Leadership Interview Handbook by kpodawil

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                   (HCS) Kirk Podawiltz - PROPRIETARY
                    Use pursuant to Company instructions

                                   TABLE OF CONTENTS


Section I -- Introduction and Overview                                      1

Section II -- Conducting the Interview                                      2
            Overview                                                        2
            A. Preparing for the Interview                                  2
            B. Setting the Stage for the Candidate                          3
            C. General Interview Procedure                                  3
            D. Questioning and Probing Techniques                           4
            E. Questions and Topics That Should Not Be Probed               7

Section III -- Evaluating the Candidate                                     8
            A. Steps in Making the Evaluation                               8
            B. Common Rater Errors and How To Avoid Them                    9

Section IV -- Guidelines for Conducting Team Interviews                    10

9/07                                 Kirk Podawiltz - PROPRIETARY
                                    Use pursuant to Company instructions
                                                     SECTION I

                                            Introduction and Overview

The Company (ORGANIZATION) Leadership Assessment Interview is intended to assist in the selection and
identification for promotion of qualified candidates for managerial positions in ORGANIZATION. This handbook
provides suggestions and guidelines for how to conduct a fair, effective, and job-related interview that will lead to
informed hiring and promotion decisions. Specifically, it provides: (a) a step-by-step procedure for conducting the
interview; (b) suggested content areas and questions around which the interview can be structured; (c) information
on techniques for effective interviewing; (d) guidelines for evaluating the information obtained in the interview; and
(e) guidelines for conducting team interviews. The guidelines and suggestions contained in this document are
tools, not rules. However, since these tools represent a great deal of accumulated prior experience with effective
interviewing methods, their appropriate use is likely to lead to more accurate decisions.

The Hiring Manager Interview is designed to obtain information on candidates' experience, knowledge, skills, and
interests as they relate to the requirements of COMPANY leadership positions. It is a structured interviewing
procedure that can be conducted on either external or internal candidates, experienced or inexperienced
candidates, either face-to-face or over the telephone, and by either an individual or a team/panel. It is intended to
help systematically obtain the information needed to make an informed evaluation of a particular candidate’s match
with leadership positions. The emphasis of the interview is on factual, behavioral indicators (for example, previous
training, work activities, and accomplishments) related to candidates' experience, knowledge, skills, and interests.

Advantages of Structured Interviewing
A structured interview can lead to more informed hiring decisions because: (1) the pertinent knowledge, skills, and
experience areas are clearly defined; (2) questions focus on relevant past performance and accomplishments; and
(3) evaluation criteria are clear and consistently applied across candidates. A structured interview also has
advantages over more informal methods of obtaining information from candidates. These include: (1) better control
over the topics covered (including length of time spent and the degree of detail); (2) the ability to obtain specific
answers to specific questions; and (3) better documentation of the candidate’s responses for evaluation purposes.
In hiring situations, where there are long-term, serious consequences for both the organization and the candidate, a
structured interview is much preferred to more informal screening methods.

Structure and Content of the Leadership Assessment Interview
This Interview Guide provides a suggested structure for conducting the interview, including examples of questions
that can be asked in each part of the interview. The interview is organized in alignment with the 8 ORGANIZATION
Core Competencies, with suggested questions listed for each. These areas are listed below and are also defined
in more detail in the Interview Guide. Each area is important for effective job performance, as determined through
careful review of the activities and requirements of ORGANIZATION management positions.

1.      Managing With Speed and Adaptability
2.      Accountability for Business and Financial Results
3.      Customer Solutions Focus
4.      Collaborative Business Partnering
5.      Teamwork in a Matrixed Environment
6.      Direction and Goals Alignment
7.      Compelling Communications
8.      Competitive Talent Management

Use of this suggested structure has several advantages. It helps the interviewer maintain control of the interview
process. It also helps ensure that as much relevant information as possible is efficiently obtained from every
candidate, and that all candidates are evaluated according to similar criteria.

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                                                      SECTION II

                                              Conducting the Interview

Interviewing is much like research or detective work; however, not an interrogation. The interviewer must ask a lot
of questions, cover a lot of ground, and always look for clues. Clues should be followed up to determine if they
provide useful information. When the interviewer comes across a good clue and follows up with probes, he or she
may or may not uncover useful information. The interviewer must always listen carefully. While the questions the
interviewer asks during the interview are critical to gathering the information necessary to make an accurate
evaluation of the candidate's job qualifications, they are not the only important ingredients for conducting an
effective interview.

Section II discusses some of the other important elements that will help improve the quality of the interview and the
final evaluation. Before the interview certain preparations must be made and the stage should be set for the
candidate. During the interview the interviewer must develop and maintain rapport and control, use effective
questioning and probing techniques, and take good notes. These issues are discussed in detail in parts A through
D of this section. Issues concerning the evaluation of the candidate are discussed in Section Ill, "Evaluating the
Candidate." Section IV provides some guidelines for team interviewing.

