Interviewing Skills

Learning Objectives

• Understand the importance of the interview to the organization

• Identify the main types of interviews that are employed within the organization

• Detail and be able to implement an effective Interview Process

• Understand the importance and different types of questioning and listening skills

Learning Objectives

• Identify and be able to avoid biases in interviewing

• Implement four main types of interviews:

– Recruitment– Performance Appraisal– Counseling – Grievance/Discipline

Interviewing Skills & The Organization

What is an Interview?

• At its’ simplest it is a meeting during which an individual is asked provide and exchange information that will be used for a particular purpose within an organization

Main Types of Interviews

RecruitmentRecruitment

Performance AppraisalPerformance Appraisal

CounsellingCounselling

Grievance/DisciplineGrievance/Discipline

The Interview Process

The Interview Process - A Simple Model

GreetGreet

AcquireAcquire

SupplySupply

DepartDepart

Greet

• Ensure that the interviewee feels welcome and within a safe environment that is free from disturbances

• Outline the Purpose of the Interview if not Already Stated

• Control Interview Flow

Acquire

• Question Carefully

• Listen Attentively & Objectively

• Document Important Points

• Manage Flow of Information

Supply

• Deliver Pertinent Information

• Ask Whether More is Required

• Be Fair in all Interactions

• Be Patient in Delivering Information

Depart

• Ensure Information Received and Offered is Understood

• Describe Follow-Up Process

• Part Politely

Questioning & Listening Skills

Listening Skills - Benefits

• Learn about beliefs, feelings and attitudes

• Gather factual information

• Avoid misunderstandings

• Clearer picture of staff issues

Key Active Listening Skills

• Door Openers• Encouraging• Acknowledging• Affirmation • Open Questions• Checking• Clarification• Extension

Door Openers

• Allowing the interviewee time and space to answer the question

• Maintaining an active silence to allow them complete

• Using non-verbal gestures for encouragement– Leaning Forward

Encouraging

• Key Examples– ‘Do continue’– ‘Please tell me more about the situation

that you found yourself in’– ‘Could you repeat how this situation

transpired’– ‘I get the picture’– ‘I hear what your saying’

Acknowledging - Verbal

• Key Examples– ‘I See’– ‘OK’– ‘I Understand’– ‘Yes I know what you mean’

Acknowledging - Non Verbal

• Key Examples– Nodding– Open Body Language– Eye Contact– Facial Expressions– Leaning Forward

Affirmation

• Key Examples– ‘That’s very helpful please do continue’– ‘I really appreciate this information’– ‘Really I can now see why you behaved as

you did’

Open Questions

• Similar to Door Openers

• Do not encourage ‘Yes’ or ‘No’ responses

• Facilitates a greater understanding of– Beliefs– Thoughts– Experiences

Open Questions

• Key Examples– ‘How do you feel about being here?’– ‘What is on your mind?’

Checking

• Key Examples– ‘Am I right that you said …?’– ‘And what again did you do next?’– ‘You do not seem to be happy with this

interview?’– ‘So you are unhappy in your current

position?’

Clarification

• Key Examples– ‘Maybe I missed something did you say

…?’– ‘Were you missing for one day or two?’– ‘Who do you believe is behaving

inappropriately?’

Extension

• Key Examples– ‘Please tell me more about why you want

to move into a supervisory position?’– ‘Based on your experience can you expand

on why we should employ you?’– ‘What do you mean?’

Reflective Listening Skills

ParaphrasingParaphrasing

Reflection of MeaningReflection of Meaning

Reflection of FeelingReflection of Feeling

Summary ReflectionSummary Reflection

Paraphrasing

• Paraphrasing allows the interviewer to check their perception of what has been stated by the interviewee

• Check of the content by stating precisely using the interviewee’s own words

• ‘So is this what you mean …’

Reflection of Meaning

• This is a basic empathy tool which the interviewer can use very effectively during the interview

• Feelings and facts are conveyed

• ‘You feel … because …’

Reflection of Feeling

• Here the interviewer mirrors the emotions that are expressed

• ‘You felt angry!’

