PLANT TECHNICIAN INTERVIEWER TRAINING PROGRAM

PLANT TECHNICIAN
INTERVIEWER
TRAINING
PROGRAM


TABLE OF CONTENTS

INTRODUCTION .................................................................................................................1
MODULE 1: PERFORMANCE DIMENSIONS .........................................................................2
MODULE 2: GENERAL PRINCIPLES OF INTERVIEWING .....................................................11
MODULE 3: USING THE PLANT TECHNICIAN INTERVIEW GUIDE ........................................19
MODULE 4: COLLECTING INFORMATION .........................................................................23
MODULE 5: MAKING RATINGS ........................................................................................27


INTRODUCTION
UNDERSTANDING THE INTERVIEW
The employment interview is the most universally used method of selecting employees into a company. At P&G, its
primary purpose is to obtain information from candidates to determine whether they are suitable for employment. A
secondary purpose is to provide candidates with information about the job and Company so that they can make informed
decisions about pursuing employment opportunities at P&G.
Some specific objectives of the interview are:
(1) To clarify data on the application form -- apparent inconsistencies, time gaps in employment or other missing
information;
(2) To obtain more detailed, job-related information beyond that contained on the application; and
(3) To inform applicants about the position and if qualified, to recruit them into P&G.
RESPONSIBILITIES OF THE INTERVIEWER
The interviewer has a critical role in the interview process. He/She must be:
(1) Fully knowledgeable about the requirements for technician work;
(2) Trained to effectively use the Plant Technician Interview Guide; and

(3) Able to provide fair and accurate ratings on the candidate's performance in the interview.
RESPONSIBILITIES OF THE PLANT HR MANAGER/HIRING COORDINATOR
It is the responsibility of the Plant HR Manager to ensure the Plant's interviewers are adequately trained and that the
Plant Technician Selection Process is administered as designed. Periodic audits of the process should be conducted.
GUIDELINES FOR USING THIS INTERVIEWER TRAINING PROGRAM
This program was designed to provide training to interviewers with varying degrees of experience. The following chart
should be used as a guide for targeting the training modules. After the training, it is most effective to pair new
interviewers with an experienced interviewer(s) to provide additional training and further calibration.

TAILORED MODULAR TRAINING PACKAGES
Module 1

TAG Start-Up:
For multiple interviewers with little or no TAG
experience
Inexperienced Interviewers:
For interviewers with little or no experience.
Experienced Interviewers:
For interviewers with previous interviewing
experience but no experience with the Plant
Technician Interview Guide.
Refresher Course:
For experienced TAG interviewers who need to
sharpen their interviewing skills and
knowledge.
Calibration Training:
For improving the rating accuracy and
consistency of interviewers.

Module 2

Module 3

Module 4

Module 5

Performance
Dimensions

General
Principles of
Interviewing

Using the Plant
Technician
Interview Guide

Gathering of
Evidence

Making
Ratings

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MODULE 1: PERFORMANCE DIMENSIONS

OBJECTIVES ..........................................................................................................3
TRAINING INSTRUCTIONS ......................................................................................3
LEARNING POINTS.................................................................................................3
PERFORMANCE DIMENSIONS .......................................................................................... 3

PRACTICE EXERCISE .............................................................................................4
PERFORMANCE DIMENSIONS .................................................................................5
PERFORMANCE DIMENSIONS EXERCISE FORM ......................................................7
KEY TO PERFORMANCE DIMENSIONS EXERCISE ...................................................10

2


OBJECTIVES
When you have completed this module, you will be able to:
(1) Explain the key attributes of the seven (7) performance dimensions.
(2) Recognize multiple performance dimensions included in the same response.
(3) Recognize performance dimensions addressed in a response, even if the question asked was targeted at another
dimension.
(4) Recognize when the applicant has provided information sufficient to rate a particular performance dimension.

TRAINING INSTRUCTIONS
1) Review learning points.
2) Read instructions to the practice exercise.
3) Complete practice exercise: Read seven (7) interview answer examples. At the end of each example, classify
answers according to the performance dimension addressed in each.
4) Review exercise: Go through each example and discuss.

5) Wrap-up with summary.

LEARNING POINTS
Performance Dimensions

•

There are seven (7) Performance Dimensions for Plant Technician work. The dimensions are listed below and are
defined on pages 5-6 of this Guide:
1.
2.
3.
4.

