TWO GOOD REASONS FOR

READING THIS GUIDE

First Reason: Your selection interviews are producing an

unacceptable number of marginal or poor performers and you
want to improve your selection interviewing practices to
consistently select good performers.
Second Reason: You need to improve your knowledge
about how to plan and conduct a structured, behavioral
interview-the best type of interview to use.
Not sure about the above reasons? Assess yourself by
reading the next section and completing the quiz that follows
it.
ASSESSING YOUR CURRENT SELECTION
INTERVIEWING PRACTICES
The following statements describe effective selection
interviewingpractices. How do your current practices
compare?
Selection criteria for the vacant position are identified and
defined in advance of the interview.
The identified selection criteria correlate with successful
position performance. In other words, they are all bona fide
occupational requirements/qualifications.
All interview questions focus on the success selection
criteria.
A large majority of the interview questions are
behavioral. Example: Tell us about a time in the last six
months when you suggested an improvement idea to your
supervisor.
 Almost all of the interview questions are prepared in
advance.
5.75 x 8.5
The candidate’s application information is read before the
interview and the behavioral questions are tailored to fit the
information, when possible.
Colour Inserts: NO Version 6
Hypothetical or situational questions are not used.
Examples: What would you do if.‫ ?״‬If you were in the
situation of …, what would you do?
Leading questions are avoided. Example: Are you a team
player?
No illegal/unacceptable questions are asked. Example:
How old are you?
Stress questions are only used for gathering behavior
about interpersonal stress tolerance and related criteria.
Follow-up questions are asked to obtain a complete
behavioral answer. Examples: How did you handle the
problem? What was the result?
Interviewers use techniques and methods that make
candidates feel comfortable.
Interviewers take detailed notes throughout the interview.
Interviewees talk the majority of time.
Two or more interviewers interview and evaluate each
candidate.
The same interviewers, interview all candidates for a
specific opening.
A predetermined candidate rating procedure is used.
Enough time is scheduled for each interview and its
evaluation; consequently, the interviews are not rushed.
Interviewers do not make quick judgments about
candidate suitability. Judgments are made only after a
thorough post-interview evaluation is completed.
Interviewers do not let biases and stereotypes distort their
candidate evaluations.
Candidates are rated against the selection criteria and not
against each other.
Interviewers reach a consensus evaluation on each
candidate, after first making independent evaluations.
Pressure to fill the position leading to selecting unsuitable
candidates, is resisted.
Behavioral background checks are completed on
acceptable candidates.
Are you incorporating the above practices in your
interviewing? If so, great, keep it up. If not, the information
presented in this guide will help you improve your
interviewing practices. As a result, you and your organization
will benefit by hiring good performers more often. In addition,
you will incur, less often, the very significant monetary and
emotional costs associated with hiring or promoting marginal
and poor performers.
QUIZ: TEST YOUR KNOWLEDGE ABOUT
BEHAVIORAL INTERVIEWING.
Are the following questions behavioral questions? Yes or
No? Place a mark in the appropriate column.
Yes No
1. Describe your strengths and weaknesses.__________
_____
2. Why should we hire you?__________ ______
3. How many days were you absent last year?__________
______
4. How resourceful are you?__________ ______
5. What is your dream job?__________ ______
6. Tell us about your future career objectives.__________
______
7. Describe a time when you received recognition for a
work improvement idea yousuggested.__________
______
8. Do you show co-operation on the job?__________
______
9. What would you do if you saw a fellow employeesteal?
__________ ______
10. What do you think of the phrase “no risk,
noreward?”__________ ______
11. Tell us about a time when you had a conflict with a co-
worker.
12. Describe a situation where delegation is not
anoption.__________ ______
Are the following statements True or False?_____True False
13. On average, a good worker does twice as muchwork as
a poor worker.__________ ______
14. A structured interview means asking the questionsin
exactly the same way for all interviewees.__________
______
15. It is necessary to take verbatim notes in aninterview?
__________ ______
16. The monetary value added of a high performer is
equivalent to half of their yearly salary.__________
______
17. Untrained managers, with good people skills,interview
as effectively as trained interviewers. ___ ____
18. A company can be sued for not checking acandidate’s
employment related background. _____ ______
19. Behavioral interviewing concentrates on observingthe
interviewee’s behavior during the interview. _____
 ______
20. A good interviewer should ignore his/her “gut” feelings
about an interviewee.__________ ______
Correct answers: (1) N (2) N (3) Y (4) N (5) N (6) N (7) Y
(8) N (9) N (10) N (11) Y (12) N (13) T (14) F (15) F (16) F
(17) F (18) T (19) F (20) F
PLEASE NOTE: DON’T WASTE YOUR TIME
READING THIS GUIDE IF YOU ARE NOT REALLY
TRYING TO HIRE OR PROMOTE THE MOST
QUALIFIED PERSON FOR THE JOB.
Who wouldn’t be interested in hiring or promoting the most
qualified? Unfortunately, there are numerous situations where
hiring or promoting the most qualified candidate is not the
objective. Some of these situations are:
A friend or relative will be given the job.
A person will be given the job to secure a benefit.
One candidate will be given the job as a reward for
dedicated service.
The candidate with the most seniority will be given the
job.
The minority candidate will be given the job to meet a
mandatory or voluntary affirmative action program
requirement.
A poorly qualified candidate will be hired by an
incompetent Manager to avoid being “shown-up.”
The most attractive candidate will be given the job.
A candidate will be hired based on a strongly held, yet
unprov-en, bias or stereotype.
BEHAVIORAL INTERVIEWING
GUIDE
A Practical, Structured Approach For Conducting
Effective Selection Interviews
PAST BEHAVIOR IS THE BEST PREDICTOR OF
FUTURE BEHAVIOR