Summary Reflection

• A brief restatement of facts and emotions that the interviewee has expressed

• ‘So what you are saying is that you felt disappointed when …’

Questioning Skills

Direct or ClosedDirect or Closed

LeadingLeading

Topic-ChangingTopic-Changing

Probing & DevelopingProbing & Developing

Open - EndedOpen - Ended

Reflecting BackReflecting Back

Source: Adapted from Evenden & Anderson (1992)

Direct & Closed

• Generate ‘yes’ and ‘no’ responses from the candidate

• Useful in determining facts but can lead to a very short interview if used too frequently

• Can also make the candidate nervous

• ‘Did you enjoy your last job?’

Leading

• Often used by inexperienced interviewers to gain information that they expect and want to hear

• ‘Wouldn’t you agree …?’

• Candidates tend to follow the lead of the interviewer thus accuracy may be undermined

Topic Changing

• Takes the candidate in a new direction

• ‘Your information on your last job was very interesting but could you tell me more about your qualifications’

• Important questions in directing the flow of the interview while also gathering as much information as possible

Probing & Developing

• Assists in gathering further information and clarification of the suitability of the candidate to the position on offer

• ‘Tell me more about how you delegated tasks in your last position?’

Open-Ended

• Encourages more complete answers from the candidate and provides them the opportunity to talk at length

• ‘Why exactly did you apply for the current position?’

• Extremely important at allowing the candidate to be involved in the interview

Reflecting Back

• Ensures that agreement is achieved between the interviewer and candidate by facilitating the candidate to restate their response

• ‘Further training is clearly very important to you?’

• Also ensures that the candidate feels that the interviewer has been listening and is interested in what has been said

Biases in Interviewing

Biases in Interviewing

Expectancy EffectExpectancy Effect

Primacy EffectPrimacy Effect

Information-Seeking BiasInformation-Seeking Bias

Contrast or Quota EffectsContrast or Quota Effects

Horns/Halo EffectHorns/Halo Effect

StereotypingStereotyping

Expectancy Effect

• Interviewer forms a decision about the interviewee based on biographical data or other information available

• This decision drives all subsequent decisions

Primacy Effect

• Interviewers base their impression of the interviewee in the first few minutes of the interview

Information-Seeking Effect

• Interviewers will actively seek information to confirm their initial impression of the interviewee

• Thus interview becomes an interviewer validation process rather than the designed objective of the interview

Contrast or Quota Effect

• Decisions based not purely on the interviewee but on decisions taken on prior to the interview

Horns/Halo Effect

• Interviewer rates interviewee either very highly or very low based on information received

• Negative information highlighted more than positive

• Balance not achieved

Stereotyping

• Decision based on– Sex– Nationality– Background

• Adhering to Legislation

The Counseling Interview

The Counseling Interview

Factual InterchangeFactual Interchange

Opinion InterchangeOpinion Interchange

Joint Problem SolvingJoint Problem Solving

Decision MakingDecision Making

Source: Adapted from Torrington & Weightman (1991)

Factual Interchange

• Concentrate on the facts of the situation

• Request factual information only

• Provide factual information only

• Information gathered provides a reliable source for later analysis

Opinion Interchange

• Open the issue up for discussion

• Request opinions and feelings

• Offer no criticism at any stage

• Make no decisions

• Ensures better understanding by both parties

Joint Problem Solving

• Request those counseled to analyze the current situation for themselves

• Provide assistance where necessary without excessive direction

• Ensure that the solution position is mutually arrived at and not produced by the counselor

Decision Making

• Generate alternative solutions for consideration

• Facilitate behavior change where possible and only when requested

The Recruitment Interview

Efficiency

• Highly effective if based on a detailed job description

• Structured interviews, based on pre-set questions, are more effective than unstructured interviews

Functions of the Interview

Mutual PreviewMutual Preview

AssessmentAssessment

NegotiationNegotiation

Source: Adapted from Anderson & Shackelton (1993)

Mutual Preview - Function

• Informal discussion that explains the selection process and the job on offer

• Provision of a detailed and Realistic Job Preview

Interviewer’s Objectives

• To ‘set the scene’ for the candidate and the organization

• To inform the candidate of the organization’s selection procedures

Candidate’s Objectives

• To understand what the selection procedure will be and what will be involved during each stage of the procedure

• To obtain an indication of what the job will entail so that they can also decide their suitability and interest in the position