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery

5. Leadership
6. Risk-Taking
7. Capacity

These Performance Dimensions are measured in the Plant Technician Interview Guide to ensure that new hires
possess the skills and abilities required for effective performance. The behaviors associated with each Performance
Dimension help focus interviewers on key areas required for success on the job.

•

The Plant Technician Interview Guide has specific questions for each Performance Dimension that are designed to

solicit answers that provide information about each dimension. Interviewers must gather as much information as
necessary about each Performance Dimension to rate the dimension accurately.

3


•

Because the Performance Dimensions are related to each other, more than one Performance Dimension is often
present in an answer. A clear understanding of each dimension is important to recognize the overlap. For example,
an answer may include elements of Collaboration & Communication and Risk-Taking. Interviewers must be able to
recognize both of these Performance Dimensions and use that information to rate accordingly.
A few comments regarding specific Performance Dimensions:
Collaboration &
Communication:

Remember that you have three kinds of evidence regarding Communication. During
the interview, you will have access to (1) information provided in response to your
questions about communication, (2) evidence about communication skills gathered
by observing the candidate during the interview, and (3) evidence from the
candidate's written application materials.

Mastery:

Mastery should be interpreted as the ability to learn and apply technical skills, as well
as manufacturing plant technical experience. You should evaluate Mastery by asking
about work experience if applicants have plant technical experience. Some
applicants lack technical experience specific to plant technician work but have the
ability to learn the technical requirements of the job. One way to determine ability is
to examine technical experience broadly. Hence, you must be able to identify any

technical skills present in a candidate's answer. For example, look for skills
developed on-the-job such as computer skills or telephone system skills or skills
developed through personal experiences such as woodworking and gardening.
Remember: Avoid only focusing on mastery that is specific to plant technician work;
be flexible and examine other technical areas that might indicate a potential to
acquire technical skills.

PRACTICE EXERCISE
Materials:
•

PERFORMANCE DIMENSIONS

•

PERFORMANCE DIMENSIONS EXERCISE FORM containing seven (7) answers to interview questions. Each answer is
introduced as Example 1, Example 2, etc. and addresses one performance dimension.

•

KEY TO PERFORMANCE DIMENSIONS EXERCISE.

Instructions:
The purpose of this exercise is to familiarize yourself with each Performance Dimension. You will read examples of
interview answers and identify which of the seven (7) Performance Dimensions are covered by each example. Proceed as
follows:
1) Read the vignette labeled Example #1.
2) Decide which Performance Dimension is being addressed by the candidate.

•

Often, more than one Performance Dimension can be found in an answer. Sort the information appropriately and
make sure you rate the Performance Dimension represented in the answer--which is sometimes different than the
Performance Dimension that is targeted by the question.

4


PERFORMANCE DIMENSIONS
Conscientiousness & Valuing Excellence: Ability to maintain high work standards and concern for the quality of work,
to work reliably and conscientiously and to actively improve individual skills.
• Recognize the importance of quality and take precautions to ensure quality.
• Strive to exceed minimum performance standards.
• Seek to build skills and expertise required to be effective.
• Seek and use feedback on performance to monitor personal improvements.
• Withstand time pressures and pressure from others when problems occur such as unexpected schedule
changes.
• Accept any work assignment.
• Be trustworthy and dependable.
• Be conscientious with regard to work hours, shiftwork, and absenteeism.

Collaboration & Communication: Ability to build and maintain productive working relationships with diverse
people and to promote teamwork and collaboration. Ability to communicate clearly and concisely.
•
•
•
•
•
•
•

•
•

Initiate and build relationships with others.
Seek input from others on important plans, decisions, and strategies.
Work well with people with diverse backgrounds and opinions.
Actively contribute to team initiatives and work collaboratively to find mutually agreeable solutions.
Support a climate where problems, ideas, and information are readily shared.
Show respect, courtesy, and consideration in dealing with others.
Act as an approachable resource to others.
Readily engage in information sharing using speaking, listening, reading and writing skills.
Persuade or convince others of an idea or action when needed.

Solutions: Ability to learn quickly and to identify, logically organize, and solve work-related problems.
• Learn and apply new information quickly.
• Anticipate problems before they occur.
• Use data to identify and understand problems.
• Logically analyze problems by establishing clear objectives, gathering information to better understand key
issues, and targeting actions or solutions to critical aspects of the problem.
• Understand relationships among different parts in a system and use those relationships to solve problems.