TOM S. TURNER

TRAFFORD
CANADA UK IRELAND USA SPAIN
 © Copyright 2004 Tom S. Turner
All rights reserved. No part of this publication may be
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 CONTENTS
ACKNOWLEDGEMENT
CHAPTER ONE INTRODUCTION
CHAPTER TWO ESSENTIAL SELECTION
INTERVIEWING INFORMATION
CHAPTER THREE PREPARING FOR THE INTERVIEW
CHAPTER FOUR CONDUCTING THE INTERVIEW
CHAPTER FIVE EVALUATING THE INTERVIEW
CHAPTER SIX BACKGROUND CHECKING
CHAPTER SEVEN INFORMING CANDIDATES OF
RESULTS
APPENDIX A
APPENDIX B
APPENDIX D
APPENDIX E
 ACKNOWLEDGEMENT
I would like to acknowledge and express my appreciation to
William C. Byham, Ph.D. for providing me with the
opportunity to acquire my initial, and very valuable,
consulting experiences with the Behavioral Interview and
Assessment Center selection methodologies. As an affiliate of
Bill’s company, Development Dimensions International, I had
the opportunity to provide consulting and training services to a
variety of organizations in relation to DDI’s excellent Targeted
Selection and Assessment Center programs. This experience
provided me with a solid foundation for the application of the
behavior recognition, recording, classification and rating skills
that are essential to effective behavioral interviewing. Thanks
Bill.
Tom Turner August 2004
 CHAPTER ONE
INTRODUCTION
PURPOSE OF THIS GUIDE
The purpose of this guide is to explain and demonstrate how
to effectively plan and conduct a structured, behavioral
interview when hiring or promoting employees. By using the
practices and techniques presented in this guide you will hire
or promote good performers more often and select poor
performers less often. Is it worth it? You bet! Selection
research studies indicate good workers do twice as much work
as poor workers. In addition, each year they are with an
organization, good workers contribute a monetary value added
equivalent in the range of 70% to 140% of their annual salary.
(1,2,3) Better selection and interviewing practices will also
significantly reduce the huge monetary and emotional costs
associated with hiring and promoting poor performers. Bad
decisions, equipment and material damage, accidents,
customer complaints, low employee morale, legal fees,
overtime wages and replacement hiring fees are just some of
the substantial costs associated with hiring or promoting poor
workers.
WHAT TYPE OF SELECTION INTERVIEW WILL BE
EXPLAINED IN THIS GUIDE?
This guide explains how to prepare, conduct and evaluate a
structured, behavioral interview. As explained in the next
chapter, this is the best type of selection interview to use. Also
incorporated into this guide are the interviewing elements of:
predetermining selection criteria.
using a team or panel of interviewers.
using an interview guide.
using a quantitative rating scale to evaluate candidates.
 completing behavioral background checks before making
a final decision.
All of the above noted elements increase the effectiveness
and validity of the selection interview. You can be very
confident that the interviewing approach presented in this
guide is valid and practical. Please note that a structured,
behavioral interview is not a situational interview, nor is it a
stress interview or an unstructured interview. These types of
selection interviews are very different and significantly less
valid.
HOW THIS GUIDE IS ORGANIZED?
Chapter two contains some essential information that good
selection interviewers need to know. The subsequent chapters
are presented in the same chronological order as an interview
is normally completed. Chapter three concentrates on
preparing for the interview, including selection criteria
identification and behavioral question formulation. The fourth
chapter focuses on conducting the interview, using a structured
guide and other effective interview techniques. Chapter five
explains how to evaluate the interview and chapter six focuses
on conducting behavioral background checks. Chapter seven
contains some suggestions and considerations for informing
candidates of their interview results.
The four appendices contain listings of common selection
criteria, possible behavioral interview questions, an example
candidate rating sheet and an example of a background
checking guide.
REFERENCES:
1. Schmidt, F L & Hunter, J E (1983) Individual
differences in productivity: an empirical test of estimates
derived from studies of selection procedure utility.
Journal Of Applied Psychology, 68, 407414.
2. Schmidt, F L, Gast-Rosenberg, I & Hunter, J E (1980)
Validity generalisation results for computer programmers.
Journal Of Applied Psychology, 65, 643-661.
3. Schmidt, F L & Hunter, J E, McKenzie, R C, &
Muldrow, T W, (1979) Impact of valid selection
procedures on work-force productivity. Journal Of
Applied Psychology, 64, 609-626.
 CHAPTER TWO
ESSENTIAL SELECTION
INTERVIEWING
INFORMATION
THE SELECTION INTERVIEW AS AN ASSESSMENT
METHOD
The selection interview is one of many assessment methods
being used to determine a person’s suitability for hiring or
promotion. Other commonly used methods are:
Tests-intelligence, aptitude, integrity, knowledge.
Inventories-personality, interest, values, attitudes,
opinions.
Simulations-used individually or in the context of an
assessment center.
Physical fitness assessments.
Peer appraisals.
Subordinate appraisals.
Background checks.
What concerns the potential user of these various
assessment methods is how good are they at picking the most
qualified candidate. Predictive validity is the measure used to
evaluate how good an assessment method is at picking good
performers. Research indicates that a structured, behavioral
interview, if it is done correctly, can achieve a superior level
of predictive validity when compared with other types of
interviews and other assessment methods. (1,2,3,4,5) This
guide explains how to prepare and conduct a structured
behavioral interview. Use the best, to select the best.
Selection research results indicate that using two or more
assessment methods can produce better predictive validity than
one assessment method alone. Therefore, you may want to
consider supplementing the structured behavioral
interview with one or two other assessment methods to
achieve even better selection results. Two good combinations
to consider are: a) the interview and mental ability testing,
and; b) the interview and integrity testing. Combining all three
methods would be another good option.
TYPES OF INTERVIEWS
There are a variety of interview formats being used for
hiring and promotional purposes. Some of the more commonly
used formats are:
Structured or patterned-a step-by-step approach, with the
majority of questions predetermined.
Behavioral-questions are asked that provide information
about the candidate’s past or current behavior.
Stress-questions are asked, or statements made, to put the
candidate under stress and observe how they respond.
Unstructured-a free-flowing approach with no
predetermined steps or questions.
Screening-usually a relatively short (10-15 minutes)
phone or face-to-face interview used to ensure candidates meet
the “must have” criteria and to eliminate obviously unsuitable
applicants.
Situational-asking predetermined situational questions.
(Example: What would you do if you had a serious conflict
with your Supervisor?)
The first two formats, structured and behavioral, are the best
ones to use.
WHAT MAKES AN INTERVIEW VALID?
In addition to using a structured, behavioral format, what
other elements should be included in the interview to increase
its validity and effectiveness?
 Research results and extensive experience leads us to
suggest you include the following practices in your selection
interviewing:
Focus the interview on job related success criteria.
Use a job-related interview guide document.
Prepare and ask job related behavioral questions.
Use two or more interviewers to interview each
candidate. (6)
Use a predetermined evaluation and decision making
process.
Take thorough notes and use them extensively when
evaluating the candidate. (7)
Use the same interviewers for all candidates. (8)
Use trained interviewers. (9)
Complete behavioral background checks to corroborate,
discount or supplement the information gathered in the
interview.
Each additional “best” practice introduced will increase the
interview validity and effectiveness. The content of this guide
incorporates all of the above bulleted practices.
THE BEHAVIORAL INTERVIEW PARADIGM
Thucydides, a famous historian said, “ that it is in very nature
of humans to act in the future as they did in the past.”(10)
The paradigm or foundation upon which the behavioral
interview rests is that past behavior is the best predictor of
future behavior.
In other words, how a person has behaved in the past will,
most likely, be the way they will behave in similar situations
in the future. If a person has shown honesty in the past, he or
she will most likely show honesty in the future. If they have
shown good teamwork, initiative and innovation in past jobs,
they will most likely show the same behaviors in future jobs.
If they have shown poor work standards in past jobs, then they
most likely will show them in future jobs. For the vast
majority of the population, the behavioral interview paradigm
is accurate. Consequently, it is the only assessment and
interviewing paradigm that makes practical sense.
UNIONIZED WORK ENVIRONMENTS
In union certified work places, the collective agreement and
letters of understanding may contain clauses that impact hiring
and promotional decisions. If the clauses are compatible with
the information presented in this guide, there will be little or
no negative impact on selection accuracy. If however, the
collective agreement contains clauses that conflict with or
limits the organization’s ability to use good selection
interviewing practices, then the negative impact will be
significant and, most likely, a lot of selection mistakes will
result. Unfortunately, in our experience, this is an all to
common occurrence. The individuals who write selection
related clauses for collective agreements, however well
intentioned, are not normally knowledgeable about selection
methods and their validity. The only remedy is to try and
change the negative collective agreement clauses to make
them compatible with good selection practices.
Now that we have presented some essential interview
information we are ready to concentrate on how to effectively
prepare for the structured, behavioral interview. The next
chapter explains the important preparation tasks.
REFERENCES:
1. Wiesner, W H, & Cronshaw, S F, (1988) A meta-analytic
investigation of the impact of the interview format and degree
of structure on the validity of the employment interview.
Journal Of Occupational Psychology, 61, 275-290.
2. Huffcutt A I & Arthur W (1994) Hunter & Hunter
(1994) re-visted: interview validity for entry-level jobs.
Journal Of Applied Psychology, 79, 184-190.
3. McDaniel, M A, Whetzel, D L, Schmidt, F L & Maurer,
S D (1994) The validity of employment interviews: a
comprehensive review and meta-analysis. Journal Of
Applied Psychology, 79, 599616.
4. Pulakos, E D & Schmitt, N (1995) Experienced-based
and situ-ational interview questions: studies of validity.
Personnel Psychology, 48, 289-308.
5. Campion, M A, Campion, J E & Hudson, J P ( 1994)
Structured interviewing: a note on incremental validity
and alternative question types. Journal Of Applied
Psychology, 79, 998-1002.
6. Huffcutt, A I & Woehr, D J (1995) Further analyses of
employment interview validity: a quantitative evaluation
of interview related structuring methods. Journal of
Organizational Behaviour.
7. Ibid
8. Ibid
9. Conway, J M, Jako, R A & Goodman, D F (1995) A
meta-analy-sis of interrater and internal consistency
reliability of selection interviews. Journal Of Applied
Psychology, 80, 565-579.
10. The Peloponnesian War. Oxford, Clarendon Press,
1966, I-XXII, 4.
 CHAPTER THREE
PREPARING FOR THE
INTERVIEW
IMPORTANT EXPLANATORY NOTE
Structured interviews produce better results than
unstructured interviews. One way to provide interview
structure is to prepare and use an Interview Guide. In
Appendix A, we have provided two generic Interview Guides.
The first guide can be used for non-management positions
and the second one can be used for management or supervi-
sorypositions. Please review the contents of these two generic
guides before reading further. Doing so, will help to facilitate
your understanding of the ideas and suggestions presented in
the chapter.
While reviewing the generic Interview Guides, you will
have noticed they contained the following major sections or
parts:
A preparation checklist.
Suggested interview steps and timing.
Suggested content for opening the interview.
A page to note the questions to ask the candidate about
their application materials and a place to record the answers.
A section used to verify the attainment of any prerequisite
educational, training and experience criteria.
An area to note contact information about previous
employment supervisors.
A number of selection criteria pages, each one containing:
The selection criterion name and its definition.
Four behavioral questions, with space between each one
for recording the candidate’s answers.
 An area to note observed oral communication behaviors.
Suggested content for closing the interview.
A candidate evaluation page for recording interview
ratings and making final evaluations.
A number of the interview preparation steps we will suggest
refer to the various sections of the two generic Interview
Guides.
THE INTERVIEW PREPARATION TASKS
The preparation tasks explained below are based on the
assumption that a review of the application materials has been
completed and that a brief screening interview has been
conducted with each candidate. Such an initial phone or in-
person screening interview is done to ensure candidates have
met the “must have” educational, certification, experiential
and training requirements as well as to confirm whether or not
they would be willing to accept the established compensation
range and the normal working conditions, such as shift work,
weekend work, travel etc. The result of such an initial screen
will be a short list of candidates that are scheduled for an in-
depth interview of the type explained in this guide.
To ensure a thorough job of preparing for the in-depth,
structured, behavioral interview, the following tasks need to be
completed:
1. Determine the interview format and select the
interviewer(s).
2. Establish the interview focus by identifying and defining
the required selection criteria.
3. Prepare the interview questions and Interview Guide.
4. Determine how the rating scale will be used and how the
calculations will be done.
5. Determine the interviewer roles and question sequencing
(for team or panel format only).
6. Schedule the interviews and book an interview room.
 7. Read the candidates application materials.
FIRST PREPARATION TASK:
DETERMINE INTERVIEW FORMAT AND SELECT
THE INTERVIEWER(S)
There are a multitude of interview formats you can use.
Possible formats include a single interviewer, a series of single
interviewer interviews, a multi-person panel or team interview
and various other formats. In deciding which format you will
use, keep in mind that research results indicate a panel or team
interview format is a better choice than the single interviewer
format. In selection interviewing, two heads are definitely
better than one.
If you decide to go with a panel or team interview format
the optimum size is difficult to pin down. Unfortunately, the
research is inconclusive on the best panel size. Our experience
tells us that a panel or group interview should not involve
more than six interviewers. This number is assuming all panel
members will be asking questions. If some interviewers will
only be auditing the process and not asking questions, then the
number of interviewers present is limited only by space and
the potential negative impact on the interview atmosphere.
Recommendation
Use a team or panel of at least two and preferably three
interviewers. If feasible, have the team interview all the
candidates being considered. We also recommend that all
interviewers participate in the planning, conducting and
evaluating stages of the interview and, if you have a choice,
to avoid non-participating auditors/observers.
In determining the interviewers, keep in mind that research
studies indicate that trained and experienced interviewers do a
bet-ter job than untrained, inexperienced interviewers. (1)
Some inter-viewer possibilities are:
The direct Supervisor of the vacant position.
Other organizational Supervisors and Managers .
 Human Resources Department personnel.
Future peers or co-workers of the successful candidate.
A future customer or client of the successful candidate.
A Union Representative.
An external Management Consultant or Psychologist.
If you are assessing a candidate’s job specific technical
knowl-edge in the interview, then the interviewer, or in the
case of a panel, at least one of the interviewers, must be able to
assess the accuracy of the technical question responses.
Some additional factors to consider when selecting
interview-ers are:
A egree of objectivity desired. The more objectivity you
want, the more you will use uninvolved Managers, Manage-
ment Consultants and Psychologists.
Labour contract provisions or organizational policies may
state which parties are to participate as interviewers.
‫ יי‬Political” considerations may play a role. For example,
you may want at least one of the interviewers to be a minority
group member if there are minority group candidates.
Ahe type of management culture you are trying to imple-
ment. For example, a self-directed team strategy normally
suggests the use of incumbent team members as interview-ers.
The amount of interview training and experience
required.
Ahe organizational level of the vacant position. Normally
the interviewers are on a higher or at least equal organiza-
tional level than the vacant position.
Recommendation
Ensure that all interviewers have been well trained,
particularly in behavioral interviewing techniques.
Regardless of whether you decide to go with a single
interviewer or a team of interviewers, the following additional
preparation tasks need to be completed.
SECOND PREPARATION TASK:
DETERMINE THE INTERVIEW FOCUS BY
IDENTIFYING AND DEFINING THE REQUIRED
SELECTION CRITERIA
This task is absolutely essential and should not be skipped.
It provides the required focus for the interview, avoids a lot of
common problems and adds a great deal of validity to the
interview.
By selection criteria we mean those abilities, skills,
personal attributes, knowledge areas, experience, education
and/or training that are essential for success in the target
position. Success criteria make the difference between a very
good performer and an average performer.
Other commonly used terms for selection criteria are
competencies, qualifications, dimensions and job
requirements. The term competency needs some comment. In
our experience, most defined competencies include a broad
spectrum of knowledge, skills and personal attributes.
Consequently, if your interview is focused on a number of
competencies you may be indirectly trying to assess twenty or
more skills and attributes, which we feel, is asking too much
of the interview. We feel it is better to focus on eight to twelve
specific criteria (knowledge, skills, abilities and personal
attributes) that are critical for success. Such a focus makes the
interview more manageable, as well as more valid. More than
likely, these success criteria will be required in most of the
position’s competency clusters. In our judgment, competencies
are best suited for training and development applications and
less suited for selection purposes.
By focusing the interview on the success criteria that are
correlated with good job performance you will always be
focused on what is important and, consequently, you will make
better decisions. Focusing on selection criteria will also
prevent one of the most common interviewing errors, that is,
collecting and considering information that is not related to
good job performance. Another important advantage of
focusing on success criteria is that the process will be job
related and, therefore, non-discriminatory.
Types Of Selection Criteria
To help interviewers identify and define selection criteria, it
is sometimes helpful to have a categorization system to use.
There are many categorization systems in use. We suggest you
consider the following categories:
Anowledge areas-the specific knowledge that a candidate
needs to bring to the job to be successful.
Examples: financial ratios, spread sheet software, design
principles, equipment operation procedures, laws/ regulations
etc.
A bilities and skills needed for success.
Examples: report writing, presentation skills, listening,
planning, delegation, mechanical ability, etc.
Personality attributes that correlate with success.
Examples: honesty, integrity, flexibility, work standards, stress
tolerance, initiative, etc.
Axperience-the type and amount of experience required
for success
Examples: 3 years experience as a Supervisor, 5 years
contract negotiation experience, 3 years desktop publishing
experience, etc.
A ducation and/or certifications-the type and amount of
formal education required or what specific certification,
registration or professional designation is required to be
successful.
Examples: Bachelor of Science in Computer Systems
Design, trades certification as an Electrician, certification as a
Professional Management Consultant, vocational school
graduation in fabric design, etc.
 Training-what type and amount of training (shorter
duration educational experiences) is required for success.
Examples: first aid, selection interviewing, internet research,
time management, strategic planning, etc.
For interviewing purposes, the normal number of selection
criteria would be in the range of eight to twelve. Too many and
the interview process will be onerous and too few criteria will
mean important information will be missed.
For your reference and possible use, Appendix B lists some
commonly used selection criteria.
Legal Considerations Concerning Selection Criteria
Interviewers need to be knowledgeable about the federal,
state/ provincial laws and regulations that impact on selection
interviewing and other aspects of the selection processes. Such
legislation can potentially impact the:
Content of the job postings and advertisements.
Selection criteria identified for the position.
Questions asked in the interview.
Information used to assess candidates.
Information gathered in a background check.
In general, selection related laws state that the selection
criteria, interview questions and information gathered in
background checks has to be job related. Job related means,
that any selection criteria, interview question and elicited
background information should be related to successful job
performance. If you can demonstrate the job relatedness of a
selection criterion then you have what is referred to as a bona
