribuon?

How did you ensure that the programs/processes were aligned with the strategic direcon of the organizaon?

What was the result?

LeadershipLevel 4

Queson

Describe a me when you played a leadership role in the development of your organizaons vision and values.

Describe the situaon, your role, and that of others in developing the vision/values.

What process was used to develop the vision/values?

What factors were especially crical in developing the visions/values, and what was your role in dealing with

these factors?What was the outcome?


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Self CareLevel 1

QuesonPlease describe a situaon when you were able to recognize an important factor about yourself that you needed to change,

that had a posive impact on your work performance or overall health.

Describe the situaon. What was the issue you idened?

How did it impact your work performance or self?

How did you manage the situaon?

What did you learn from the experience? In hindsight, what would you have done dierently (if anything)?

Self CareLevel 2

Queson

Describe a me when you faced a professional and personal boundary challenge(s) and found your own way to deal with it.Describe the situaon. What made it a boundary challenge?

What strategy did you develop to deal with the situaon?

What was the outcome? What was the impact on you and the client?

How did it change your behaviour aer the experience?

Self CareLevel 3

Queson

Please describe a situaon when you assisted a peer who had a problem with producvity due to excessive stress, fague or

dicult situaons.

Describe the situaon. Who did you assist and what was the persons problem?How did you assist the person?


Self CareLevel 4

Queson

Tell me about a me when you developed strategies or implemented programs to enhance self-care assessment or self-

monitoring in your organizaon.

Describe the situaon of your organizaon.

What strategy/program did you develop or implement to improve employee self-care assessment?

What was the outcome? How did employee well-being change?


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Self Movaon and DriveLevel 1

QuesonPlease describe a me when, despite obstacles, you completed a work assignment on me and eciently.

What was the work assignment?

How much me did you have to complete the task?

How did you ensure that you completed the task promptly?

How did you ensure you met performance standards?

What obstacles did you encounter?


Queson

Please describe a me when you were parcularly persistent in seeking a soluon to a challenging problem.Describe the situaon.

What means did you employ in trying to solve the problem?

Why did you need to be parcularly persistent?

How were you successful?

What would you do dierently next me?


Queson

The capacity to inspire and movate others to succeed is an important aspect of this work. How in the past have you achieved

this goal?Describe a specic situaon.

What approach did you employ to get team members to commit to success?

What behaviours did you look for in order to determine whether your team had a strong desire to succeed?

Has this approach been successful for you? How?


Queson

Tell me about a me when you idened and acted on an opportunity to advance an organizaonal goal or enhance

organizaonal performance.

What organizaon goal/aspect of organizaonal performance was involved?

What was the opportunity you idened?How did your iniave serve to advance the organizaonal goal or enhance organizaonal performance?


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Documents

behavioural interview.pdf