Mastery: Ability to perform the technical aspects of the work, including process operations, Total Quality, and
maintenance activities.
• Understand and use basic mechanical principles and concepts to operate, repair, and adjust equipment, and
troubleshoot equipment problems.
• Use technical knowledge and skills to solve practical problems.
• Read and interpret information presented in tables, charts, and graphs.
• Use measuring instruments to monitor equipment and product quality.
• Learn and use basic computer terminology and operations required to track production and inventory
information.

• Learn how to use Total Quality tools and methods.

5


Leadership: Ability to contribute to the development of team and organizational objectives, to motivate self and others
to achieve goals, and to accept responsibility and take ownership in the work.
• Develop, support, and promote team and organizational objectives.
• Set goals and establish high standards.
• Responsibly challenge organizational barriers.
• Focus on possibilities, not limitations.
• Inspire and influence others through example.
• Coordinate and provide direction to others.
• Train and encourage others to succeed.

Risk-Taking: Ability and willingness to step outside current boundaries, duties, and areas of responsibility; to
take informed risk; to persist in accomplishing difficult goals, despite obstacles; to find ways to improve the
work and translate those ideas into workable solutions; and to adjust to unpredictability and change in the
work.
•
•
•
•
•
•
•

Is assertive and makes decisions in the face of uncertainty.
Set specific stretch goals.
Displays action mindset.

Respond proactively rather than reactively in all aspects of work.
Be a self-starter and work well with minimal supervision.
Put in extra time and effort when necessary to do the work.
Demonstrate perseverance in completing work.

Capacity: Ability to utilize full capacity to meet and exceed business objectives. Ability to manage multiple priorities
and organize daily activities to finish required work.
• Use time management and project management skills to handle multiple priorities.
• Work on projects that directly effect the organization's results.
• Be very active and involved, and take on challenging or extra assignments.
• Continuously develop personal skills and abilities.
• Improve the product, save time and resources, or simplify processes.
• Reapply proven ideas to new situations.
• Adjust to multiple demands, shifting work priorities, ambiguity, adversity, and change.

6


PERFORMANCE DIMENSIONS EXERCISE FORM

Instructions:
1)
2)
3)
4)

Read the examples of interview responses.
Classify each response into one of the seven (7) Performance Dimensions.
Indicate in the spaces provided, the key reasons for selecting that particular performance dimension.
Discuss as a group, the key reasons for selecting each performance dimension.

EXAMPLE 1.
As a team leader with Eagle Manufacturing, I set a goal of improving performance on the team's production line. After
assessing deficiencies in our team operations, I held monthly training sessions to train team members in these problem
areas. I helped the team set high, yet attainable goals. Then I worked closely with all team members to help them
achieve success.
Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery
Leadership
Risk-Taking
Capacity

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

______________________________________
______________________________________

EXAMPLE 2.
I was a member of the tractor acquisition team for my previous company. There were four members on the team, two
operators and two mechanics. I was one of the operators. We had to agree on the specifications and criteria for the
purchase. Since the operators and the mechanics were looking for different things in the tractors, we had some conflict at
the beginning as to what would be our priorities. Since my colleague operator was a difficult man who did not want to
yield on anything, I made sure that he and I agreed on what we needed before meeting with the mechanics. After a lot of
debating and long meetings, we finally bought tractors that were okay from an operator standpoint. I think we got the
better end of the deal.
Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery
Leadership
Risk-Taking
Capacity

7

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________


EXAMPLE 3.
The CAM mechanism on the lift table stopped working. I followed the CAM shaft to the pinion gear and found the drive
chain had come off. I repaired it by taking apart the chain's split link with needle nose pliers, replacing the chain on the
pinion sprocket, and reconnecting the split link. I had to realign the pinion gear and motor drive gear using a straight
edge and wrenches so the chain would not come off again. The reason this happened is that the pinion gear had come
loose and moved on the shaft.
Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery

Leadership
Risk-Taking
Capacity

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

EXAMPLE 4.
At the beginning of my summer job, I wanted to earn $2,000. It was a challenging goal because I was living in a really
small town. I joined forces with a friend and we worked very hard finding work. Eventually we contracted with a rental
company to paint houses and our combined earnings topped $5,000.
Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions

Mastery
Leadership
Risk-Taking
Capacity

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

EXAMPLE 5.
I performed an audit on a recently acquired division. No company team had ever audited the unit. And this was a
business the company had never been involved in. So, it was up to me to determine what audit steps to perform. I had to
quickly develop an understanding of the business and the document flow. I had to analyze the various reports and data
available. After reviewing all the information, I was able to perform the necessary audit steps within the budgeted time.
Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence

Collaboration & Communication
Solutions
Mastery
Leadership
Risk-Taking
Capacity

EXAMPLE 6.