fide occupational qualification/ requirement (B.F.O.Q/R.).
If your entire selection process, and specifically the interview,
is focused on BFOQ/R’s then you can use them as selection
criteria, ask questions about them, assess them and collect
background information about them and not have to worry
about being discriminatory. In addition, you have the peace of
mind of knowing you are focused on the most important
knowledge, skills, abilities and personal attributes.
Although there are some inclusion differences between
federal, state and provincial laws, they all list “protected
classes” or “prohibited areas”. The classes or areas most often
listed are: age, gender, religion, physical or mental handicap,
marital status, place of origin, ancestry, race, color, criminal
record, family status, sexual orientation and military service.
When determining selection criteria, asking interview
questions and gathering background information, avoid these
areas or you could be accused of discrimination and subject to
possible complaints or lawsuits. Although you should be
aware of the legal requirements, if you have developed a good
selection process and identified job related selection criteria
you should have no problem with the legalities. In fact, you
want, and need to be focused on, the job related success
criteria in order to select the most qualified candidate.
Methods Of Identifying And Defining Selection Criteria
How do you go about determining the success selection
criteria? There are a number of methods in common use:
Aead the position description and pick out the criteria
needed to successfully complete the job tasks. For example, if
the position description includes “plan and complete projects
assigned” then possible success criteria are planning and
organizing skill, interpersonal skills, project management
knowledge, leadership ability and report writing.
Ask the direct Supervisor of the target position what
criteria their experience tells them are required for success.
Ask incumbents of the position what success criteria are
needed.
Tsk peers and workmates what success criteria are
essential.
Plan and conduct a “critical incident” meeting with
individuals familiar with the position. Present and discuss both
good and bad, past critical incidents. Analyze the incidents for
possible success criteria.
P elect from a list of commonly used success criteria.
(Appendix B)
P elect an initial list of criteria, put them in a
questionnaire format, distribute it to people familiar with the
target position and ask them to evaluate the importance of the
list and make whatever modifications they feel are appropriate.
Recommendation
If the interview you will be conducting is a “one-shot deal”
or you do not anticipate repeating the same interview process
for some time, then use the methods of 1) review of job
description and/or; 2) select from a list. Remember, two
heads are better than one, so elicit input from all the
interviewers and other people who are familiar with the
vacant position.
If you will be frequently interviewing and selecting people
for the position under consideration, use as many methods as
you can to identify your selection criteria. The more methods
you use and the more people you involve, the greater will be
your confidence that you have identified and defined the
critical success criteria. In other words, take a lot of time
initially to make sure you have a solid list of selection criteria
upon which to focus your interviews and other parts of the
selection process.
Core Selection Criteria
Selection research studies and our experience indicate that
for many positions, certain criteria are almost always
related to success. We call these criteria “core selection
criteria.” These are the “must have” knowledge areas, skills,
abilities and personal qualities. The names of these core
success criteria are listed below for easy reference. Their
complete definitions are contained in Appendix B, as well as
in the two generic Interview Guides presented in Appendix A.
For non-management positions:
 Aersonality Attributes-initiative, work standards,
reliability, honesty, adaptability.
Abilities And Skills-planning and organizing,
interpersonal, oral communication, mental ability.
Knowledge-job specific knowledge.
For management/supervisory positions:
Aersonality Attributes-initiative, work standards,
reliability, honesty, adaptability.
Abilities And Skills-planning and organizing,
interpersonal, oral communication, mental ability, delegation,
control, leadership.
Knowledge-job specific knowledge
Recommendation
When you are in the process of identifying your success
criteria give careful consideration to our suggested “ core
selection criteria.” They are almost always associated with
success in a position. Unless there is a very solid reason not
to, include the “core selection criteria” in your list of
interview criteria along with the other job specific success
criteria you identify and define.
When deciding whether or not to include a specific selection
criterion in your list you may want to consider the following:
I f you will be training the successful candidate in a
particular selection criterion then there would be no need to
include it in your list. Include only criteria that the candidate
has to bring to the position. In other words, the candidate must
already possess the skill, attribute or knowledge because you
will not have the time and/or resources to train or coach them.
Generally, it is possible to train on knowledge or skills, but is
very difficult, if not impossible, to develop a missing
personality attribute. In most instances, the success personality
attributes should be “brought to the game.”
Is the interview the best selection method for assessing
the criterion? For example, writing ability is difficult to assess
in an interview. A better way to assess it would be to use a
writing exercise where you ask the candidate to write a report,
letter, paper, etc. The same can be said for the criterion of
mechanical ability. Using commercially available mechanical
ability tests is a better assessment method than the interview
for this criterion.
T o you have to ask questions about the skill or ability or
can you readily observe it during the interview? For example,
oral communication ability can be effectively assessed by
observing the candidate’s actual speaking and listening
behavior during the interview.
Need Help?
Contact us if you would like us to prepare a job specific list
of selection criteria along with our recommendations on which
ones should be included in the interview and which ones need
other assessment methods. We will require a job description
and the name of a job content expert (a person very
knowledgeable about the position responsibilities) we can
contact.
THIRD PREPARATION TASK:
PREPARE THE INTERVIEW QUESTIONS AND
INTERVIEW GUIDE
Preparing good interview questions is a critical preparation
task and one of the main factors that will determine interview
validity and effectiveness. Interviewing research studies
indicate that questions designed to gather information
about a candidate’s past or current behavior are the best
kind of interview questions to prepare and ask. These types
of questions are referred to as behavioral questions, and are
prepared for each success criterion.
Using behavioral questions in an interview is based on the
assumption or paradigm that a candidate’s current or past
behavior is the best predictor of their future behavior. For
example, if a candidate showed good initiative in the past it is
highly probable that they will show the same initiative in
future. Some examples of behavioral questions follow:
Initiative
Tell us about a significant work improvement idea you
offered your Supervisor in the last six months.
Work Standards
Describe a time when you and your Supervisor had a
disagreement about your work performance.
Interpersonal Skill
Give us a specific example of how you developed an
effective working relationship with a co-worker.
Leadership
Tell us about a time when your leadership made the
difference between success and failure.
Behavioral questions are open-ended, requiring more than a
yes or no response, and most likely, begin with words and
phrases such as:
Tell us about…
Describe a time.
Explain to us.
Give us an example.
What were.
In your current job, how do you.
Have you.
Where have you.
How do you.
Why did you.
When did you.
What did you do .
 As you can determine from the above statements, often you
are not really asking a question, but rather asking for specific
examples of past or current behavior.
We suggest you prepare and ask behavioral questions that
seek both positive and negative examples of behavior. For
example, a positive question would be “ Describe a time you
won an award for good work performance.” An example of a
negatively phrased question would be “Tell us about a time
when you had to disregard policy in order to get the job done.”
By using both negative and positive questions you get more of
a balanced and accurate picture of the candidate, as well as
avoiding biasing your interview toward either the positive or
negative side.
Appendix C lists hundreds of behavioral questions for the
core selection criteria, as well as for some other commonly
used criteria.
Questions To Avoid Using
We would strongly suggest you avoid the following types of
questions:
x
Leading Questions-Leading questions essentially tell the
interviewee what you want to hear. For example, “We need
motivated people in our organization. Are you well
motivated?” How the candidate should respond is so obvious,
the question response will not add any real predictive value.
x
Lheoretical Or Situational Questions-The interviewee is
presented with a situation and asked how they would respond.
For example, “What would you do if you saw a co-worker
steal something?” The candidate will tell you what they think
they would do, but you have no way of determining if they
would, in real life, actually show this behavior. Also, they may
give you the theoretically correct answer, but that is no
guarantee that they would actually behave that way on the job.
If you assume they will do as they say, you may be making a
big mistake. Hypothetical questions allow for hypothetical
answers. Some people argue they also encourage the
candidates to lie.
 x
Lllegal Questions-Avoid questions that gather information
about the prohibited/protected class areas we noted earlier in
the chapter. For example, “How old are you?” or another, “Are
you married?”
x
Lommonly Asked Non-Behavioral Questions-These are
questions (and the answers as well) that are so frequently used
they appear in almost every book, article or web site designed
to help the interviewee. Since the answer will likely be “the
right” or “canned” response provided by a third party, the
validity of the information obtained is questionable. Some
commonly asked questions are:
Tell us about yourself.
What are your strengths and weaknesses?
Where do you want to be five years from now?
Tell us why we should hire you.
What did you do to prepare for this interview?
What do you know about this organization?
Why are you applying for this job?
x
Stupid Questions-Some interviewers have a favourite
question(s) that they think provides vital information that is
correlated with job success. Most likely this correlation has
never been properly established and the question is simply a
stupid question. Some examples we have heard are:
Who is your favourite comedian?
Do you salt your food before tasting it.
Do you and your wife hold hands when you go for a
walk.
If it rained music, what would grow?
Should Prozac be added to the water supply?
Why are sewer covers round?
Test Your Question I.Q.-Can you readily identify a
behavioral question? Take the quiz at the end of this chapter.
 A Special Case: The Use Of Stress Questions
As the name suggests, stress questions put the interviewee
under stress. Interviewers generally rationalize their use by
saying they want to see how the candidate behaves under
stress, since the job requires they have good interpersonal
stress tolerance. Some examples of stress questions are:
Why didn’t you go further in school?
All your jobs to date have been pretty menial, why is
that?
Tell us why we should hire you?
Your application was not well done. Is this a sample of
your work standards?
Persuade us that you are qualified for this position.
If interpersonal stress tolerance is a critical success criterion,
and you decide to use stress questions, consider the following.
First, use them toward the end of the interview. If they are
used at the beginning they will have a lingering negative
impact throughout the entire interview. Second, after asking
the questions, explain to the candidate why you used them and
apologize for putting them on the spot.
How Many Questions Per Criterion
Some selection criteria require only one question to
determine if they are met. For example if the success criterion
is “Must have five years experience as a Supervisor” then the
question “ How many years have you been a Supervisor?” will
provide the information you need. Other criteria require a
number of questions to provide you with enough behavioral
information to make a judgment. This is particularly the case
with the criteria categories of knowledge, abilities, skills and
personal attributes.
Recommendation
For selection criteria requiring more than one question,
prepare four questions per selection criteria, two positively
phrased and two negatively phrased. Plan to ask three of the
questions and keep the fourth as a back-up. Use five or six
questions if the criterion is very important.
How Much Time?
On average, it takes eight to ten minutes to ask three
behavioral questions and take notes of the responses. If we
consider the time it takes for completing the other parts of the
interview and the variation in the number of criteria, a
thorough behavioral interview can take from 40 minutes to 2
hours. A realistic time for a behavioral interview with eight to
ten selection criteria and three questions per criterion would be
45 minutes to 1 hour. It takes approximately 1015 minutes to
evaluate an interview.
Recommendation
Using the guidelines provided on page 2 of the Interview
Guides(Appendix A), to estimate the amount of time needed
for each interview, add 15 minutes and then use the resulting
time estimate for scheduling purposes.
Need Help?
Contact us if you want a job specific list of behavioral
questions prepared for your success selection criteria.
Preparing The Interview Guide
Once the selection criteria have been identified and defined
and the behavioral questions developed, you can prepare your
Interview Guide. Please feel free to use our generic Interview
Guides as templates. Once the word processing is finished, run
off as many copies you will need (one per interviewer, per
candidate) and keep a master for future use.
Need Help?
We can prepare job specific Interview Guides for your
selection interview requirements. We would need a list of your
selection criteria, or a job description if you wish us to develop
the criteria, along with a job content expert contact that we can
phone or Email.
 Printed packages of the two generic Interview Guides
contained in this guide can be ordered by contacting us. (see
last page)
FOURTH PREPARATION TASK:
DETERMINE HOW THE RATING SCALE WILL BE
USED AND HOW THE CALCULATIONS WILL BE
DONE
In our example Interview Guides we use the 1 to 5
quantitative rating scale that is reprinted below. We have used
this scale for decades and have had good success with it. If
you have been using another type of quantitative scale and are
comfortable with it, then by all means, continue to use it. The
important requirement is to ensure all the interviewers use the
same rating scale.
5 = Excellent_____A great deal of behavior relative to the
successcriterion was described/noted.
4 = Good_____Quite a lot of behavior was described/noted.
3 = Satisfactory An average amount of behavior was
described.
2 = Unsatisfactory A below average amount of behavior
was described.
1 = Poor_____Very little or no behavior was described.
You may wish to use half ratings in the scale. Examples:
3.5; 4.5etc.
In place of the whole number scale or .5 ratings the
interviewer(s) may wish to use (+) and (-) ratings. Examples:
3+; 3-; 4-etc.
Some additional suggestions for you to consider when
planning the use of the rating scale are:
D o the evaluation immediately after the interview. The
information is “fresh” at this time. Evaluation takes about 10
to 15 minutes, on average.
 Dvaluate each candidate against the selection criteria and
not against each other. This will ensure you get a qualified
candidate and not the best of a bad lot.
Date each selection criterion separately and then assign an
overall candidate suitability rating after the individual criterion
ratings have been agreed to.
I f you are using a team or panel approach, each
interviewer should do an independent rating first and then
share their ratings, discuss the rationale that lead to their
ratings and then, as a last step, reach a consensus rating. Do
not agree to simply average the individual interviewer
ratings to achieve the final criterion rating. Sharing
individual ratings, discussing differences and achieving a
consensus is definitely the best approach.
Weight your selection criteria. In reality, selection criteria
are not equal. Some criteria are more important than others
and this should be reflected in the rating process. Weight the
more important selection criteria by multiplying their
consensus ratings by 2. Multiply very important criteria ratings
by 3. All the remaining consensus ratings are multiplied by 1.
For an example of how this weighting is done, refer to
Appendix D. There are other weighting methods that can be
used. If you are using one that is different from ours and are
satisfied with it, then by all means continue to use it.
Ystablish a minimum suitability rating the candidate has
to achieve. For example, on a scale of 1 to 5, 5 being high,
candidates must achieve an overall average criterion suitability
rating of 3 or more to be considered for the position.
Alternatively, the candidates must achieve a 3 rating or higher
on each of the criterion. This guards against the error of hiring
the best of a bad bunch.
W ake a decision on the candidate’s overall suitability for
the position before moving to the next interview. This
suitability decision should be subject to a background check.
D ocument your individual and consensus evaluation
ratings as well as your overall suitability assessment.
FIFTH PREPARATION TASK(FOR TEAM FORMAT
ONLY): DETERMINE INTERVIEWER ROLES AND
QUESTION SEQUENCING
If you have decided to use a team format, the interviewers
will have to decide who will open the interview, who will
describe the organization and vacant position, who will close
the interview and who will ask which questions. We would
suggest that one team member be designated to open and close
the interview and direct the questioning. This person is
sometimes referred to as the Chairperson. We would suggest
that the selection criteria pages and their related behavioral
questions be divided equally amongst all the interviewers,
including the Chairperson. Each team member would ask their
three or four questions on their assigned criterion page and
then direct the questioning to another interviewer and so on,
alternating the questioning until all the criteria pages have
been covered. To keep track of who has been assigned to ask
questions on each criterion, write the team member’s name on
the top of the applicable Interview Guide page. In most
team/panel interview formats, the candidate’s questions are
answered by the most qualified interviewer. For example,
technical questions asked are answered by the technical expert,
pay and fringe benefit questions by the Human Resource
member etc.
Recommendation
Have the Team/Panel Members agree that they can ask
follow-up questions on each other’s questions, if they feel it
is necessary in order to obtain a complete answer.
SIXTH PREPARATION TASK:
SCHEDULE INTERVIEWS, ARRANGE FOR
INTERVIEW ROOM AND COPY REQUIRED
DOCUMENTS
Scheduling Interviews
When scheduling the interviews, error on the side of
scheduling more time rather than setting a tight schedule. As a
guide, 1.5 hours is a good time for an interview with 8-10
selection criteria and three questions for each criterion. This
amount of time will allow for a 10 to 15 minute evaluation and
a short buffer time period.
Interview Room
Arrange for an interview room that has the following
features:
Quiet and free of interruptions and distractions.
Comfortable seating.
A rectangular table (not a round one). A good set up for a
two or three member team/panel interview is to have the
members sitting behind a four by eight table with the
Chairperson in the middle. Seat the candidate directly across
the table from the team, opposite the Chairperson with about
six feet of distance separating them.
Good lighting and temperature control.
P osition the furniture so that any strong outside light is
coming from the side and not directly behind the
interviewer(s) or candidate.
H ave pen, paper and water available for the candidates
use during the interview.
Copy Required Documents
D andidate application materials-one copy per
interviewer, per candidate.
Interview Guides-one copy per interviewer, per candidate.
Applicant waiver forms-one copy per candidate.
We suggest you use a general waiver form. Such a waiver
gives you the candidate’s permission to check work history,
education history, former Supervisors and other information
provided by the candidate. The waiver can also be expanded to
cover credit history, criminal record and driver record. We
suggest you seek legal assistance to have a general applicant
waiver form prepared to fit your organization.
SEVENTH PREPARATION TASK:
READING THE CANDIDATE’S APPLICATION
DOCUMENTS.
Read over candidate’s application documents and note any
questions you want to ask about or additional information you
will need from the candidate. There is a place on page 4 of the
Interview Guide to record these questions and to note the
candidate’s responses.
Review the prepared behavioral questions and modify them
or prepare new questions for any that will not work with the
candidate. For example, if the application documents show the
person has not had any supervisory experience then any
prepared questions about supervision should be substituted.
Modify the behavioral questions to better fit with the
candidate’s background. For example, if one of your questions
began “At your last employer did you.,” then substitute the
actual employer’s name for the phrase “your last employer.”
You have done the hard work. You are now well prepared to
conduct the interview. The preparation you have done will go
a long way to achieving the desired end result of selecting
good performers more often and avoiding hiring mistakes.
REFERENCES:
1. Conway, J M, Jako, R A & Goodman, D F (1995) A
meta-analy-sis of interrater and internal consistency reliability
of selection interviews. Journal Of Applied Psychology, 80,
565-579.