• To get a better ‘feel’ for the organization

Assessment - Function

• Formal discussion guided by job description and a number of pre-set questions

Interviewer’s Objectives

• To document answers to pre-set questions

• To probe candidate further on critical aspects of the job

Candidate’s Objectives

• To provide the interviewer with sufficient information to guide and influence their decision

Negotiation - Function

• Negotiation of outstanding points

• Can be directed and led by both interviewer and candidate

• May take place during interviewer or at the offer stage of the recruitment process

Interviewer’s Objectives

• To ensure that the offer is mutually acceptable to the candidate and the organization and that all potential areas of conflict are resolved

• To smooth the transition from job to role

Candidate’s Objectives

• To expand and agree all contractual and non-contractual terms and conditions

• To smooth the transition from job to role

The Performance Interview

Handling Poor Performance

• Goal Setting• Training• Dissatisfactions• Discipline• Reorganizing• Management• Outside Agencies• The Job• Peer Pressure

Source: Adapted from Torrington & Weightman (1991)

Handling Poor Performance

• Goal Setting– Joint agree specific and reasonable goals– Agree date to review performance

• Training– Ensure that the right training is provided to

perform the job efficiently and effectively

Handling Poor Performance

• Dissatisfactions– Where possible put in place the appropriate

intervention e g , compensation and benefits

• Discipline– Choose the most suitable intervention

• Informal Discussion• Formal Procedures - Warnings, Suspension,

Dismissal

Handling Poor Performance

• Reorganizing– Should the poor performance arise from the work

environment then these should be targeted directly– Improve reporting relationships– Transfer the employee to a more suitable location

• Management– Improve communication processes– Provision of management training

Handling Poor Performance

• Outside Agencies– Service provision to the employee of

outside agencies e g , counseling, personal financial advice

• The Job– Job redesign– Transfer to another more appropriate

location

Handling Poor Performance

• Peer Pressure– Training– Increased Supervision– Job Redesign

The Grievance/Discipline Interview

Key Things to Remember

• Evidence

• Equity/Fairness

• Action

• Document Everything

• Follow Accepted Corrective Measures

Corrective Action

Initial Consultation - VerbalInitial Consultation - Verbal

Initial Consultation - WrittenInitial Consultation - Written

Second Written WarningSecond Written Warning

SuspensionSuspension

DismissalDismissal

Initial Consultation - Verbal

• Meet with the employee and state that the organisation is both aware and concerned by the issue and will be speaking to all parties concerned

• Allow the staff member the opportunity to explain their position on the matter and if this is not acceptable clearly state that they will be monitored in the future

Initial Consultation - Written

• Persistent issues justify a more formal response by the organisation

• State that the organisation remains concerned and that documented evidence will be placed within their personnel file

• The employee should also be given a copy of this letter

Initial Consultation - Written

• Again allow the staff member the opportunity to explain their position and clearly repeat that the issue will be monitored in the future

Second Written Warning

• Should the issue persist the employee should be met again and given a second written warning that will be placed in their personnel file

• The employee should also be given a copy of this letter

Second Written Warning

• Again allow the staff member the opportunity to explain their side to the issue and clearly state that the next stages are suspension and discharge

• Where possible the manager should explore with the employee avenues whereby working arrangements (e g , Job Reclassification, Working Hours) may be modified to assist the employees

Suspension

• Should the issue still persist the employee should be met again, documented evidence placed in their file and informed that they will be suspended

• The duration of this suspension is largely dependent on– The Organization– Employee’s Length of Service– The Severity of the Issue

Discharge - Preliminary Questions

• Has the employee been afforded every opportunity and assistance?

• Have organizational procedures been adhered to, exhausted and documented?

• Has sufficient time elapsed to allow the employee to rectify their situation?

Discharge

• This option should only be taken when no satisfactory improvement in attendance has occurred

• The employee should be discharged based on their inability to improve their attendance record

Summary

• At its’ simplest an interview is a meeting during which an individual is asked provide and exchange information that will be used for a particular purpose within an organization

• The main types of interviews used within organizations are:– Recruitment– Performance Appraisal– Counselling– Grievance/Discipline

Summary

• The main phases of interviewing are:– Greet– Acquire– Supply– Depart

• Questioning and Listening Skills are fundamental to effective interviewing

Summary

• There are six main biases that can occur during an interview are:– Expectancy– Primacy– Information Seeking– Contrast or Quota– Horns/Halo– Stereotyping