8

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________


As an electrically skilled tech, I often have two to three people asking me to do things for them at the same time. I am
always as polite as possible, but with two to three people demanding your services and production hanging in the
balance, it isn't easy. I mentally review the tasks and determine which things will have the greatest impact, and I work on
those first.
Mark the performance dimension represented by this example:
m
m
m

m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery
Leadership
Risk-Taking
Capacity

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

EXAMPLE 7.
In college, I took an important class which had a group project as part of the grade requirement. At the mid semester
point, most of the work was done and we were in good shape to get a reasonable grade. However, I thought that we
should go the extra mile in order for our project to stand out. It was a very important course. Anyway, my group was
happy with where we were and did not want to do anything else. With their consent, I took it upon myself to make a
video segment for the project. It took a while to do and I had to learn some new editing techniques but we were the only
group to use video in the presentation. The professor was really impressed and we got an A in the course.

Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery
Leadership
Risk-Taking
Capacity

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

EXAMPLE 8.
I convinced the director of the youth center to improve the media darkroom. I explained to him that the improvements
were necessary -- some equipment had to be replaced because the darkroom had become virtually useless. The key to my

presentation was persuading the director that if we didn't renovate the darkroom, photographers were unlikely to want to
work for the youth center's newspaper and that any learning done there would be obsolete.
Mark the performance dimension represented by this example:
m
m
m
m
m
m
m

Conscientiousness & Valuing Excellence
Collaboration & Communication
Solutions
Mastery
Leadership
Risk-Taking
Capacity

9

List the key reasons for selecting this particular
dimension:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

KEY TO PERFORMANCE DIMENSIONS EXERCISE
EXAMPLE #1
PERFORMANCE DIMENSION
Primarily Leadership, but also
Collaboration & Communication

EXAMPLE #2
PERFORMANCE DIMENSION
Collaboration & Communication

EXAMPLE #3
PERFORMANCE DIMENSION
Mastery

•
•

•

KEY REASONS
Identified deficiencies and provided opportunity for improvement.
Set goals and inspired others to achieve them.
Promoted teamwork and collaboration.

•
•
•

KEY REASONS
Worked collaboratively to find mutually agreeable solutions.
Worked with people of diverse backgrounds and opinions.
Accepted compromise.

•
•
EXAMPLE #4
PERFORMANCE DIMENSION
Risk-Taking

EXAMPLE #5
PERFORMANCE DIMENSION
Primarily Solutions,
and also Conscientiousness &
Valuing Excellence

EXAMPLE #6
PERFORMANCE DIMENSION
Capacity

EXAMPLE #7
PERFORMANCE DIMENSION
Conscientiousness &
Valuing Excellence

KEY REASONS
Exhibited understanding of basic mechanical principles of
repairing and adjusting CAM mechanism.
Used technical knowledge and skills to solve practical problems.

Able to troubleshoot problems

•
•

KEY REASONS
Persisted in accomplishing difficult goal.
Showed perseverance; found workable solution despite obstacles.

•
•
•

•

KEY REASONS
Learned and applied new information quickly.
Used data to identify and understand problems.
Logically organized a plan.
Withstood time pressure.

•
•

KEY REASONS
Referred to "mental list of things to do".
Balanced competing priorities.

•

•
•
EXAMPLE #8
PERFORMANCE DIMENSION
Collaboration & Communication

KEY REASONS
Desired to exceed minimum performance standards.
Recognized the value of quality.
Recognized the value of a good grade in the course.
Put in extra time and effort when necessary.
Took on a challenging assignment.