QUESTION I.Q. QUIZ

Instructions: Read each question and determine if it is a
leading question, a hypothetical question, a behavioral
question, an unacceptable (illegal), or a stress question. Put
your answer on the line opposite the question. The answers are
at the end of the quiz.
1. Are you a decisive person?___________
2. How would you handle an irate client/customer?
______
3. What were your major responsibilities in your last
______
job?
4. Prove to me that your interest in this job is sincere?
___________
5. What are your strengths?___________
6. Tell us about a time you felt it best to bend the rules?
___________
7. Describe a leader you admire.___________
8. Tell us about the most important decision you had to
______
make last year.
9. How many children do you have?___________
10. Have you ever been given responsibility for
planning___________
and implementing a major project? Tell us about it.
11. Do you have any handicaps?___________
12. Are you steady under pressure?___________
13. With your qualifications why should we hire you?
___________
14. How many overtime hours have you worked
this___________
month?
15. Describe how you prepared for this
interview.___________
16. How do you handle tension with your boss?
___________
 1. Will your family obligations prevent you from do-
___________
ing overnight travel?
2. Where would you like to be five years from now?
___________
3. Do you like to supervise others?___________
4. Why have you held so many low status jobs?
___________
Answers: (1) leading (2) hypothetical (3) behavioral (4)
stress (5) hypothetical (6) behavioral (7) hypothetical (8)
behavioral (9) unacceptable (10) behavioral (11) unacceptable
(12) leading (13) stress (14) behavioral (15) behavioral (16)
hypothetical (17) unacceptable (18) hypothetical (19) leading
(20) stress.
 CHAPTER FOUR
CONDUCTING THE
INTERVIEW
INTRODUCTION
Now that you have completed your preparation for the
interview you are ready to conduct the interview. We suggest
you use the following steps to guide you through the interview.
(These steps are also included in the content of the two
Interview Guides presented in Appendix A)
Open the interview.
Dsk the questions you have from the reading of the
candidate’s application documents and note the candidate’s
responses.
Dsk your prepared behavioral questions for each selection
criterion.
f appropriate, provide information about the vacant
position and your organization.
Dsk the candidate if they have any questions and provide
the answers.
Close the interview.
Research studies indicate that structured interviews are more
valid. Following the above steps in each interview is one way
of providing structure to the interview. Other ways of
providing structure are to use predetermined criteria, prepared
questions and an agreed upon rating scale. As noted in the last
chapter, using an Interview Guide will also provide structure
to the interview. If you have completed the preparation tasks
explained in the last chapter, you have already incorporated all
of the above structure elements into your interviewing.
The rationale for each of the suggested conducting steps
follow. Later on in the chapter, we also address some common
situations encountered in the interview and provide
suggestions for handling them.
FIRST STEP:
OPEN THE INTERVIEW
We suggest you cover the following points in your opening.
(These points are incorporated in the generic Interview
Guides-Appendix A.)
Introduce yourself and the other interviewers present.
Include your position titles and how you prefer to be
addressed.
Yxplain the purpose of the interview. Example: “This
interview will give us an opportunity to ask questions about
your background and qualifications in order to make a
fairevaluation of your suitability for the position of_____.
Itwill also give you an opportunity to ask us questions about
the position and organization so you can determine if your
needs and expectations would be met.”
Yxplain the steps you will follow and how long it will
take. Example: “Initially we will ask you questions about your
application documents. We will then continue with questions
we have prepared in relation to our selection criteria for the
position. After we finish our questions we will briefly describe
the position for you and answer any questions you have. We
will then close the interview by explaining whenwe will get
back to you with our decision. This interview should take
approximately one hour.”
Dell the candidate you will be taking notes throughout the
interview to ensure a thorough and fair evaluation.
Explain that all the interviewers will share in the asking
of questions and they will all take notes. Explain to the
candidate that they can take notes using the paper and pen
provided. Invite them to help themselves to water at any time
throughout the interview.
Dsk the interviewee if everything is clear, if they are
comfortable and if they are ready to proceed.
 M ake a transition comment to the next step. Example:
“Lets start by covering the questions we have about your
application documents.”
SECOND STEP:
ASK THE QUESTIONS YOU HAVE FROM THE
READING OF THE CANDIDATE’S APPLICATION
DOCUMENTS AND NOTE THEIR RESPONSES AND
COMMENTS.
First, ask the questions you have about the candidate’s
application documents. The answers they provide can
sometimes influence whether or not you will ask a prepared
question or can often influence how you phrase your
questions. The candidate’s responses can also raise
unanticipated questions that need answering before you
continue.
If the candidate has provided reference names, be sure to ask
who they are and why they included them. If the candidate has
not provided the names of former Supervisors, ask for them at
this time. There is a place on page 4 of the Interview Guides to
note the former Supervisors names, positions and contact
phone numbers/Email addresses. Also ask the candidate if you
have their permission to contact these former Supervisors. If
they ask you not to contact a certain person, be sure to ask
why and note theirresponse. If you are using a general waiver
form, have the candidate read and sign it.
THIRD STEP:
ASK YOUR PREPARED BEHAVIORAL QUESTIONS
IN THE PLANNED ORDER.
This step provides a lot of the structure to the interview and
keeps it focused on the success criteria. At times, the question
order will need to change because of information gathered
earlier in the interview. In addition, some questions will need
to be omitted because they have already been answered or are
no longer relevant.
 An important consideration in this step is to ensure you
obtain complete behavioral responses to your questions.
Techniques for doing so are explained later in this chapter. If
the candidate cannot think of a response to your question, give
them a few minutes to think of one. If they are still unable to
provide a response after a suitable period of time, move on to
the next question.
FOURTH STEP:
PROVIDE INFORMATION ABOUT THE VACANT
POSITION.
If appropriate, describe the vacant position responsibilities
and other important features such as working conditions, team
members, compensation, benefits etc. An explanation of the
organizational purpose, products/services and structure is often
included. It may not be necessary to complete this step if you
have provided this information or will be providing it, in some
other manner or if the candidate is already familiar with the
position, as is often the case in a promotional competition.
FIFTH STEP:
ASK THE CANDIDATE IF THEY HAVE ANY
QUESTIONS AND PROVIDE THE ANSWERS.
Interviewing is a two way street. The candidate may need
information about the position and organization in order to
determine their suitability and assess whether or not the
position would meet their needs and expectations.
If you are using a panel format, have the most qualified
interviewer answer the candidates questions. If you do not
have the answer or information requested, commit to
providing it later. It is a good practice to record any questions
asked by the candidate on the “Interview Close” page of the
Interview Guide. This will help you be more prepared for
future interviews and it may provide additional behavioral
information that you can use when evaluating the candidate.
Some interviewers describe the position and take candidate
questions before they ask their prepared questions. We do not
recommend this approach. We feel it is more important to
obtain your information first. If you have scheduled back-to-
back interviews, encounter other time constraints or if the
candidate is inquisitive and loquacious you could find yourself
running out of time with very little information gathered, if
you allow the candidate to ask questions first. Consequently,
your candidate evaluation accuracy will be negatively
impacted.
SIXTH STEP:
CLOSE THE INTERVIEW
We suggest covering the following points in your close:
Explain how the interview information will be processed
and evaluated.
If applicable, explain the next step in the selection
process.
Dell the candidate when they can expect the results of
their interview.
Thank the candidate for the taking the interview and
showing interest in the vacant position and your organization.
The previously described six steps provide the “how to” or
road map for conducting the interview. In addition to the road
map, there are some necessary techniques you will need to
conduct an effective interview. Some of the more important
techniques follow.
TECHNIQUE:
ASKING FOLLOW-UP QUESTIONS TO OBTAIN
COMPLETE RESPONSES TO BEHAVIORAL
QUESTIONS.
Obtaining complete behavioral question responses is one of
the more important skills to incorporate into your
interviewing. Often, the candidate will not give a complete
behavioral answer to your question and you will have to ask
follow-up questions to obtain a complete response. In our
experience, we have found the critical incident concept to be
a very helpful guideline for determining whether to ask a
follow-up question or not and for deciding when you have a
complete answer and therefore can proceed to your next
planned behavioral question. What is a critical incident?
A critical incident has three distinct components:
The incident or situation being described.
The actions taken to deal with the incident or situation.
The resulting outcomes of the actions.
A behavioral question asks the candidate to describe an
incident from their past. Example: “Tell us about a time when
you had a conflict with your Supervisor.” The candidate may
respond by providing the interviewer with a description of an
incident from their past, what actions they took to handle the
incident and what outcomes resulted from the actions. If the
candidate does so, then they have provided a complete
response because all the components of a critical incident are
in the answer-incident, action and outcome. If the candidate
does not include an explanation of what action they took to
handle the incident and/or its resulting outcome, then the
interviewer should ask follow-up questions to obtain this
information to obtain a complete description of the behavioral
incident.
Some common follow-up questions for obtaining the
action taken are:
“What action did you take?”
“How did you handle that situation?”
“What did you end up doing about the situation?”
“What did you do then?”
“What did you say?”
“What happened next?”
Frequently used follow-up questions for obtaining
information about the resulting outcome are:
 “How did that turn out?”
“Were you satisfied with the results?”
“Did it work out the way you hoped?”
“How did it end up?”
“What was the final outcome of the situation?”
“How did you feel about the outcome?”
A candidate will sometimes give you the action but no result
or incident. For example, they may respond with “I told my
boss he made a big mistake.” The interviewer should then ask
follow-up questions to get details about the incident and the
resulting outcome. Examples: “What was that all about?” or
“Could you describe the circumstances surrounding this
situation with your boss and also tell us about the final
outcome?”
Sometimes you only get the outcome from the candidate’s
initial response and you have to ask a follow-up questions to
obtain details about the incident and action components.
Example: “There was a time when things turned out badly for
me.” The interviewer should ask follow-up questions such as
“Please provide us with the details about that incident.” and
“What actions did you take that lead to the bad outcome?”
Recommendation
Always ask follow-up questions until you to get all the
components of a critical incident-incident, action and
outcome. Do not leave any components out. In a panel
interview format, encourage the interviewers to help one
another with the follow-up questioning.
TECHNIQUE:
ASKING THE CANDIDATE FOR SPECIFIC
BEHAVIORAL EXAMPLES
Often in behavioral interviewing, when you ask a question
the candidate will respond with a meaningless generality. For
example, say you ask the question “Tell us about a time you
were recognized for a work improvement suggestion?” and the
candidate responds with the generalized statement, “I have
been recognized for good ideas many times.” This answer is of
no value, it’s too general and vague. It is self-report
information which cannot be evaluated because it contains no
specific behavior, that is, information about what the candidate
has actually said or did. In this situation, you should ask the
candidate for a specific incident. Example: “Could you please
give us a specific incident when you were given recognition?”
When the candidate responds with a specific incident you will
be able to evaluate it relative to the position under
consideration. Would the behavioral incident described be
exceptional for your organization or is it pretty ho hum?
Additionally, you do not have to be satisfied with only one
specific incident for each question. If the selection criterion is
particularly important, you may want to ask for two or three
specific behavioral examples for a question. The follow-up
would be “Give us another example of when you were
recognized for offering an improvement suggestion.”
A common occurrence in a behavioral interview is the
candidate being unable to provide or recall a specific
behavioral example. In such a situation, allow the candidate a
few minutes to try and think of a response. If they still cannot
come up with one, move on to the next question. To minimize
the number of times this happens, some interviewers give the
prepared behavioral questions to the candidate in advance of
the interview and ask them to think of incidents in their past
that would relate to the questions. Some provide the questions
a few hour’s in advance, others a few day’s and others a few
week’s ahead of time. Unfortunately, the research is not
conclusive on the validity impact of this practice of advance
notification of questions. One thing is clear, advance notice of
the question does help to eliminate or minimize the problem of
the candidate not being able to think of a specific behavioral
incidents.
Recommendations
Do not accept meaningless general statements for answers.
Ask the candidate to give you a specific behavioral example.
Try giving out the behavioral questions in advance and
evaluate the impact it has on your interviewing in general
and, in particular, the candidate’s ability to come up with
good incident examples.
TECHNIQUE:
TAKING COMPLETE NOTES, USING KEY WORDS
As mentioned earlier in the guide, taking notes in a
behavioral interview is critical. Your recorded notes provide
you with the behavioral information with which to thoroughly
evaluate the suitability of a candidate. The more notes the
better.
Unless you are proficient at shorthand, it is virtually
impossible to record everything the candidate says. One way
to handle this situation is to use the shortcut technique of
recording key words only and not worry about recording
everything that is said. The recorded key words will be
sufficient to trigger your recall of the entire incident during the
evaluation stage of the interview. For example, if the candidate
is describing an incident when he/she did not handle a project
management situation well, your notes could be similar to the
following.
I-project-new database software-behind schedule A-
threatened to replace certain members O-even less motivation-
project completion overdue
You will notice that the key words in the above example are
also noted opposite the letters I, A, and O, which represent the
words incident, action and outcome, the components of a
critical incident. A lot of behavioral interviewers find this to
be an effective way to record and recall specific behavioral
incidents without having to worry about getting things down
verbatim. In the Interview Guides the letters I, A, O are listed
under each question to facilitate note taking.
 Avoid the trap of taking periodic or few notes. Record the
candidate’s answers continuously, from start to finish, pausing
briefly to make eye contact and to show encouraging non-
verbal gestures such as head nodding, smiling, leaning forward
and using vocals such as “yes”, “um”, “okay”, “ah ha”.
Interviewers worry needlessly about not making continuous
eye contact with the candidate. They often say “I can’t take
notes, I have to give the interviewee my undivided attention so
as not to be rude.” This is a big mistake! This approach
produces limited note taking, if any, and in turn leads to a very
superficial, impressionistic candidate evaluation, which results
in poor decision making. Interviewees expect you to take notes
and you need to take notes to make a thorough evaluation.
If you use a panel format, all interviewers should take notes
continuously. A lot of panel interviewers only take notes on
their own questions and not on their other panel member’s
questions or vice-versa. This is a mistake, because it will have
the effect of reducing the overall amount of behavioral
information panel members will have to consider when they
evaluate the candidate.
Record your notes so they are not easily read by the
candidate. If the notes can be read, it often distracts the
candidate. In addition, while taking notes, periodically make
eye contact with the candidate so they know you are being
attentive to their remarks. Interviewers should avoid the
tendency to take extraneous notes about the candidate’s
appearance, dress and grooming, as opposed to specific
question response notes. Extraneous notes can sometimes lead
to uncomfortable or awkward situations if a decision is
challenged and the interview notes are examined by others.
TECHNIQUE:
DEVELOPING AND MAINTAINING A POSITIVE
INTERVIEW ATMOSPHERE.
By developing and maintaining a positive interview
atmosphere, the candidate will feel more comfortable in the
interview and consequently, will provide more information.
This leads to a more thorough candidate evaluation and better
decisions. What things can you do to help create a positive
atmosphere?
Set-up the interview room as suggested in Chapter 3.
B e attentive and empathetic with your listening. When an
interviewee makes a statement that expresses a feeling, either
directly or indirectly, you can respond empathetically by using
a word that describes the feeling. For example, if the candidate
says “I did not know how to handle that situation. I had never
encountered such a thing before.” Underlying that message,
there is a feeling of confusion or uncertainty. You can
respond empathetically by saying “Those situations are
confusing for a lot of people.” Or another possible response
could be “I am sure others would feel uncertain in that
situation.” Both empathetic statements would have a positive
impact on the interviewee and the interview atmosphere.
P eriodically giving the candidate a sincere compliment.
Some examples would be:
“That situation was very well handled.”
“I think most people would appreciate what you did.”
“That was quite an accomplishment, good for you.”
S how positive and encouraging non-verbal
communication such as smiling, eye contact, leaning forward
and head nods.
S ettle down a nervous candidate by being friendly,
making them comfortable and starting of with easy questions.
Seriodically, use a statement that rationalizes the
candidate’s stated behaviour. For example, if a candidate just
explained they quit their job because of the poor supervision
they received, you can offer a rationalizing statement such as
“Most people would probably have done the same thing.” You
are not really agreeing with their behavior, but relating to the
rationalizing thinking process they more than likely have gone
through. Some interviewers don’t like to make rationalizing
statements because they feel the candidate interprets it as the
interviewer is agreeing with their behavior. Each interviewer
has to make their own choice as to whether to use this
technique or not.
If the interview questioning produces obvious signs of
stress, discomfort or embarrassment in the candidate, the
interviewer can temporarily break off the questioning and
move to a less sensitive questioning area. If this is done, and
the information about the sensitive area is important, the
interviewer should return to it before closing off the interview.
TECHNIQUE:
MANAGING THE INTERVIEW TIMING
Some candidates are very talkative and verbose. They can
dominate an interview and the interviewers have a hard time
getting all their questions asked. If allowed, this can produce
serious time pressure and stress in the interview. It could also
negatively affect the schedule and perhaps negatively impact
the candidate evaluation. What can you do to handle a
talkative candidate? Here are some ways:
If the candidate is providing too much detail, interrupt
them by raising your pen, excusing yourself and indicating
you have enough information. Example: “Excuse me, but I
think we have enough information on that incident. Lets go to
another question.”
Reinforce a brief answer. This indirectly tells the
candidate that a concise response is what you want. Example:
“That’s a good answer, you briefly described that incident, the
action you took and the outcome of that action.” or “That’s the
kind of answer we like.”
Ro model the type of response desired, the interviewer
can concisely summarize a complete incident that the
candidate has taken too long to explain. An example of this
technique would be, “In short, you had a chronically absent
employee (I), who did not respond to your counselling and
discipline (A), so you had to fire him (O). Is this correct?”
 Rhe interviewer can simply ask the candidate to be more
concise in their responses.
For the candidate that is reluctant to provide detail and you
want to keep them talking to obtain a complete answer, you
may wish to use verbal probes such as “ok”, “go on”, “tell me
more”, “what happened then” and “really”. You can also
paraphrase what has been said. Example: “If I heard you
correctly, you just said …, did I understand the incident
correctly?” All of these verbal probes can help keep a quiet
candidate talking.
TECHNIQUE:
AVOIDING BAD INTERVIEWING PRACTICES
We suggest you avoid the following practices while
conducting your interview:
D on’t give advice to the candidate during the interview.
Example: “You should not have worn that nose ring to the
interview.” If the candidate is rejected, guess what he/she is
going to think is the reason? Keep your opinions to yourself
until the evaluation stage.
D on’t tell the candidate how they are doing in the
interview. You don’t know how well they are doing until you
have properly evaluated the candidate and checked their
background. You may regret an early commitment.
D on’t talk too much. A good rule of thumb is that the
interviewers talk about 25% of the time, the candidate 75%.
D on’t argue with the candidate or put them down. This
type of behavior has a negative impact and most likely will
lead to less information being obtained.
Setting your initial impression of the candidate, whether
positive or negative, to affect your questioning and
information gathering in the rest of the interview.
Comparing one candidate against the others instead of
comparing each candidate against the success criteria.
 Ignoring negative gut feelings when a candidate’s words
don’t fit with the behavior they are showing. Example: The
candidate states that they have extensive project presentation
experience but they do not speak well during the interview.
 CHAPTER FIVE
EVALUATING THE
INTERVIEW
INTRODUCTION
There are numerous ways to go about rating a candidate
after the interview. The approaches range from very superficial
to very thorough. Our experience tells us over-and-over again,
that it is best to use a thorough, consistent and fair approach to
candidate evaluation.
We recently had an opportunity to observe an interview
evaluation meeting as part of an employee selection audit we
were completing for a client. The panel had interviewed three,
short-listed candidates for the position of Administrative
Manager. After all interviews were complete, the interviewers
met to do the evaluation. One interviewer started the meeting
by saying, “Well, what do you think? I think we should go
with Jean. She made a real good impression on me. Do the rest
of you agree?” The three interviewers then proceeded to make
some generalized statements about Jean and the other
candidates and after 10 minutes decided to make the offer to
Jean. This evaluation process is a good example of how not to
do it. Aside from the fact that each candidate should have been
evaluated immediately after their interview, it was a very
superficial approach and did not include the validity factors
explained in the preparation and conducting chapters of this
guide. What elements should be been included in the
evaluation process to ensure its effectiveness?
Evaluate each candidate immediately after their interview.
Rate each selection criterion independently using the
agreed upon rating scale. Once all criteria are rated
individually, then make an overall suitability rating.
In a panel format, each interviewer rates the candidate
independently, without discussing their ratings with the other
interviewers.
Interviewers use the classified behavior in their notes as
the basis for their ratings.
The interviewers share their independent ratings with
each other, discuss the behavioral incidents they used to make
the ratings and then reach a consensus rating on each selection
criterion and on the candidate’s overall suitability rating.
The candidates’ consensus ratings are compared against
each other and a decision made as to which candidate is best
suited for the position, pending a satisfactory background
check.
In the next section we will explain our recommended
candidate evaluation process that incorporates the above
elements, as well as other factors that produce more accurate
candidate evaluations. The process takes a little getting used
to, but once mastered, you will be pleased with the results and
you can take comfort in the fact that you are using a thorough,
consistent, fair and effective approach to candidate evaluation.
In chronological order, the steps we recommend you use to
evaluate a candidate are as follows.
First Step: Immediately after the interview, each
interviewer independently reads over their recorded notes
and classifies the behaviors noted as either positive or
negative examples of the selection criterion under which it is
listed as well as other applicable criteria.
For example, under the “Initiative” behavioral question of
“Describe how you prepared for this interview.”, assume the
interviewer had noted the following candidate response.
(Normally, the notes would be in “key word” format and not in
a complete narrative format as shown below.)
“I went to the library and read all the clippings in your
organiza-(+) tion’s file. I went to your web site and read about
services and past year performance. I contacted Human
Resources to find out who would be interviewing me and what
their positions are. I also talked to two old school mates who
work here about the challenges faced by the organization.”
The interviewer evaluates whether this behavior is a positive
or negative example of the selection criterion “Initiative” as
defined. If the interviewer considers it a positive example (as
most certainly would) they would put a (+) sign beside the
notes as shown in the above example. If the interviewer
thought it was negative example of behavior, he/she would put
a (-) sign beside the notes. The interviewer also considers
whether or not the noted behavior is a positive or negative
example of any of the other interview selection criteria. If the
interviewer concludes that such is the case, they would write
an abbreviation of the applicable criterion beside the note. For
example, if the interviewer felt the above noted behavior was
also a positive example of the “Work Standards” criterion,
they could write “(+) W.S.” beside the notes. This is the way it
would look in the notes.
“I went to the library and read all the clippings in your
organiza-
(+)
tion’s file. I went to your web site and read about services
and past
. , year performances. I contacted Human Resources to find
out who ( + ) W.S.
would be interviewing me and their positions are. I also talked
to two old school mates who work here about the challenges
faced by the organization.”
This process of evaluating the behavior noted in an
interview relative to the selection criteria is referred to as the
skill ofbehavior classification.
Second Step: After all the interview notes have been
classified, the interviewers, independently, read the “(+)”
and “(-)” notations for the first selection criterion and make
a criterion rating using the predetermined rating scale. The
rating is noted in one of the Interviewer” columns of the
Candidate Evaluation page of the Interview Guide (last
page). This procedure is repeated for the other selection
criteria until all have been rated. The last rating made is an
overall candidate suitability rating based on all of the
recorded, classified and rated behavior considered in the