•
•

KEY REASONS
Persuaded or convinced others of an idea or action when needed.
Expressed thoughts and ideas convincingly

•
•
•

10


MODULE 2: GENERAL PRINCIPLES OF INTERVIEWING

OBJECTIVES ..........................................................................................................12

TRAINING INSTRUCTIONS ......................................................................................12
LEARNING POINTS.................................................................................................12
SECTION 1: SETTING THE TONE ......................................................................................12
SECTION 2: INTERVIEW MANAGEMENT ..........................................................................14
SECTION 3: QUESTIONING TECHNIQUES .........................................................................15

PRACTICE EXERCISE #1.........................................................................................19
ILLEGAL QUESTIONS (FOR USE IN THE U.S.) .........................................................20
PRACTICE EXERCISE #2.........................................................................................21
HANDOUT 1: EXERCISE ON LAWFUL QUESTIONS ...........................................................22
HANDOUT 2: EXERCISE ON LAWFUL QUESTIONS - ANSWER KEY ..................................23

11


OBJECTIVES
When you have finished this module you will be able to:

•
•
•
•
•
•

Create an atmosphere in which the applicant feels comfortable.
Ask interview questions that are job-related and that will result in useful information for evaluating the
candidate's potential.
Self-monitor your interviewing style for future improvements.
Guide the flow of the interview so that you can obtain all the information you need in a natural, nonthreatening fashion.

Conduct yourself in an interview in a way that is fair and leaves applicants with a favorable impression
of P&G.
Gather information in an efficient and accurate manner.

TRAINING INSTRUCTIONS

1) Review the learning points for each section, including the examples provided.
2) Wrap-up with summary.

LEARNING POINTS

SECTION 1: Setting the Tone

INTRODUCTION
The role of the interviewer is to obtain complete information from the candidate and evaluate that
information accurately. The interviewer must also create a climate in which the candidate feels
comfortable
Some simple methods can reduce tension:
ESTABLISHING RAPPORT
TRANSITIONING
EMPATHIC LISTENING

ESTABLISHING RAPPORT

12


•

•

Start the interview by establishing rapport and try to develop a feeling of trust and confidence between
you and the applicant. The first few minutes of the interview will dictate the atmosphere for the
remainder of the interview.
Start by building rapport with some natural, easy "small talk" The objective is to start a conversation
by first talking about something which generally is of neutral (and shared) meaning (e.g., sports,
weather, special event, etc.) Often information from an application or resume can supply good clues
on personal interests which can be used as rapport builders. This also conveys that you have read
them.
EXAMPLES OF ESTABLISHING RAPPORT

1.

"Hello, Mr. Johnson. I hope that you managed to find the plant without too much
trouble?"

2.

"Good morning, Mr. Wells. We are pleased that Ms. Smith referred you to us for
employment. I understand the two of you once worked together."

3.

"Hello, Mr. Jones. We appreciate your keeping this interview appointment in spite of the
snow falling outside. Did you have any problems getting here today?"

TRANSITIONING

•

Once you have established rapport with the applicant, you will need a transition to the interview itself.

•

The transition should not be so abrupt that you lose the rapport established in the first few minutes.

•

A good transition makes the move from "small talk" more natural and serves to structure the interview
for the applicant.
EXAMPLE OF TRANSITIONING

"Well, Mr. Johnson. We certainly appreciate you rescheduling your appointments this morning to meet
with us. Since your time is so valuable, perhaps we should move on to the interview. I'll be asking you
some questions which will help me to see if our job and Company match your interests, abilities, and
needs. So I don't miss any of the important points you mention, I'll be taking notes as we talk. After you've
finished talking, you may have some questions for me about the job or our organization. If so, I'll be
happy to answer them as best I can. For now, perhaps we can begin by..."

•

These examples are classic "let's get started" statements that should take less than a minute and will
help you shift easily and smoothly into the actual interview.

EMPATHIC LISTENING

•
•

Conveying the impression of attentive, interested listening to the job applicant is an important

characteristic of a skilled interviewer.
Empathic listening is particularly important in the first few minutes of the interview.

13


•

Several simple techniques will help you listen with empathy.

EMPATHIC LISTENING TECHNIQUES
Eye contact:

Meet the candidate's glance to hold eye contact for a socially
acceptable duration.

Orientation:

Face the candidate.

Posture:

Maintain an open posture to indicate accessibility.

Recline:

Lean slightly forward to indicate interest and involvement.

Facial expression:

Frequently use positive facial expressions, such as smiling.

Head nods:

Frequently nod your head as a reinforcer.

Verbal reinforcers:

Use verbal reinforcers to signal agreement for the other to
continue speaking (e.g. "uh, uh", "mm..."). Also use short
reinforcement utterances to signal continuation (e.g., "yes, I see",
"I understand").

SECTION 2: Interview Management

INTRODUCTION
The interview situation presents you with real challenges of coordination and control. It can be difficult to
successfully combine the social and informative aspect of the interview. Use the following management
techniques to help you facilitate the interview.

INTERVIEW MANAGEMENT TECHNIQUES
Preview the applicant data
• Read over the application form, written experiences, and earlier interviews, if applicable. Make note
of items to be followed up in the interview (e.g., gaps in employment history, insufficient responses to
items, concerns of previous interviewers) by writing them in the interview guide in the appropriate
dimension.
Ensure privacy
• Privacy is very important. The applicant should NEVER be concerned that the conversation may be
overheard as it might inhibit him/her from speaking freely. Nor should you be distracted by excessive
noise or others in the immediate area.

Make sure that you will not be interrupted
The time you spend with the applicant should not be interrupted by phone calls, messages or other
business. Interruptions are not only rude, but they also interrupt the flow of the conversation.

•

Allow time

14


•

Allow enough time to permit a thorough assessment of the applicant. This includes enough time for
pre-work as well as documentation evaluation. Applicants will feel uneasy if you appear hurried
during the interview.

Pace yourself
• Keep track of how much time is left and manage that time accordingly. You should know how much
time to spend on one area in order to cover everything in the allotted time. If you have enough
information to evaluate an area, move on the next.
Keep your own talking to a minimum
• In general, after establishing rapport and providing a transition to the interview, you should speak as
little as possible. As a general rule, you should talk about 20-30% of the time in the interview. When
you talk too much throughout the interview: 1) you allow the applicant to tailor responses to what you
want to hear, 2) you may dominate or intimidate the applicant, and 3) you are unable to listen and
learn about the candidate while you're talking,.
End the interview on a positive note
• Close the interview positively. Allow the applicant to ask questions and always let the applicant know
what to expect next (e.g., "You will hear from us within the next 10 days.").

SECTION 3: Questioning Techniques

INTRODUCTION

•
•

The most common interviewing errors are found in questioning techniques.
The way a question is phrased and the behaviors exhibited by the interviewer can greatly influence the
validity of the information gathered in the interview.

QUESTIONS TO AVOID
Avoid asking closed-ended question
•
Closed-ended questions require only a yes/no, one-word, or very short answer.
These kinds of questions provide very little useful information and generally need to be
followed with a clarify question. Some examples:

CORRECT

INCORRECT
"Did you do a lot of planning?"

"What planning did you do?"

"Did you do anything to check on the success
of your solution?"

"What did you do to check on the success of

your solution?"

Avoid asking leading questions
•
Leading questions provide the candidate with little or no room for maneuver by
setting up only one obvious answer. They tell candidates what they should have done
and are highly prone to falsified responses. Some examples:
CORRECT

INCORRECT

15


"I'll bet you had to analyze all the options
carefully before making that decision,
didn't you?"

"What factors did you consider before
reaching that decision?"

"You must have had to put in a lot of extra
hours to get everything done on time,
huh?"

"What did you do to handle the situation?"

Avoid asking threatening questions
• Threatening question affix blame onto the candidate and imply that he or she did the wrong thing.
Such questions are likely to put candidates on the defensive, and may inhibit their responses during the

rest of the interview.
A more appropriate way to phrase the question is to ask the candidates to provide examples from their
experiences that demonstrate their skills and abilities.
Avoid asking questions about philosophies, beliefs, or opinions
•
Such questions are rarely job related, and candidates tend to respond by giving
"canned" answers designed to tell the interviewer just what he or she wants to hear. The
product is usually misleading, irrelevant data which tends to confound the interviewer's
perception and rating of the candidate. Some examples:
CORRECT

INCORRECT
"What do you believe is the best way to
handle conflict?"

"Think of a time when you were effective in
handling a conflict situation. How did
you handle it?"

"In your opinion, what qualities are essential
to effective leadership?"

"Describe a situation in which you
demonstrated your leadership abilities?"

Avoid asking run-on or multiple part questions:
These questions give candidates hints as to what they should have done, and are highly falsifiable.
They also may cause confusion by making the candidate remember too many questions. Some
examples:

•

CORRECT

INCORRECT
"What things did you have to coordinate in
order to complete the project? Other
priorities? Schedules? Other people?
And how did you go about coordinating
these things?"