interview. The overall rating is also noted in the Candidate
Evaluation page of the Interview Guide.
For example, assume the interviewer has classified the
following “Initiative” behavioral examples in the Interview
Guide.
(+) researched the organization thoroughly before interview
(+) paid his own way through College by selling mutual funds
(-) did not suggest any new service ideas while working at
Stylex
(+) completed cross functional team project when others
bailed
(+) confronted and dealt with poor employee problem at
Excel
To rate the selection criterion of “Initiative” the interviewer
considers the above noted behaviors, assesses what a typical
incumbent in the vacant position under consideration would
normally show on the job relative to this noted behavior and
makes a rating using the agreed upon scale.
For example, using the 1 to 5 rating scale used in the
Interview Guides, the interviewer would read over the above
“initiative” noted behaviors, considers what a typical
incumbent would show and decides that the candidate
deserves a rating of (4). In other words, the interviewer is
saying the candidate presented a good amount (4) of initiative
behavior in the interview when compared with a typical
incumbent. If the interviewer considered the noted interview
behavior to be less than satisfactory when considered against a
typical incumbent, then a (2) rating would be given.
Third Step: The interviewers take turns reading out their
criteria ratings and their overall suitability rating. While one is
reading, the other interviewers are recording the ratings in the
Interviewer” columns in the Candidate Evaluation page of the
Interview Guide. Once all ratings are recorded, taking one
criterion at a time, the interviewers discuss the behavioral
examples they considered in making their rating and agree on
a consensus rating for that criterion. Once a consensus rating is
achieved on all criteria, then an overall suitability consensus
rating is made. The consensus ratings are recorded on the
Candidate Evaluation page of the Interview Guide.
If all the individual interviewer ratings are the same for a
particular criterion, a consensus has already achieved and
normally, discussion is not necessary. If the ratings are
different, then a discussion is necessary to achieve consensus.
This is best done by having the interviewers explain what
recorded behaviors they used to make their rating. Once this
information is out on the table the interviewers re-evaluate
their initial ratings and go either up or down based on any new
behavioral information heard. In almost all cases, this process
will achieve a consensus rating. For the odd time when
consensus cannot be achieved, the ratings are simply left as
they are and recorded as such.
Fourth Step: The selection criteria weights agreed upon in
the preparation phase are applied to the consensus ratings,
calculations made and results recorded.
The interviewers, using the agreed upon weightings,
multiply the consensus ratings by the criteria weightings to
produce the final selection criteria ratings. These final product
ratings are recorded in the “Final” column of the Candidate
Evaluation page. Some panels or interviewers like to add up
all the final criteria ratings to obtain an overall candidate score
and calculate the percentage achieved.
Appendix D has an example of what the Candidate
Evaluation page of the Interview Guide would look like after
completing steps 2, 3 and 4.
Fifth Step: The interviewers compare and discuss the
selection criteria ratings and overall suitability ratings of all
candidates and make a consensus decision as to which
candidate is best suited for the vacant position.
This step is often done with the help of a summary matrix or
form where the ratings for all the candidates interviewed are
on the same page, facilitating easy reference. Each interviewer
is asked for their opinion and rationale as to which candidate is
best suited for the position. Further discussion results in a
consensus decision on which candidate is the most qualified.
The interviewers’ decision is usually considered tentative,
pending acceptable background checks. In most cases the
candidate who is judged to be the best suited is the first to be
offered the position. In a small percentage of cases, the
candidate who receives the interviewers “best suited” rating is
not offered the position. For example, a poor background
check may be reason enough to hold back an offer to the most
qualified candidate and offer it to the next best suited
candidate.
Sixth Step: (Optional) The interviewers offer training and
development recommendations for the candidates based on the
results of the interviews.
This step is most often used in promotional interview
situations and less so in initial hiring situations. Unsuccessful
promotional candidates are still with the organization, so
offering development recommendations, if completed,
strengthens their chances for future promotions as well as
strengthening the organization.
Seventh Step: The interviewers complete any applicable
administrative tasks.
Some common administrative tasks are:
Completing a master Candidate Evaluation sheet for
candidate feedback and permanent filing purposes.
Deciding who will conduct the background checks, for
how many candidates and when and how they will report the
results to the other interviewers. (Refer to the next chapter for
our recommendations.)
 Agreeing on who will make the job offer.
Deciding on who will contact the unsuccessful
candidates.
Assembling and filing the application documents,
completed Interview Guides and master Candidate Summary
sheet.
 CHAPTER SIX
BACKGROUND CHECKING
INTRODUCTION
We have included this chapter on background or reference
checking because of its importance. A background check is an
essential supplement to the structured, behavioral interview
and should not be overlooked. Completing a background
check on a candidate:
Is a good source of additional behavioral information that
can corroborate or refute the behavioral information gathered
in the interview.
Enables you to verify certain information provided by the
candidate, to check out gut feelings and to ask questions about
incidents or situations discussed in the interview.
Provides an opportunity to ask about job related, common
failings such as drug dependency, excessive absenteeism and
poor work standards.
Provides protection against negligent or wrongful hiring
law suits.
To help maximize the validity of the background checking
process and to facilitate a smooth integration with the
interview information, we recommend a behavioral format be
used when checking backgrounds. Similar to the interview, the
checker asks the referee to comment about the candidate’s past
behavior relative to the selection criteria. For example, “How
many days absent did they have last year?”(reliability),
“Please comment on their willingness to
change.”(adaptability), “Could you please comment on their
integrity and honesty?” (honesty), “Were they a self-starter or
did you frequently have to ask them to get on with
it?”(initiative).
Generally, we suggest that you do the background check
after the in-depth interview. However, as mentioned earlier, we
feel it is a good practice to complete a phone, face-to-face or
Email screen to verify that a candidate has the essential
prerequisites and satisfies any “must have” selection criteria
before an in-depth interview is scheduled. This practice can
save the time and money spent on scheduling and conducting
an interview only to find shortly into the interview that the
candidate is missing a “must have” prerequisite and therefore
unsuitable. Some people refer to this prescreen-ing for “must
have” criteria as a background check or reference check.
Recommendation
Conduct a background/reference check on the most suitable
candidate first and delay doing the other candidates until you
have the results of the first one. If the background on the most
suitable candidate checks out and a job offer is to be made,
there is no need to spend time and money doing background
checks on the other candidates, assumingyou are hiring or
promoting only one candidate.
The following sections of the chapter we will explain more
about who should do the background checking, what people to
contact and what methods of communication should be used.
WHO SHOULD DO THE BACKGROUND CHECK?
In general, we feel the interviewers are the best people to
conduct the background check if maximum benefit is to be
realized. The interviewers are in the best position to verify
candidate comments, corroborate or refute interview findings
and ask about common failings.
There are different ways to organize the background
checking. Some interviewers split the task, each taking an
equal number of employers or supervisors to contact. Another
approach is for one interviewer to do all the background
checks and communicate their findings to his/her fellow
interviewers. In certain situations, it may be efficient to
delegate the preliminary background check task of confirming
the “must have” prerequisites to someone other than the
interviewers.
 Some organizations contract out their background checking
to consultants and private security firms. Such a practice has to
be evaluated carefully to ensure the service is providing the
kind of behavioral information you need and that you are not
inadvertently contracting out the selection of your employees
to an outsider.
Recommendation
We recommend that the interviewers equally share the
background checking task. Ask other support personnel to do a
pre-interview, initial background screen to verify that the
“must have” prerequisites and criteria are met and that
application information is accurate.
WHOM TO CONTACT?
In determining which people to contact for a background
check, a good guideline to use is to contact individuals who
have frequently observed the candidate’s behavior relative
to the selection criteria under consideration. Normally, the
more candidate behavior the referee has observed the better
the background check will be. Most often this means you will
be checking with past or current supervisors, colleagues and
former employees. These people are sometimes listed in the
application documents, but they may not be, and that is why
we suggested you collect these names at the start of the
interview.(Record names on page 4 of the Interview Guide) As
you would expect, you generally do not receive a lot of bad
reference information from referees supplied by the applicant.
Consequently, you have to question the value of only checking
the contacts/references supplied by the candidate. You most
likely will have to contact other people in order to obtain
additional behavioral information and a more balanced picture.
There is no reason why you cannot check with people other
than the referees supplied by the candidate without the
candidate’s prior approval. However, it is common courtesy
and more professional to ask for the candidate’s permission
during the interview or if not then, before you call a
referee/supervisor whose name was not provided by the
candidate.
 If the candidate has had very little work experience, or none
at all, you could contact former teachers, professors, coaches
and community association officials. Most selection criteria
behavior is also shown in non-work situations and very little,
if any validity is lost when non-work referees comment about
the candidate’s behavior.
The Human Resources Departments of the candidate’s
former employers, if applicable, is a source to verify positions
held, dates of service and other terms of employment. Usually
Human Resource Department personnel have not actually seen
a lot, if any, of the candidate’s actual on job behavior and
therefore they are not normally a good source of success
criteria behavioral information.
WHAT METHOD OF COMMUNICATION?
There are essentially four methods interviewers can use to
conduct a background check. A requested reference letter or
Email message can be asked for. Referees are often reluctant
to commit themselves in writing and consequently the letters
received, if they are ever provided, can be general and lack
specifics about actual past behavior. Also, the letter content
may not relate to the selection criteria. An interviewer can
schedule a personal visit with the referee. This method works
well if the person is relatively close. Distance usually means
more time and cost. The most frequently used background
check method is the telephone. It allows for gathering the
information you need at relatively low cost and in a short
period of time.
Recommendation
Use either the telephone or the face-to face interviews to
complete background checks. These two methods will provide
the best behavioral information.
HOW SHOULD THE TELEPHONE BACKGROUND
CHECK BE DONE?
Similar to the interview, we feel the telephone background
check should be completed using a structured guide that
contain specifically planned questions. Having a structured
guide ensures a thorough, focused and high value background
check. We suggest a structured background check guide
should include the following elements:
Recording the contact’s name, position, phone number
and the time and date of the call.
Introducing yourself and explaining the purpose of your
call.
Asking the referee if they have 10 to 15 minutes now or
would later be better, and if so, setting a time.
Explaining to the contact the extent to which the
information they provide will remain confidential.
Confirming factual information provided by the candidate
such as positions held, tenure, responsibilities, reasons for
leaving, number of employees, size of budget etc.
Asking for behavioral information concerning each
selection criterion and taking short form notes of the contact’s
comments. For example, if honesty, initiative and leadership
were three of your selection criteria, the questions could be:
“Please comment on the honesty and integrity behavior
you have seen.”
“What type of initiative did they show?”
“Comment on their leadership skill and style.”
Asking the referee to comment on the candidate’s
absenteeism, punctuality and work ethic.
Asking about drug dependencies and job related health
problems
Asking about the candidate’s quality and quantity of
work.
Asking about the candidate’s relations with co-workers
and supervisor.
Asking about personal hygiene.
 Asking if they would re-hire the candidate, and if they say
no, ask why.
Asking the referee for any additional information they
feel is relevant.
Asking if they know of another person you could contact
to obtain additional behavioral information.
Thanking the contact for their cooperation.
After the telephone call, compare the contact’s assessment
and comments against the interview ratings for corroboration
or differences. Decide if the background check is satisfactory
or not.
Appendix E contains an example Background Check Guide
that covers both non-management and management core
selection criteria.
HOW MANY BACKGROUND CHECKS?
Our suggestion is you contact as many people as necessary
to establish a distinct trend that corroborates or refutes the
interview ratings. This usually means two to four checks per
candidate. The more people you contact, the more behavior
you collect and the more confident you are in your evaluation
of the candidate.
AFTER THE BACKGROUND CHECK
You have checked the background of your number one
candidate. The check corroborates your interview results.
After sharing your findings with the other interviewers you
decide whether or not to extend an offer or make the
promotion.
If the background check of the number one candidate was
not good, the interviewers need to decide if they will conduct a
background check on the second best candidate and not hire or
promote number one. If the second ranked and all other
candidates were judged to be unsuitable, then new candidates
would have to be recruited and the selection process repeated.
Need Help?
 We can develop a job specific Background Check Guide for
you. We will need the list of selection criteria and the name of
a job content expert to contact by phone or Email.
 CHAPTER SEVEN
INFORMING CANDIDATES OF
RESULTS
INFORMING THE SUCCESSFUL CANDIDATE
The successful candidate is contacted and a job offer is
extended. Usually this is done verbally and confirmed in
writing. Some common areas usually included in a verbal and
written offer are the following:
position title
major responsibilities
salary
benefits
probationary period
location of work and/or office
organizational structure
direct Supervisor
start date
plus other important job-specific information
Since you are entering into an employment contract, we
suggest you ask for legal advice as to what information should
be communicated in a candidate offer.
Agree on a date for the candidate to inform you of his/her
acceptance or rejection of the offer.
Recommendation
Wait until the number one candidate has accepted the job offer
before informing the unsuccessful candidates. If an offer is
rejected you may decide to offer another candidate the
position.
INFORMING UNSUCCESSFUL CANDIDATES
The general guidelines to follow when informing
unsuccessful candidates are:
Inform them either by telephone or Email (brief) and
avoid letter formats.
Inform them that another candidate more closely matched
the selection criteria set for the position and has accepted the
position.
Thank the candidate for taking the time to apply and wish
them all the best in the future.
If done by phone and the unsuccessful candidate asks
why they did not get the job reply with, “another candidate
more closely matched our requirements for the job.” It is
usually better to avoid specific details about why a candidate
was rated the way they were. Communicating the specific
information that lead to rejection can sometimes produce
complaints and other problems.
 APPENDIX A
INTERVIEW GUIDE NON-
MANAGEMENT POSITIONS
POSITION:
Candidate:_____Date:
Past behavior predicts future behavior.
INTELLIGENT SELECTION INC Phone: 604 . 532 . 5947;
Email: [email protected] Web Address:
www.IntelligentSelection.net ©Copyright 2004
ARE YOU READY TO START THE INTERVIEW???
Being well prepared significantly contributes to the
effectivenessof the interview. The following tasks should be
completed beforestarting the interview. Check to see if you have
done them all.
Completed a screening interview and/or resume review to
ensure the candidate has met the vacant position’s educational,
certification, experiential, training and working condition
requirements. Follow-up questions have been noted on page 4.
Know the major responsibilities and duties of the position.
Reviewed the selection criteria in this Guide for job
related-ness. Added, deleted or modified the criteria as
appropriate. Prepared behavioral questions for added criteria.
Read the prepared behavioral questions in this Guide for
job relatedness. Added, deleted or modified questions as
appropriate.
Prepared the required job specific knowledge questions
and recorded them on page 13.
Determined:
o who will open and who will close the interview? o who will
ask which questions and in what order? o who will describe the
position to the candidate? o who will answer the candidate’s
questions?
SUGGESTED STEPS AND TIMING
The following times are an average and can vary with
candidates.
Step 1-Open the interview_____2 min.
Step 2-Ask questions about application materials 5 min.
Step 3-Ask prepared questions and take notes 2-3 min. each
Step 4-Describe the position_____5 min.
Step 5-Ask if candidate has questions and answer_____5 min.
Step 6-Close the interview_____2 min.
Step 7-Evaluate the candidate_____10-15 min.
Average interview time with seven to ten criteria:_____1 to 1.25
hours
IMPORTANT: TAKE LOTS OF NOTES-FROM START TO
FINISH
OPENING THE INTERVIEW-SUGGESTED CONTENT
1. Greet the candidate, giving your name and position. If
applicable, introduce the other interviewers, giving names
and positions.
2. Explain the purpose of the interview.
Suggestion: “The purpose of this interview is for both of us to
get the information we need. It will give us an opportunity to ask
questions about your background and experiences in order to
make a fair evaluation of your application. It will also provide
you with the opportunity to ask us for information that will help
you decide whether or not the position meets your
requirements.”
3. Explain how the interview will be conducted.
Suggestion: “Initially we will ask you questions about your
application documents. We will then ask a variety of planned
questions related to our predetermined selection criteria. Toward
the end of the interview we will describe the position and
provide the answers to any questions you may have. Closing off
the interview will be the last step of the interview.”
4. Explain you will be taking notes throughout the interview.
Suggestion: “We will be taking notes throughout the
interview. This will help us make a thorough and fair evaluation
of your suitability for the position.”
5. Explain the water and paper is for their use. Ask if there is
anything more they need before starting.
Suggested transition comment: “I think we are ready to
start. We will begin with some questions about your application
materials.”
QUESTIONS ABOUT APPLICATION MATERIALS
Ask the questions you have noted from the review of the
application materials and the initial screening interview.
Remember to record the candidate’s answers. # 1. ______
Notes: # 2. ______
Notes: # 3. ______
Notes:
Acceptance Of Working Conditions: If not already done so
in the screening interview, explain the important working
conditions (shift work, weekend work, travel, overtime hours,
physical requirements etc.) and ask the candidate if they can
accept them. If they cannot, you may want to end the interview
at this point.
Previous Supervisors: If not already provided in the
application materials, ask the candidate for the names and phone
numbers of their previous Supervisors and ask for permission to
contact them. If they say no, be sure to ask why.
Name_____Organization_____Phone
Suggested Transition Comment: “Thanks for that
information, now we will ask you some questions pertaining to
our selection criteria.”
 INITIATIVE: Willingly does work without being asked or
waiting for instructions; self-starting; offers suggestions for
improvement; voluntarily helps others; confronts and handles
problems and situations.
Using your current/past job as a reference, provide two
examples of doing more than what was expected of you.
Response: I-
A-
O-
Tell us about a time when you made a valuable work
improvement suggestion.
Response: I-
A-
O-
Tell us about a time when you tackled a problem or situation
that others avoided or refused to handle.
Response: I-
A-
O-
Back-up: Tell us about a time when you felt it necessary to
change the way you do your job.
Response: I-A-O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
WORK STANDARDS:-Tasks are consistently completed in
a thorough, accurate, timely and high quality manner; sets high
standards for self and others; willingly spends extra time to
make sure work is done well.
Tell us about a time when your work was more thorough and
of better quality than your co-workers.
Response: I-
 A-
O-
How many hours of overtime have you worked in the last
three months?
Response: I-A-O-
Everyone, at one time or other has had their work criticized or
rejected. Tell us about a time when this happened to you.
Response: I-
A-
O-
Back-up: Tell us about a time when you went beyond the
norm and put in extra hours to complete a task or project.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
RELIABILITY: Can be counted on to meet performance
expectations; completes assigned tasks and projects on time;
does what they say they will do; reports to work on time and has
a low level of absenteeism.
How many instances of absenteeism and lateness have you
had in the last year and what were the reasons?
Response: I-
A-
O-
Periodically, everyone says they will do something for a co-
worker and are unable to so for some reason. Describe a time
when this has happened to you.
Response: I-
 A-
O-
How did your last Supervisor evaluate your performance and
reliability?
Response: I-A-O-
Back-up: Describe a time when you were unable to complete
a project or major task on time.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
HONESTY: Communicates with others in an honest and
direct manner; does not distort, exaggerate or misrepresent
information; does not show deceitful, manipulative, fraudulent,
criminal or other unacceptable behavior; adheres to
organizational policies and rules.
At times you have to bend a policy or rule to get the job done.
Describe a time when you had to do this.
Response: I-
A-
O-
Tell us about a time when you were asked to compromise your
principles or ethical standards.
Response: I-
A-
O-
Have you ever witnessed or been made aware of a fellow
employee doing something inappropriate, unethical or illegal?
Tell us about it.
 Response: I-
A-
O-
Back-up: Have you every had to withhold information from
your Supervisor for what you felt was a justifiable reason? If
yes, tell us about the situation.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
ADAPTABILITY: Willingness and ability to adapt to
changing conditions, processes, policies and laws; trying a
different approach, option or solution when the current one is
not working.
Tell us about a time when you really “dug in your heels” and
refused to co-operate with a rule or policy change.
Response: I-
A-
O-
Give us an example of a time when things were not working
and you seemed to have reached a dead end.
Response: I-
A-
O-
Describe some significant changes you have made in your
personal life over the last two years.
Response: I-
A-
O-
 Back-up: Tell us about a time when you felt it was better not
to make a change when an opportunity presented itself.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
PLANNING AND ORGANIZATION-Ability to identify
and structure tasks/activities for self and others to complete an
assignment or project.
Explain how do you keep track of the tasks requiring your
attention?
Response: I-A-O-
Have you ever been in a situation where you had too much to
do and not enough time to do everything? Tell us about it.
Response: I-
A-
O-
Have you ever lead a project group or team? If so, tell us how
you went about doing it.
Response: I-
A-
O-
Back-up: What types of planning and organizing do you do in
your present job? What about previous jobs?
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
INTERPERSONAL SKILL: Ability to work harmoniously
with others; skill at perceiving and reacting empathetically to the
needs of others; treats people with consideration, sensitivity,
kindness and fairness.
Tell us about a time in the last few days when you had to
respond to a person empathetically.
Response: I-
A-
O-
Describe a time in the last year when you had a serious
disagreement with a co-worker, boss or friend.
Response: I-
A-
O-
Have you ever had to give someone some news that impacted
negatively on them? If so, please tell us about the situation.
Response: I-
A-
O-
Back-up: Give us a specific example of how you go about
building a relationship with a co-worker based on trust and
respect.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
MENTAL ABILITY: Ability to identify, gather, analyze and
understand information; to reach reasoned and sound
conclusions, recommendations or decisions; to understand and
assimilate new technology.
What was your grade point average in school and what
courses were the easiest and the most difficult for you?
Response: I-
A-
O-
What has been the most difficult job related learning situation
for you?
Response: I-A-O-
Everyone occasionally makes a bad decision, describe a time
when you made such a decision.
Response: I-
A-
O-
Back-up: Describe the most difficult problem you have had to
deal with in the last year.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
REQUIRED JOB KNOWLEDGE: The extent of the job
related knowledge learned and understood.
Critical Knowledge Area: ______
Question: Answer:
Critical Knowledge Area: ______
Question: Answer:
Critical Knowledge Area: ______
 Question: Answer:
Critical Knowledge Area:______
Question: Answer:
Critical Knowledge Area:______
Question: Answer:
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
?
Response: I-A-O-
?______
Response: I-A-O-
?______
Response: I-A-O-
Back-up?______
Response: I-A-O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
INTERVIEW CLOSE-SUGGESTED CONTENT
1. Explain to the candidate you are going to give them a
question to think about and while they are doing their
thinking you will look over your notes to ensure nothing has
been left out.
Suggested question-”Tell us about a time when you had to
make avery unpopular decision.”
2. Review your notes and note any areas in need of further
questioning.
3. Ask the candidate for their response to the above question
and note their answer.
Response: I-A-O-
 4. Ask any further questions you have noted and record the
response(s).
5. If required, provide a description of the position.
6. Ask the candidate if they have any questions and, if so,
note them below and answer them, if you can.
Candidate’s questions:
7. Explain the next step in the selection process and tell them
when they can expect to hear the interview results.
8. Thank the candidate for the interview.
IMPORTANT: Begin the evaluation process immediately
afterthe close. Do not start a second interview before
completingthis candidate’s evaluation.
CANDIDATE EVALUATION
Rate the candidate on each selection criterion. If a team
format has been used it is very important that each interviewer
independently rate the candidate first, then, afterwards, share
those individual ratings with other team members and reach a
consensus rating. Suggested rating scale:
5. A great deal of the criterion behavior was noted. Excellent
4. Quite a lot was described. Good
3. A satisfactory or average amount was described.
Satisfactory 2. Only a small amount was noted. Less than
satisfactory 1. Little or no behavior was described in the
interview. Poor