"What things did you have to coordinate in
order to complete the project?" and then
LISTEN

Avoid sidetracking
• Sidetracking occurs when an interviewer misdirects the candidate into an irrelevant or inappropriate
topic for questioning. Avoid sidetracking because it breaks up the flow of the interview, and often
tempts the interviewer to follow-up on areas of interest that are not relevant to the job in question.
Interviewers may feel that doing so relaxes the mood and puts the candidate at ease. Remember,
though, the applicant will probably be more satisfied with the interview if s/he is given the opportunity
to talk about his/her past achievements that relate to the job than if most of the interview is spent on an
irrelevant topic. If you find yourself on a sidetrack, steer the interview back to where you want to be,
most likely with another question.
BEHAVIORS TO AVOID

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Avoid behaviors that may inhibit responses

• Tone of voice, choice of words, facial expressions, and bodily postures all can create an impression.
You may not mean it or even realize it, but showing expressions of surprise, annoyance, or disapproval
can affect an applicant's responses.
The following are examples of behavior which may create unnecessary nervousness in the applicant:
1) Glancing at your watch or around the room indicates boredom and an eagerness for the interview
to end. You do need to keep track of time so arrange the interview room so you can check the
clock unobtrusively.
2) Shuffling through papers or being generally inattentive indicates a lack of interest.
3) Rolling your eyes or squinting may indicate disbelief, skepticism, or rejection.
It's difficult to read your own body language. To check whether you might be sending hidden
messages, there are two things you might do:
♦
♦

•
•

Ask a friend who knows you well to advise you of any qualities or quirks which you may have.
Role play and record on videotape an interview. Then play it back with the sound turned off to
analyze your movements and expression without the benefit of hearing your words.

Remain pleasant and at worst neutral. This does not mean you should speak in monotone. It is
possible to vary tone and manner in a positive, accepting way.
The cues that applicants read in your behavior can serve to make them more relaxed and allow open
communication or make them more tense and cause answers to be guarded. Since your responsiveness
has a strong influence on the success of the interview, you must constantly be aware of the impressions
you are conveying to the applicant.

ASKING PRODUCTIVE QUESTIONS
Because a prime objective is to learn as much about the applicant as possible to make a reliable assessment,

the interviewer must make skillful use of questions. A properly phrased question can produce a good deal
of information. There are effective and ineffective ways of asking interview questions. Some important
things to remember:

•
•
•

Use broad questions to encourage a thorough response. "Tell me about the responsibilities of
your last position" is a better question than, "Did you have to write reports?"
Reword or restate questions which the applicant seems not to have fully understood.
Don't ask questions already answered by factual information you have on the applicant.
However, do ask questions to find out more about information you know.

It is important that the applicant be encouraged to respond with a fair amount of detail. The initial
response to a question is seldom the complete answer.
Use encouragements such as "I'd like to know more about the" or "tell me more about that" to prompt the
applicant to give more detail. Short silences (3-5 seconds) can be a powerful technique for getting an
applicant to say more, so be comfortable with these periods of silence.

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Restating or paraphrasing an applicant's response indicates that you follow what has been said and will
encourage further elaboration. Be careful, however, that you don't put words in the applicant's mouth.

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PRACTICE EXERCISE #1

Instructions:
The purpose of this exercise is to develop confidence in opening and managing an interview and asking
appropriate questions. Proceed as follows:
1.

Have participants pair up with another participant.

2.

Assign two performance dimensions to each pair.

3.

Have the participants role play an interview situation where one participant is conducting the interview
and the other participant is the interviewee. Have the interviewer ask questions about the two
performance dimensions while practicing the following interviewing techniques: (1) establishing
rapport, (2) asking appropriate questions, (3) listening to responses, (4) transitioning, and (5)
managing the interview.

4.

Participants being interviewed my either role-play or answer candidly based on personal experience.
5.

Have the participants switch roles and repeat the exercise

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ILLEGAL QUESTIONS (for use in the U.S.)
•

Employment laws are designed to protect job candidates from unlawful inquiries.

•

These laws are specific and can be very complex.