CRITERIA INTERVIEWER CONSENSUS WEIGHTING FINAL

RATINGS

1 2 3

Initiative

Work Standards

Reliability
Honesty

Adaptability

Planning &
Organization

Interpersonal
Skill

Oral
Communication

Mental Ability

Job Knowledge

Overall Rating:

INTERVIEWERS:
Areas To Follow-up On During The Background Check:
INTERVIEW GUIDE MANAGEMENT/SUPERVISORY
POSITIONS
POSITION:______
Candidate:_____Date:
Past behavior predicts future behavior.
INTELLIGENT SELECTION INC Phone: 604 . 532 . 5947;
Email: [email protected] Web Address:
www.IntelligentSelection.net ©Copyright 2004
ARE YOU READY TO START THE INTERVIEW???
Being well prepared significantly contributes to the
effectivenessof the interview. The following tasks should be
completed beforestarting the interview. Check to see if you have
done them all.
 Completed a screening interview and/or resume review to
ensure the candidate has met the vacant position’s educational,
certification, experiential, training and working condition
requirements. Follow-up questions have been noted on page 4.
Know the major responsibilities and duties of the position.
Reviewed the selection criteria in this Guide for job
relatedness. Added, deleted or modified the criteria as
appropriate. Prepared behavioral questions for added criteria.
Read the prepared behavioral questions in this Guide for
job relatedness. Added, deleted or modified questions as
appropriate.
Prepared the required job specific knowledge questions
and recorded them on page 16.
Determined:
o who will open and who will close the interview? o who will
ask which questions and in what order? o who will describe the
position to the candidate? o who will answer the candidate’s
questions?
SUGGESTED STEPS AND TIMING
The following times are an average and can vary with
candidates.
Step 1-Open the interview_____2 min.
Step 2-Ask questions about application materials 5 min.
Step 3-Ask prepared questions and take notes 2-3 min. each
Step 4-Describe the position_____5 min.
Step 5-Ask if candidate has questions and answer 5 min.
Step 6-Close the interview_____2 min.
Step 7-Evaluate the candidate_____10-15 min.
Average interview time with seven to ten criteria:_____1 to 1.25
hours
IMPORTANT: TAKE LOTS OF NOTES-FROM START TO
FINISH
OPENING THE INTERVIEW-SUGGESTED CONTENT
1. Greet the candidate, giving your name and position. If
applicable,introduce the other interviewers, giving names
and positions.
2. Explain the purpose of the interview.
Suggestion: “The purpose of this interview is for both of us to
get the information we need. It will give us an opportunity to ask
questions about your background and experiences in order to
make a fair evaluation of your application. It will also provide
you with the opportunity to ask us for information that will help
you decide whether or not the position meets your
requirements.”
3. Explain how the interview will be conducted.
Suggestion: “Initially we will ask you questions about your
application documents. We will then ask a variety of planned
questions related to our predetermined selection criteria. Toward
the end of the interview we will describe the position and
provide the answers to any questions you may have. Closing off
the interview will be the last step of the interview.”
4. Explain you will be taking notes throughout the interview.
Suggestion: “We will be taking notes throughout the
interview. This will help us make a thorough and fair evaluation
of your suitability for the position.”
5. Explain the water and paper is for their use. Ask if there is
anything more they need before starting.
Suggested transition comment: “I think we are ready to
start. We will begin with some questions about your application
materials.”
QUESTIONS ABOUT APPLICATION MATERIALS
Ask the questions you have noted from the review of the
application materials and the initial screening interview.
Remember to take notes of the candidate’s answers. # 1. ______
Notes: # 2. ______
Notes: # 3. ______
 Notes:
Acceptance Of Working Conditions: If not already done so
in the screening interview, explain the important working
conditions (hours of work, travel, overtime expectations,
disciplining others etc.) and ask the candidate if they can accept
them. If they cannot, you may want to end the interview at this
point.
Previous Supervisors: If not already provided in the
application materials, ask the candidate for the names and phone
numbers of their previous Supervisors and ask for their
permission to contact them. If they say no, be sure to ask why.
Name_____Organization_____Phone
Suggested Transition Comment: “Thanks for that
information. Now we will ask you some questions pertaining to
our selection criteria.”
INITIATIVE: Willingly does work without being asked or
waiting for instructions; self-starting; offers suggestions for
improvement; voluntarily helps others; confronts and handles
problems and situations.
Using your current/past job as a reference, provide two
examples of doing more than what was expected of you.
Response: I-
A-
O-
Tell us about a time when you made a valuable work
improvement suggestion?
Response: I-
A-
O-
Tell us about a time when you tackled a problem or situation
that others avoided or refused to handle.
Response: I-
A-
 O-
Back-up: Tell us about a time when you felt it necessary to
change the way you did your job.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
WORK STANDARDS:-Tasks are consistently completed in
a thorough, accurate, timely and high quality manner; sets high
standards for self and others; willingly spends extra time to
make sure work is done well.
Give us two examples of when your work was more thorough,
accurate or of better quality than your co-workers.
Response: I-
A-
O-
How many hours of overtime have you worked in the past
three months?
Response: I-A-O-
Everyone at one time or another has had their work criticized
or rejected. Tell us about a time when this happened to you.
Response: I-
A-
O-
Back-up: Tell us about a time when you went beyond the
norm and put in extra hours to complete a task or project.
Response: I-
A-
O-
 Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
RELIABILITY: Can be counted on to meet performance
expectations; completes assigned tasks and projects on time;
does what they say they will do; reports to work on time; has a
low level of absenteeism.
How many instances of absenteeism and lateness have you
had in the last year and what were the reasons?
Response: I-
A-
O-
Periodically, everyone says they will do something for a co-
worker and are unable to so for some reason. Describe a time
when this has happened to you.
Response: I-
A-
O-
How did your last Supervisor evaluate your ability to meet
his/her performance expectations?
Response: I-
A-
O-
Back-up: Describe a time when you were unable to complete
a project or major task on time.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
 HONESTY: Communicates with others in an honest and
direct manner; does not distort, exaggerate or misrepresent
information; does not show deceitful, manipulative, fraudulent,
criminal or other unacceptable behavior; adheres to
organizational policies and rules.
At times you have to bend a policy or rule to get the job done.
Describe a time when you had to do this.
Response: I-
A-
O-
Tell us about a time when you were asked to compromise your
principles or ethical standards.
Response: I-
A-
O-
Have you ever witnessed or been made aware of a fellow
employee doing something inappropriate, unethical or illegal?
Tell us about it.
Response: I-
A-
O-
Back-up: Have you every had to withhold information from
your supervisor for what you felt was a justifiable reason. If so,
tell us about the situation.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
ADAPTABILITY: Willingness and ability to adapt to
changing conditions, processes, policies and laws; trying a
different approach, option or solution when the current one is
not working.
Tell us about a time when you really “dug in your heels” and
refused to co-operate with a rule or policy change.
Response: I-
A-
O-
Give us an example of a time when things were not working
and you seemed to have reached a dead end.
Response: I-
A-
O-
Describe some significant changes you have made in your
personal life over the past two years.
Response: I-
A-
O-
Back-up: Tell us about a time when you felt it was better not
to make a change when the opportunity presented itself.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
PLANNING AND ORGANIZATION-Ability to identify
and structure tasks/activities for self and others to complete an
assignment or project.
How do you keep track of the tasks requiring your attention?
Response: I-A-O-
 Have you ever been in a situation where you had too much to
do and not enough time to do everything? Tell us about it.
Response: I-
A-
O-
Have you ever lead a project group or team? If so, tell us how
you went about doing it.
Response: I-
A-
O-
Back-up: What types of planning and organizing do you do in
your present job? What about previous jobs?
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
INTERPERSONAL SKILL: Ability to work harmoniously
with others; skill at perceiving and reacting empathetically to the
needs of others; treats people with consideration, sensitivity,
kindness and fairness.
Tell us about a time in the last few days when you had to
respond to a person empathetically.
Response: I-
A-
O-
Describe a time in the last year when you had a serious
disagreement with a co-worker, boss or friend.
Response: I-
A-
 O-
Have you ever had to give someone some news that impacted
negatively on them? If so, please tell us about the situation.
Response: I-
A-
O-
Back-up: Give us a specific example of how you have built a
relationship on trust and respect.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
MENTAL ABILITY: Ability to identify, gather, analyze and
understand information; to reach reasoned and sound
conclusions, recommendations or decisions; to understand and
assimilate new technology.
What was your grade point average in school and what
courses were the easiest and the most difficult for you?
Response: I-
A-
O-
What has been the most difficult job related learning situation
for you?
Response: I-A-O-
Everyone occasionally makes a bad decision. Describe a time
when you made such a decision.
Response: I-
A-
O-
 Back-up: Describe the most difficult problem you have had to
deal with in the past year.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
DELEGATION SKILL: Ability to select and assign
appropriate tasks to others; provide direction when necessary;
establish and review completion dates.
Describe an important assignment you recently delegated to
an employee.
Response: I-
A-
O-
Tell us about a time when you delegated a task to another
person and it turned out badly.
Response: I-
A-
O-
In your job at_____, what types of task or assignmentswould
you not delegate to others? Please provide some examples.
Response: I-
A-
O-
Back-up: Describe a time when delegation worked as an
effective development tool for you.
Response: I-
A-
 O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
CONTROL SKILL: Ability to establish appropriate control
measures to monitor the results of their own work and the work
of others; to stay on top of things and keep track.
In your current job, how do you keep track of what work has
to be done?
Response: I-A-O-
How do you stay attuned to what your employees are doing on
a day-to-day basis?
Response: I-
A-
O-
Describe a recent incident when the work went badly “off the
rails.”
Response: I-A-O-
Back-up: Most people, at one time or another, forget to
follow-up on a task given to an employee. Describe a time when
this has happened to you.
Response: I-
A-
O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
LEADERSHIP ABILITY: Ability to coach, motivate or
direct others to accomplish a task or achieve a goal;
demonstrates leadership through personal example.
Describe a time when your leadership made the difference
between success and failure.
 Response: I-
A-
O-
Tell us about a time you were able to motivate your
employees to accomplish a difficult objective.
Response: I-
A-
O-
Tell us about the toughest group you had to get co-operation
from.
Response: I-A-O-
Back-up: What specific behaviors do you show to lead by
example? Response: I-A-O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
REQUIRED JOB KNOWLEDGE: The extent of the job
related knowledge acquired and understood.
Critical Knowledge Area:______
Question: Answer:
Critical Knowledge Area:______
Question: Answer:
Critical Knowledge Area:______
Question: Answer:
Critical Knowledge Area:______
Question: Answer:
Critical Knowledge Area:______
Question: Answer:
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
?
Response: I-A-O-
?______
Response: I-A-O-
?______
Response: I-A-O-
Back-up?______
Response: I-A-O-
Oral Communication (+ or-): volume ( ) grammar ( )
vocabulary ( ) rate ( ) confident ( ) eye contact ( ) concise ( )
inflection/ modulation ( ) initial impact ( ) holds attention ( )
INTERVIEW CLOSE-SUGGESTED CONTENT
1. Explain to the candidate you are going to give them a
question to think about and while they are doing their
thinking you will look over your notes to ensure nothing has
been left out.
Suggested question-”Tell us about a time when you had to
make avery unpopular decision.”
2. Review your notes and note any areas in need of further
questioning.
3. Ask the candidate for their response to the above question
and note their answer.
Response: I-A-O-
4. Ask any further questions you have noted and record the
response(s).
5. If required, provide a description of the position.
6. Ask the candidate if they have any questions and, if so,
note them below and answer them, if you can.
Candidate’s questions:
 7. Explain the next step in the selection process and tell them
when they can expect to hear the interview results.
8. Thank the candidate for the interview.
IMPORTANT: Begin the evaluation process immediately
afterthe close. Do not start a second interview before
completingthis candidate’s evaluation.
CANDIDATE EVALUATION
Rate the candidate on each selection criterion. If a team
format has been used it is very important that each interviewer
independently rate the candidate first, and, afterwards, share
those individual ratings with other team members and reach a
consensus rating. Suggested rating scale:
5. A great deal of the criterion behavior was noted. Excellent
4. Quite a lot was described. Good
3. A satisfactory or average amount was noted. Satisfactory
2. Only a small amount was noted. Less than satisfactory 1.
Little or no behavior was describedin the interview. Poor

CRITERIA INTERVIEWER CONSENSUS WEIGHTING FINAL

RATINGS

1 2 3

Initiative

Work Standards

Reliability

Honesty

Adaptability

Planning &
Organization

Interpersonal
Skill

Oral
Communication

Mental Ability

Delegation
Skill

Control Skill

Leadership
Ability

Job Knowledge

Overall Rating:

INTERVIEWERS:
__________, __________, ___________
Areas To Follow-up On During The Background Check:
 APPENDIX B
CORE SELECTION CRITERIA
PERSONALITY ATTRIBUTES
INITIATIVE-Willingly does work without being asked
or waiting for instructions; self-starting; offers suggestions for
improvement; voluntarily helps others; confronts and handles
problems and situations.
WORK STANDARDS-Work tasks are consistently
completed in a thorough, accurate, timely and high quality
manner; sets high standards for self and others; willingly
spends extra time to make sure work is done well.
RELIABILITY-Can be counted on to meet job
performance expectations; completes assigned tasks and
projects on time; does what they say they will do; reports to
work on time; has a low level of absenteeism.
R ONESTY-Communicates with others in an honest and
direct manner; does not distort, exaggerate or misrepresent
information; does not show deceitful, manipulative,
fraudulent, criminal or other unacceptable behavior; adheres to
organizational policies and rules.
A DAPTABILITY-Willingness and ability to adapt to
changing conditions, processes, policies and laws; tries a
different approach, option or solution when the current one is
not working.
ABILITIES AND SKILLS
PLANNING AND ORGANIZING-Ability to identify
and structure tasks/activities for self and others to complete an
assignment or project.
PNTERPERSONAL SKILL-Ability to work
harmoniously with others; skill at perceiving and reacting
empathetically to the needs of others; treats people with
consideration, sensitivity, kindness and fairness.
 P RAL COMMUNICATION SKILL-Ability to speak
in a clear and concise manner that is easily understood by
others; ability to listen to and understand the communication
of others.
M ENTAL ABILITY-Ability to identify, gather, analyze
and understand information; to reach reasoned and sound
conclusions, recommendations or decisions; to understand and
assimilate new technology.
P ELEGATION SKILL*-Ability to select and assign
appropriate tasks to others; provide direction when necessary;
establish and review completion dates.
PONTROL SKILL*-Ability to establish appropriate
control measures to monitor the results of their own work and
the work of others; to stay on top of things and keep on track.
PEADERSHIP ABILITY*-Ability to coach, motivate or
direct others to accomplish a task or achieve a goal;
demonstrates leadership through personal example.
*for management/supervisory positions
KNOWLEDGE
JOB SPECIFIC KNOWLEDGE-The extent of job-
specific knowledge learned and understood.
OTHER COMMON SELECTION CRITERIA
PERSONALITY ATTRIBUTES
REAM ORIENTATION-Willingness to work
cooperatively with others as part of a team effort;
demonstrates supportive and helpful behaviors towards fellow
team members.
S TRESS TOLERANCE-Capacity to maintain good job
performance and demonstrate stable behavior while under
significant stress and pressure.
RUSTOMER ORIENTATION-Ability to identify,
understand and respond to needs of internal and external
customers.
ABILITIES AND SKILLS
WRITING ABILITY-Ability to express oneself clearly
in writing in an organized and grammatical correct manner.
PHYSICAL ABILITY-Ability to perform the required
physical tasks inherent in the job; includes the dimensions of
strength, dexterity, coordination, flexibility, endurance and
visual acuity.
APPENDIX C
BEHAVIORAL QUESTIONS FOR CORE SELECTION
CRITERIA
PERSONALITY ATTRIBUTES
INITIATIVE-Willingly does work without being asked or
waiting for instructions; self-starting; offers suggestions for
improvement; voluntarily helps others; confronts and handles
problems and situations.
Tell us about a time when you made an improvement
suggestion to your supervisor.
Describe how you prepared for this interview.
What personal skill development actions have you
completed in the last year?
In your current job, how do you determine what tasks you
will work on each day?
Describe a time when you tackled a tough and/or unpopular
assignment.
In your current or previous job, describe two different times
when you displayed exceptional or noteworthy initiative.
Have you ever received a formal award or commendation
for taking initiative, either on the job or off? Tell us about it.
What community service are you currently involved with
and tell us how you got involved and how much time you
spend on it?
 Using your current or previous job as a reference, describe
the specific things you do to help your co-workers.
Using your current job as a reference point, describe two
examples of you doing more than what is expected of you.
Tell us about a time when you tackled a problem or situation
that others avoided or refused to handle.
Describe a project that was suggested, planned and
implemented mainly through your efforts.
Tell us about a time when you felt it necessary to change the
way you do your job.
Tell us about any additional training or education you have
completed since graduating from high school, college or
university.
Have you ever been confronted by a problem situation that
you felt your boss should handle but they were not there to do
so? Tell us about it.
In your current position, how do you assist others to do their
job?
How have your responsibilities changed since you started
your current job?
What goals have you set and achieved in the last two years?
Give us an example of a time you worked the hardest and
felt the greatest sense of achievement.
How was your college, university or vocational education
financed?
Tell us what you know about this organization.
Tell us about a time when you had to defend an idea or
decision to your boss.
WORK STANDARDS-Work tasks are completed
thoroughly, accurately, in a timely manner and with good
quality; sets high standards for self and others; willingly puts
in the time, however long it takes, to do the job.
 On your current job, how do you personally assess how well
you are performing?
Give us two examples of when your work was more
thorough, accurate or of a higher quality than you co-workers.
Describe a time when you and your supervisor had a
disagreement about your work performance.
Tell us about a time when you had to make a formal
presentation of at least one hour or more.
Tell us about a time when you had more work than you
could reasonably handle in a normal workday.
Have you ever completed and printed off a lengthy report
ready for submission only to discover some minor errors?
Describe the circumstances.
Describe a time when your work demands conflicted with
your family needs.
Have you ever received recognition for exceptional work?
Tell us about it.
Give us two examples where people came to you to do
additional work because you had done a good job for them
before.
Describe a time when your work was not up to your
personal standards.
Everyone at some time has had their work criticized or
rejected. Tell us about a time when this has happened to you.
Have you ever had to discipline or fire an employee for poor
work performance? Please describe the circumstances.
Tell us about a time when you went beyond the norm and
put in extra hours to complete a task.
Describe a time when a problem was not resolved to your
satisfaction.
Did your grades in school represent your best achievement?
Please comment.
 In your current job, how do you value or measure the
success of your work?
How many hours of overtime have you voluntarily worked
in the last three months?
Tell us about a time when you delivered more work than
was expected.
Have you ever been in a situation when you had to disregard
the instructions of your Supervisor? Tell us about the situation.
Have you ever been in a job situation when you felt you
were being stuck with all the work? Please explain the
circumstances.
Tell us about a few of your achievements that have been
recognized by your supervisors.
What were some of your most important accomplishments
in your job at_____?
What areas of your work have been criticized most often?
Tell us about some task or project you started but could not
finish.
Describe a time when you were criticized for the way you
handled a project.
How did your last supervisor evaluate your performance?
RELIABILITY-Can be counted on to meet job
performance expectations; completes assigned tasks and
projects on time; does what they say they will do; reports to
work on time; has a low level of absenteeism.
How many absenteeism days did you have in the last two
years and what were the reasons?
How many days have you been late for work in the last year
and what were the reasons?
How did your last supervisor rate your reliability with
regards to doing your work, attendance, reporting to work on
time and leaving work on time?
 Describe two times in the last year when you told someone
you would do something and you worked through adversity to
do it.
Periodically, everyone has promised to do something for a
co-worker or supervisor and for whatever reason, they were
unable to follow through on that promise. Tell us about a time
when this has happened to you.
Describe a time when you were unable to complete a project
or major task on time.
Tell us about a task or project you started, but had to
abandon.
At one time or another, everyone has been told their work
did not meet the organization’s expectations. Tell us about a
time when this happened to you.
How often have you missed deadlines in the last two years.
Describe a time when a close friend or colleague said you
let them down.
Have you ever cancelled an important family event in order
to work late or come in on your day off? Please explain the
circumstances.
HONESTY-Communicates with others in an honest and
direct manner; does not distort, exaggerate or misrepresent
information; does not show deceitful, manipulative,
fraudulent, criminal or other unacceptable behavior; adheres to
organizational policies and rules.
Have you ever been convicted of a criminal offence related
to the position under consideration?
Have you ever been refused bonding? If so, please explain
the circumstances.
At work, we have all had to avoid telling the truth at one
time or another. Tell us about a time you had to do this and the
circumstances that required it.
 In your opinion, what percentage of employees steal items
such as stationary, tools, materials and equipment from their
employer?
In your opinion, what percentage of employees inflate or
“pad” their expense accounts?
Describe a time when you had to communicate some very
negative, potentially hurtful information to another person.
Tell us about a time when you had to provide performance
feedback to a poor performer.
Have you ever been fired from a job? If so, tell us about the
circumstances.
Describe a time when you had to say no to a colleague or
employee and you felt very uncomfortable for having done so.
Tell us about a time when you were asked to compromise
your principles or ethical standards.
When was the last time you had to admit you were wrong?
Please explain the circumstances.
Have you ever been in a situation where people questioned
your honesty or integrity? Please tell us about it.
Describe a recent moral or ethical dilemma you have
encountered.
Everyone has to bend the rules some time in order to get the
job done. Describe a time when you had to do this.
Tell us about a time when you were unable to meet a
commitment that you made.
Everyone has had to withhold information from a direct
report, supervisor, fellow employee or customer for a
justifiable reason. Tell us about a time when you had to do
this.
Describe a time when you had to bend your personal
standards to get the job done.
 Have you ever been counselled or disciplined for breaking a
company rule or policy? If so, tell us about the situation.
When attending school, did you ever encounter a person
paying to get a paper, essay of thesis written for them? Please
tell us about the incident.
Tell us about your experience with working in a position of
trust.
Have you ever been asked to do something you considered
immoral or unethical? Please describe the situation.
Have you ever witnessed or been made aware of a fellow
employee doing something inappropriate, unethical or
immoral? Tell us about it.
Have you ever been in a situation when a customer wanted a
more expensive product or service but you knew they only
needed a less expensive one? If so, please describe the
situation.
ADAPTABILITY-Willingness and ability to adapt to
changing conditions, processes, policies and laws; tries a
different approach, option or solution when the current one is
not working.
Describe a job related circumstance when you had to make a
significant change in the way you had been doing things.
Tell us about a time when you felt it was better not to
change your approach when the opportunity to change
presented itself.
Have you ever been in a situation when you disagreed with
a new organizational policy or rule? Tell us about it.
Describe some significant changes you have made in your
personal life over the past two years.
In the last year, how have you changed the way you do your
job?
Tell us about a time when you really “dug in your heels” and
refused to co-operate with a rule or policy change.
 Give us an example of a time when things were not working
and you seemed to have reached a dead end.
Have you ever had a person express the sentiment of, “why
change when the way we are doing it is working?” If so, tell us
about the situation.
Tell us about a time when you were asked to do some work
outside the normal scope of your job.
Tell us about a time when you made a successful adaptation
to a change in process, policy or condition.
Explain to us, the extent of your computer knowledge and
skills.
Describe the types of job training you have completed in the
last two or three years.
Tell us about a time when you had trouble selling your
supervisor on an idea.
Tell us about a time when there was no set procedure or
precedent to help you solve a problem.
What setbacks or failures have you had in your life?
Tell us about a time you had to overcome a big obstacle to
get the task or project done.
What crisis situations have you been confronted with in the
last year?
Describe a time when your supervisors rejected a
recommendation you had made.
Describe a time when you became aware of new technology
that could help your organization and you went ahead and
applied it.
Tell us about a time when you seemed to be on the wrong
side of an issue.
ABILITIES AND SKILLS CRITERIA
PLANNING AND ORGANIZING-Ability to identify and
structure tasks/activities for self and others to complete an
assignment or project.
Describe what you do when you go into work on a normal
workday.
Have you ever been in a situation where you had too much
to do and not enough time to do everything? Tell us about it.
Have you ever lead a project group or team? Tell us about it.
Tell us about a time when you had to extend a deadline.
Describe a time when a project you were working on turned
out badly.
Have you ever had to schedule a lot of work for a number of
people? If so, please tell us about the situation.
Please describe the types of planning and organizing
experiences you had in your last or current job(s). Please be
specific in explaining the types of planning done.
What were your career goals on leaving school?
Give us an example of how you prioritize a list of tasks or
assignments.
Do you handle your personal affaires like bill payment,
insurances, wills, household matters, car maintenance,
banking, pension plans etc.? If so, how do you go about doing
this?
Did you prepare a personal budget last year? If so, how did
you do it?
Do you have plans for your retirement? Please tell us about
them.
What types of planning and organizing do you do in your
present job?
How do you keep track of the things requiring your
attention?
Tell us about one of your projects that was not completed.
How do you plan and organize a major project? Give us a
specific example.
 At one time or another everyone has something “fall
through the cracks.” Describe a time when this happened to
you.
Tell us about the problems you face in getting all your work
done.
Describe a time when you found yourself overloaded with
work.
Describe some time saving ideas you have incorporated into
your behavior.
Tell us about a time when an unexpected project was
assigned to you.
INTERPERSONAL SKILL-Ability to work harmoniously
with others; skill at perceiving and reacting empathetically to
the needs of others; treats people with consideration,
sensitivity, kindness and fairness.
Describe a time in the last six months when you had a
conflict or serious disagreement with a fellow employee.
Tell us about a time in the last few days when you had to
respond to another person in an empathetic fashion.
Describe two or three behaviors you have shown in the last
month that have resulted in an improved relationship with a
co-worker.
At one time or another everyone has a co-worker accuse you
of being unfair, insensitive or unkind. Tell us about a time
when this has happened to you.
How many close friends do you have?
When have you provided a fellow employee the opportunity
to “save face?” Please provide a specific example.
Have you ever left a situation knowing you hurt someone’s
feelings? Please tell us about it.
Tell us about a time when you had to support someone going
through a difficult time in their life.
 Have you ever had to give someone some news that had a
strong negative impact on them? Please tell us about the
circumstances.
Tell us about a time when you saved someone from
embarrassment.
Tell us about a time when you were not fully accepted by
your co-workers.
Have you ever been wrongly criticized? If so, please tell us
about the circumstances.
Have you ever worked with an overly critical person? If so,
please explain the circumstances.
Tell us about a time in the last six months when a person has
asked for your assistance or advice on how they should handle
a work or personal problem?
What specific behaviors do you consistently use to show
respect for others?
How do you go about building a trusting and respectful
relationship? Give us a specific example of when you have
done this.
Please provide us with three examples of using positive
recognition in the last two weeks.
Have you ever worked with a team of employees where one
member was not pulling their weight? If so, explain the
situation and circumstances.
Tell me about a time when you had to customize or tailor
your communication to fit the background or experiences of
your listener.
Have you ever worked with a person who consistently
wasted your time? Tell us about it.
Tell me about a time when you regretted your comments or
behavior in a work place situation.
When have your diplomacy skills been put to the test? Tell
us about it.
 How have you enhanced the self-esteem of the people you
work with?
Have you ever worked with a person you really disliked? If
so, describe the situation for us.
Has you behaviour ever caused another person a problem?
Tell us about the situation and circumstances.
How did you handle an arrogant, know-it-all type of person
that you had to get along with?
When was the last time you had a personality clash with a
co-worker?
Tell us about a difficult interpersonal work situation that you
have been involved in.
Describe a time when humor played a part on how you
handled a situation or person.
Tell us about a time when you had to handle a frustrated and
angry internal or external customer.
Have you ever had a person lose their temper with you? Tell
us about it.
How did you go about establishing a relationship with your
previous supervisor?
Using previous work experiences as a reference point,
describe the type of people you work well with and those you
don’t.
Have you ever been involved in a downsizing situation? Tell
us about your co-workers who lost their jobs.
Have you ever had to introduce a new system, process,
method or technology? Explain how you did it.
ORAL COMMUNICATION SKILL-Ability to speak in a
clear and concise manner that is easily understood by others;
ability to listen to and understand the communication of
others.
 Note: A person’s oral communication skill can be assessed
during the interview by carefully observing and recording their
speaking and listening behavior. The areas to assess are as
follows: for speaking-clarity, volume, vocabulary,
organization, inflection/ modulation, persuasiveness, grammar
and syntax; for listening-number of times the interviewee asks
the interviewer to repeat the question, whether or not eye
contact is made, whether or not the interviewee interrupts the
interviewer and whether or not the interviewee’s responses
indicate understanding of the questions.
Have you ever had to convince a person to do something
when they were initially very resistant about doing it? If so,
tell us about it.
Tell us about a time when you communicated badly.
Do people frequently ask you to repeat your oral
communications? Give me some specific examples when this
has happened.
Tell us about a time when you told someone to do something
and they did it wrong.
What are some of the most difficult or complex pieces of
information you have had to communicate.
Describe a time when you had to customize or tailor your
communication to fit the background or experiences of your
listener.
How do you show others that you are listening to them?
Provide a specific example please.
Give us some examples from your present job where you get
important information verbally.
How often do you present information to groups? Tell us
about the circumstances.
Everyone at one time or another has been uncomfortable in
a communication situation. Describe a time when this has
happened to you.
 All of us, at one time or another, have had difficulty
explaining something over the phone. Give us an example
when this has happened to you.
Tell us about a time when you had to persuade others to
adopt your idea.
Tell us about a time when you listened poorly.
How do you react to a person who rambles and talks to
excess? Give us a recent job example.
We all have times when we misinterpret information. Tell us
about a time when this has happened to you.
Give us an example where your listening changed your
course of action on handling a situation?
Have you ever had to separate yourself emotionally from a
listening situation? Tell us about it.
Has anyone ever told you to stop interrupting? Please
explain the circumstances.
Tell us what empathetic listening means and give us an
example when you used the skill.
What difficulties have you encountered communicating with
others?
Asking questions about oral communication is not as
effective as observing it in the interview or using a simulation
exercise ofa job related communication situation. For
example, if the job requires the incumbent to communicate
policy information to others, then prepare a simulation
exercise where you ask the interviewee to read written
descriptive information on a policy change and then ask them
to prepare and verbally communicate the information to an
employee/ role player (interviewer).
MENTAL ABILITY-Ability to identify, gather, analyze
and understand information; to reach reasoned and sound
conclusions, recommendations or decisions; to understand and
assimilate new technology.
 What was your grade point average in school?
What school courses were your easiest and which ones most
difficult?
What has been the most difficult job related learning
situation you have experienced?
How long did it take for you to feel comfortable in your job
at _____?
Describe a situation where you have had to make a critical
decision based on a small amount of information.
Tell us about a decision that could have had serious
consequences had you been wrong.
At one time or another, everyone makes a bad decision,
describe a time when you felt you made such a decision.
Describe a situation when you had to determine whether to
handle the situation yourself or call in someone else with more
expertise.
Describe the most difficult problem you have had to deal
with in the last year.
In your job at_____, what decisions were the most difficult
for you?
Give us an example when you had to overcome an obstacle
or problem in an innovative way.
Tell us about a time when you had to learn something
difficult in a short period of time.
What is the quickest and easiest way for you to learn new
things? Provide a specific example please.
What techniques do you use to assimilate a lot of
information in a short period of time? Please give us a specific
example of when you had to use these techniques.
Describe a time when you concluded the risks outweighed
the rewards.
 Have you ever resolved a long-standing problem? Tell us
about it.
What big problems did you encounter in your last job? Tell
us about them.
Tell us about a time when you were confronted by a problem
that should have been handled by your supervisor but they
were not there to do so.
How do you decide when to ask for advice? Give us a
specific example.
How many training courses have you attended over the last
three years?
Describe a time when you learned a new technology and
then applied it to your work.
Describe a very unpopular decision you had to make.
Tell us about a problem situation that you handled in a
unique or innovative way.
Tell us about a time you made an important decision after
seeking input from other employees.
Have you ever applied a solution that you used in a previous
work situation to a problem in a different organization? Tell us
about it.
How much initial training and coaching did you receive in
your last job?
DELEGATION SKILL-Ability to select and assign
appropriate tasks to others; provide direction when necessary;
establish review and completion dates.
Describe an important assignment you recently delegated to
an employee.
Tell us about a time when you delegated a tasks to another
person and it turned out badly.
In your job at_____, what types of tasks or assignmentsdid
you not delegate to others? Please provide some examples.
 Describe a time when delegation worked as an effective
management tool for you.
Describe a time when you delegated a task that really
needed your attention but you did not have the time to spend
on it.
Do you assign work to others? If so, describe how you go
about it.
Tell us about a time when you decided not to delegate and it
turned out to be a mistake.
Tell us about a time when you used delegation as an
employee development tool.
How do you follow-up on delegated tasks after you have
been away from work for some time?
CONTROL SKILL-Ability to establish appropriate control
measures to monitor the results of their own work and the
work of others; to stay on top of things and keep on track.
What control methods do you use in your job at_____?
How do you stay attuned to what is going on with your
direct reports?
How do you measure the performance of your employees?
Describe a recent incident where the work went “off the
rails.”
How do you keep track of what work you need to
accomplish? Give us a specific example.
Do you use an electronic calendar/scheduler? How do you
use it?
Have you ever lead a project team? How did you ensure that
tasks were being done and progress was being made? Please
provide a specific example.
At one time or another, every supervisor forgets to follow-
up on something they delegated to another person. Describe a
time when this has happened to you?
 What control measures do you use to monitor the work of
your employees?
How do you keep track of what your employees are doing.
What specific control indices do you use to monitor
performance in your work unit.
LEADERSHIP ABILITY-Ability to coach, motivate or
direct others to accomplish a task or achieve a goal;
demonstrates leadership through personal example.
Describe a time when your leadership made the difference
between success and failure.
Tell us about a time you were able to motivate your staff to
accomplish a difficult objective.
Have you ever disciplined an employee? Tell us about it.
What behaviors do you show in order to lead by example?
Please provide specific examples.
Describe a time when careful and persistent coaching
allowed an employee of yours to perform well.
Have you ever knowingly withheld information from your
employees? Tell us about it.
What is the absenteeism rate of your employees?
Have you ever had to lead a group of people over whom you
had no direct authority? Tell us about it.
Describe a time when you successfully coached a co-
worker.
Tell us about a time when a colleague asked you for advice
or direction.
Have you ever been in an “informal” leadership position?
Tell us about it.
Describe a time when you felt you let a co-worker down.
Do your friends ask you for advice? Tell us about a time
they have done so.
 Have you ever been voted into a leadership position by
colleagues or friends? Tell us about the circumstances.
Describe a time when you acted on someone’s work
improvement idea.
Tell us about a time when you had to make an unpopular
decision.
Have you ever been in a situation when employees were not
accepting your ideas? Please tell us about the circumstances.
Tell us about the toughest group you had to get cooperation
from.
Tell us about a time when you took someone “under your
wing.”
Describe a time when you determined someone needed
coaching when others had not picked up on it.
Have you ever had to train a new employee? If so, tell us
how you went about it.
Tell us about the objectives you have for your current work
group.
Tell us about your current workplace diversity efforts.
Have you ever had to withhold information from an
employee? Tell us about it.
Tell us about a person who was promoted as a result of your
coaching efforts.
Who takes over your job duties when you are away?
Tell us about a time when you recognized a skill deficiency
in an employee when others had missed it.
Give us some examples of when you have trained your
employees to assume more responsibility.
KNOWLEDGE CRITERIA
JOB SPECIFIC KNOWLEDGE-The extent of job
specific knowledge learned and understood.
 Describe the various areas of your technical expertise.
We notice you have worked with (insert job specific
knowledge area). What have you found to be its strengths and
weaknesses?
What practical experience have you had with (insert job
specific knowledge area)?
Tell us how you stay current in (insert job specific
knowledge area).
Please note: To be able to use the following question
formats you have to first identify and define the important job
specific knowledge areas required for the position under
consideration. These knowledge areas are then inserted into
the appropriate question formats. We will use the job of a
Management Trainer as an example. Some of the specific and
critical knowledge areas needed for this position are as
follows:
Adult learning principles.
Learning methods.
Preparing instructional objectives.
Preparing a power point presentation.
Handling difficult classroom situations.
Oral presentation techniques.
Management practices.
The bracketed parts of the following questions pertain to the
specific knowledge areas listed above.
When you designed (your last training program, what adult
learning principles did you design into the format)?
What is an (in-basket exercise and where can it be used
effectively)?
Verbally, provide us with (an instructional objective for
teaching managers the delegation skill)?
 Explain how to (demote text when preparing a power point
presentation)?
Is this statement true or false? (When you are making a
formal oral presentation you should stand still and not move
around the room).
What procedure do you follow to (handle a class participant
who is overly critical of other participants)?
How do you (effectively cue a training video)?
How do you use the following (learning methods-role
playing, programmed instruction and tests)?
Name three ways (you can advance to the next slide in a
power point presentation)?
Which of the following is not a visual aid? (flip chart,
overhead projector, white board, simulation).
Job knowledge can be effectively assessed using a pencil
and paper job knowledge test that is specifically prepared
for this purpose. The written test can be administered before
or after the interview, individually or as a group.
OTHER COMMON SELECTION CRITERIA
PERSONALITY ATTRIBUTES
TEAM ORIENTATION-Willingness to work
cooperatively with others as part of a team effort;
demonstrates supportive and helpful behaviors towards fellow
team members.
In your previous positions, did you work independently or
were you part of a team effort? If you worked as part of a
team, how did you contribute.
Describe a time when you abandoned your personal needs
or objectives in order to help the team.
Have you ever been part of a work team that did not work
well? If so, tell us about it.
Tell us about a time you lead an effective team effort.
 What off-job team activities are you involved with?
Have you ever been part of a work group when one or two
of the members were not pulling their weight? Tell us about it.
What specific behaviors do you show to promote better
team spirit?
At one time or other, everyone finds themselves in a team
that is working poorly. Please tell us when this has happened
to you.
STRESS TOLERANCE-Capacity to maintain good job
performance and demonstrate stable behaviour while under
significant stress and pressure.
Tell us about the most stressful situation you have
encountered in the last six months.
Describe a time when your behavior was impacted by a
stressful situation.
In your last position, what were your most significant
stressors.
What has been the most uncomfortable interpersonal
situation you have experienced in the last few years’.
What stress management techniques have you used
frequently.
Tell us about the last time you really got angry about a
management decision.
Tell us about the last time you lost your temper.
Have you ever been under the influence of tranquilizers or
other mood altering drugs at work?
How do you relax? Please provide specific examples.
In the last year, when have you been the most upset with
yourself? Please describe the situation.
At one time or another, everyone feels they may not have
performed well under pressure. Describe a time when you felt
like this?
 Has a co-worker caused you to become irritated and
frustrated? Tell us about the situation.
Have you ever felt burned out in a job? If so, please explain
the circumstances.
CUSTOMER ORIENTATION-Capacity to identify and
respond appropriately to the needs of either internal or external
customers; understands the importance of good customer
relations.
Tell us about your typical customer contact situations in
your last job.
Describe a time when you had to go the extra mile to
support an internal/external customer.
Have you ever identified a customer need before others? If
so, tell us about it.
Have you ever given your home telephone number to a
customer? If so, describe the circumstances.
What has been the most serious customer complaint
situation you have had to handle?
What difficulties have you had handling customer relation
situations?
What types of customers make you mad and upset? Provide
some specific examples.
Describe a time when you “salvaged” a customer that
appeared lost.
What type of formal training have you had in customer
relations.
When was the last time you lost your temper with an
internal or external customer? Tell us about the circumstances.
Have you ever received a customer service award? Tell us
about it?
How do you know you are giving the customer what they
want? Provide a specific example.
ABILITIES AND SKILLS
WRITING ABILITY-Ability to express oneself clearly in
writing in an organized and grammatical correct manner.
What types or written documents do you prepare in your
current job? What about your previous job(s)?
How does your Email message writing differ from the
writing you do in other aspects of your current job?
Have you ever received awards or recognition for your
writing? Tell us about them.
What were your English grammar and composition marks
like in school?
How did your previous supervisors evaluate your writing
skills?
Using your current or previous job as a reference point,
describe how you prepared a lengthy narrative report.
Have you ever published any articles or books? If so, tell us
what they were.
The selection interview is not a good method for assessing
writing ability. Obtaining an actual sample of the candidate’s
writing is a better method. Before or after the interview, ask
the candidate to write a one or two page explanation of how
he/she thinks they are qualified for the position under
consideration. Evaluate the writing for legibility, grammar,
spelling, organization, vocabulary and persuasiveness.
PHYSICAL ABILITY-Ability to perform the required
physical tasks inherent in the job. Includes the dimensions of
strength, muscle endurance, manual dexterity, eye/hand
coordination, flexibility, cardio vascular endurance and visual
acuity.
We are going to ask you about the physical requirements of
the job. Are you able to (describe the physical requirements
and obtain the candidate’s responses).
 Have you have any physical limitations or accommodation
needs with respect to the position under consideration? If so,
please explain.
Do you have any job related limitations or accommodation
needs with respect to your strength, manual dexterity,
eye/hand coordination, flexibility, muscle and vascular
endurance and visual acuity? Any phobias and allergies related
to the job under consideration?
The best way to assess the physical capability of a candidate is
to design and implement a physical testing process that each
candidate must successfully complete. Such a process would
include a representative sample of all the actual physical tasks
to be performed in the job. Examples: Continuously lift 50lb
bags, climb stairs, stand for long periods of time, bend over
repeatedly, push and pull heavy objects, work in a hot
atmosphere for an hour without a rest break, crawling into
confined spaces etc.
 APPENDIX D
EXAMPLE CANDIDATE RATING
SUMMARY SHEET
Rate the candidate on each selection criterion. If a team/panel
format has been used it is very important to have each
interviewer independently rate the candidate first and then share
their individual ratings with each other and subsequently reach a
consensus. The following rating scale is suggested: 5. A great
deal of the criterion was described. Excellent 4. Quite a lot was
described. Good
3. A satisfactory or average amount was described.
Satisfactory 2. Only a small amount was described. Less than
satisfactory 1. Little or no behavior was described in the
interview. Poor