•

Legal problems can be avoided by being aware of classes protected under EEO law and stating
questions appropriately in order to avoid discriminating against a candidate based on:
Gender
Age (40 and older)
Race or color
National origin
Religion
Citizenship
Marital status
Physical and/or mental disability

•

An individual with a disability can be defined as follows:
a)

having a physical or mental impairment that substantially limits one or more of his/her
major life activities;

b) having a prior history or record of such an impairment (this protects people who have a
history of disability from discrimination, whether or not they currently are substantially
limited in a major life activity);
c)

is perceived as having such an impairment (this protects people who are not substantially
limited in a major life activity from discriminatory actions taken because they are
perceived as having such a limitation).

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PRACTICE EXERCISE #2
Materials

1.

EXERCISE ON LAWFUL QUESTIONS

2.

ANSWER KEY.

Instructions:
The purpose of this exercise is to familiarize yourself with questions to avoid. You will be ask to classify a series of
interview questions as either proper or improper. Proceed as follows:

1.

Read each interview question on the EXERCISE ON LAWFUL QUESTIONS on the next

page.

2.

Decide if each question is legal or illegal in an interview situation.

3.

When you complete the exercise, refer to the ANSWER KEY to check your answers.

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Handout 1
EXERCISE ON LAWFUL QUESTIONS

Listed below are a number of questions which are sometimes asked in employment interviews. Please check whether
you believe these questions are legal or illegal in light of federal and state laws.
Proper
_____

Improper
_____

1.

How many children do you have living at home? What arrangements will you make for
them?

_____

_____

2.

What crimes have you ever been convicted of?

_____

_____

3.

Do you have a college degree?

_____

_____

4.

Do you own a car?

_____

_____

5.

Are you or have you ever been married?

_____

_____

6.

Have your wages ever been garnished?

_____

_____

7.

Have you ever been arrested?

_____

_____

8.

Do you plan to have children?

_____

_____

9.

Are you pregnant?

_____

_____

10. How old are you? (If a person appears to be 55 years of age.)

_____

_____

11. Was a fidelity bond ever refused to you?

_____

_____

12. What does your husband (or wife) do?

_____

_____

13. What was your maiden or prior married name? (If needed for a pre-employment
investigation.)

_____

_____

14. Do you have any friends or relatives working for this Company?

_____

_____

15. Do you attend church regularly?

_____

_____

16. Have you ever received welfare payments or government subsidies?

_____

_____

17. Where were you born?

_____

_____

18. Do you have any type of disability that might interfere with your ability to do the work?

_____

_____

19. Can you lift items weighing up to 50 lbs?

22


Handout 2

EXERCISE ON LAWFUL QUESTIONS - ANSWER KEY
Proper
_____

Improper
___X__

1.

How many children do you have living at home? What arrangements will you
make for them?

What information is the question designed to elicit? Information about potential causes of absenteeism and tardiness.
Why is this question improper? Because it is mainly asked to women, resulting in two hiring policies -- one for women
and another for men -- which is illegal under the law. Also this question has potential for having an adverse effect on
persons with dependent children.
Proper question: Are there any factors that would prevent you from meeting your work commitments or getting to
work on time?
_____

___X__

2.

What crimes have you ever been convicted of? )

What information is the question designed to elicit? Information about the possibility the person has been convicted of
crimes, suggesting they may perform criminal activity on the job.
Why is this question improper? Asking candidates about convictions for crimes irrelevant to the position in question
can be illegal. Also, this question can have an adverse effect on some minority groups.
Proper question: A direct question can be asked about criminal convictions relevant to the job (stealing, when applying
for a job in a small electronics firm). The best practice would be to obtain conviction information through local police
departments.
_____

___X__

3.

Do you have a college degree?

What information is the question designed to elicit? Whether the person has credentials assumed to suggest better
performance on the job than persons lacking the credentials.
Why is this question improper? Unless having a college degree has been proven to be relevant to successful
performance on the job, it should not be used as a selection criteria.
Proper question: Unless the credentials can be proven to be job relevant (e.g., need for an engineering degree to be an
engineer), this type of question is illegal to ask.
_____

___X__

4.

Do you own a car?

What information is the question designed to elicit? Whether the person has a means of getting to work.
Why is this question improper? Not having a car does not necessarily suggest that someone cannot make it to work. In
addition, persons who do not own a car are often persons in lower income brackets. There is potential, then, for adverse
impact.
Proper question: Will you have any difficulty getting to work on time?

23