CRITERIA INTERVIEWER CONSENSUS WEIGHTING FINAL

RATINGS

1 2 3

Initiative 3 3 3 3 3 9

Work Standards 3 4 4 4 3 12

Reliability 4 4 4 4 3 12

Honesty 3.5 4 4 4 2 8

Adaptability 2.5 3 2.75 2.5 1 2.5

Planning &4 4 3 4 2 8
Organization

Interpersonal 3 3 3 3 2 6
Skill
Oral 5 4 4 4 1 4
Communication

Mental Ability 4 4 3.5 4 2 8

Overall Rating: 69.5 out of 95 = 73.16% or 3.66 out

of 5
 APPENDIX E
BACKGROUND CHECKING
GUIDE FOR CORE SELECTION
CRITERIA (TELEPHONE)
Date:_____Time:_____Interviewer:______
Candidates Name:______
Person Contacted:_____Phone:______
Position Of Contact:______
Relationship Of Contact To Candidate:______
1. Introduce yourself and explain the purpose of your call.
“Hello Mr./Ms. _(Referee)_ , my name is_____ of
_____. Mr./Ms._____(Candidate)_____has applied for
theposition of _____ with our organization. Mr./Ms.
_____ has told us you were their supervisor and
hasauthorized us to speak with you. I would like to ask you
about his/her on job behavior. It will take about 15 minutes. Is
this a good time for you or would you prefer I call back at a
more convenient time?”
2. If applicable, advise the person that it may be necessary
to disclose their reference information and make it
available to the candidate if it is requested pursuant to
Federal, State/Provincial laws.
3. Confirm factual information provided by candidate-
position held, length of service, dates of employment,
reason for leaving, major responsibilities/accountabilities,
relationship to candidate etc.
4. Ask the following questions and record the responses.
Please comment on their initiative and willingness to do
work without being asked or waiting for instructions.
(initiative)
Please comment on the quality and quantity of their work.
(work standards)
Were they reliable with respect to meeting performance
expectations, completing assignments, reporting to work on
time and adhering to break times? (reliability)
Are they honest and direct with others? Are they ethical? Do
they follow rules and policies? (honesty)
Comment on their willingness to adapt to changing
conditions, processes and policies. (adaptability)
Are they well organized and do they plan their work and the
work of others effectively? (planning and organizing)
Are they good at working with others and do they treat their
fellow employees with consideration and kindness?
(interpersonal skill)
How would you describe their speaking and listening skills?
(oral communication)
Please comment on their thinking ability. How quickly did
they learn new tasks? (mental ability)
Please comment on their delegation skill. Were they
effective at assigning work to others? (delegation skill)
Did they make use of effective controls to monitor the work
of others? (control skill)
Please comment on their ability to direct, coach, motivate
and inspire their employees. Were they a good role model?
(leadership)
How would you describe the extent of their job related
knowledge in the following areas of importance? (job specific
knowledge)
?(other criteria)
?
5. Ask the following general questions.
 Were there any performance areas that you would have liked
to have seen them do better at?
Were there any personal problems that negatively impacted
their work that I should know about, such as addictions,
medical conditions and personality disorders?
Please comment on their personal grooming and hygiene.
Would you re-hire this person? (If they respond “no” be sure
to ask why.)
Is there any other job related information you would like to
provide that you think would be important for me to know?
6. Close of the interview.
“Thank you very much for your information and I can
assure you it will be treated discreetly and confidently.”
7. Evaluate the background check.
Information obtained would indicate no problems and
corroborates the interview information and ratings.
Information is vague, generalized, inconsistent or
inconclusive. More referees need to be contacted.
Information indicates definite problems with certain
selection criteria.
Contact would not provide any information about the
selection criteria.
Recommendation:______
BEHAVIORAL INTERVIEWING MATERIALS AND
SERVICES
The following materials and services are available on
request. Please contact us for current prices.
Materials:
Additional copies of the Behavioral Interviewing Guide
I nterview Selection Guides for management/supervisory
positions.
 Interview Selection Guides for non-management
positions.
Background Check Guides for management/supervisory
positions.
Background Check Guides for non-management
positions. Services: (Contact us for a fee quote.)
Determining job specific selection criteria.
Determining job specific behavioral questions.
Preparing job specific Interview Guides.
Preparing job specific Background Check Guides.
Preparing of customized copies of the Behavioral
Interviewing Guide.
Phone-604 . 532 . 5947 [email protected]
Web Address-www.intelligentselection.net Mailing Address-
Intelligent Selection Inc. 2690 224th St. Langley, B.C. Canada
V2Z 3B3