A. Preparing for the Interview

1. Review the Candidate's Background
Before the interview, the interviewer should review a copy of the candidate's employment application, resume, or
any other available information about the candidate's work background and experience. Being familiar with the
candidate's background will help the interviewer avoid asking unnecessary or irrelevant questions. It will also help
the interviewer establish rapport and make the candidate feel that some time has been spent learning his or her
background prior to the interview. This review will also serve to help in planning which questions to ask. Questions
in the interview are sometimes answered by information contained in the resume or application, in which case it is
unnecessary to ask them during the interview. However, very often, these documents lead to additional questions
the interviewer will want to ask to obtain information or clarification during the interview.
The interviewer should also make arrangements to conduct the interview at a suitable time and location that is
convenient and free from interruption or distraction.

2. Customize the Interview
Step 1: Choose which questions to ask
After reviewing all candidate background materials, the interviewer should determine which questions to ask in the
interview. This will allow for an optimal flow of interview questions while minimizing the possibility of candidate or
interviewer confusion during the interview. It is not intended that every question listed in the Interview Guide
be asked. The Interview Guide simply provides a menu of questions from which the interviewer should select the
most appropriate questions to ask of a particular candidate. The interview is structured so that it can be used for
various positions and various types of candidates (for example, external/internal, experienced/inexperienced). In
general, the interviewer should be sure to ask enough questions so that he or she is able to make fair and accurate
evaluations of the content areas covered in the interview.
The first step in choosing which questions to ask is to review the job requirements of the target position. Next, the
interviewer should review the interview content areas and questions. This will allow the interviewer to focus on the
content areas and questions that are most applicable to the target position for which the candidate is being
The purpose of this interview is to obtain job-related information about a candidate's previous activities, skills, and
knowledge. Questions that are not about job-related issues are not relevant to this purpose and could result in
inaccurate candidate evaluations. For this reason, it is advisable to avoid problem-solving questions (e.g., "What is
the procedure for determining...?"); situational-hypothetical questions (e.g., "What would you do if...?"); and role-
play questions (e.g., "Sell me that watch."). Answers to questions like these can subject to very different
interpretation by different interviewers. It is not possible within this interview format to standardize the criteria for
evaluating responses to such questions.

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Step 2: Write additional questions or adapt existing questions
Interviewers may wish to write additional questions. There is space provided at the end of each question section
for interviewers to write any additional questions they may want to ask. In general, questions should be worded so
that they encourage candidates to respond by relating their past performance, experience, or training.
For example, questions that begin with the statements, “Describe your training in...” or “Tell me about a time
when...” will likely elicit candidate responses that focus on his or her prior training or experience. However,
questions that begin with phrases such as, “What do you think about...” or “How do you feel about...” may elicit
information that is not relevant to any training or experience the candidate has actually had, but only how a
candidate “thinks about” or “feels about” various issues.

B. Setting the Stage for the Candidate

The purpose of setting the stage is for the interviewer to begin to establish rapport with the candidate. This will also
put the candidate at ease by letting him or her know what to expect and how this interview process will work. If the
candidate understands these points, he or she will be more comfortable. This will allow the interviewer to obtain
more and better information during the interview. The following points are listed at the beginning of the Interview
Guide so that the interviewer will be sure to cover them with every candidate.
   make mutual introductions; put candidate at ease
   explain interview purpose and content (to determine match between candidate's prior experience, skills, and
    interests and the target position)
   explain purpose of team interview, if applicable (introduce team members and explain roles; explain that
    purpose of team interview is to maximize efficiency, time considerations for all parties, eliminating multiple
    interviews); see Section IV for guidelines regarding conducting team interviews
   explain timing and note-taking (interview should take about an hour, candidate will do most of the talking,
    interviewer will be taking notes)
   (if appropriate) ask if candidate has understanding of the target position in general; if not, give general
   will leave time for candidate questions at interview end

C. General Interview Procedure

The interviewer's goal is to obtain sufficient information during the interview to make an objective and accurate
evaluation of the candidate in terms of each of the 8 content areas. The questions listed in the interview guide are
not the only questions that can be asked during the interview. Other questions and follow-ups are likely to be
suggested by the candidate’s responses. Careful listening and use of appropriate follow-up probes will maximize
the interviewer's effectiveness and increase the value of the information obtained in making informed decisions.
It is recommended that the interviewer use “transitional statements” when beginning a new area of questioning.
Suggested transitional statements are provided in the Interview Guide below the content area definition listed at the
top of each page.
Following are some overall guidelines the interviewer should follow when conducting the interview. More specific
guidelines are presented below in part D, “Questioning and Probing Techniques.”
In general, the interviewer should:
       project professionalism; be friendly yet businesslike
       establish and maintain rapport
       maintain control of interview; be alert to candidate digressing or rambling
       use interview guide to help guide and structure the interview process and for suggested lines of questioning
       take thorough notes on candidate responses
       close interview when satisfied all relevant areas have been covered; give candidate the opportunity to ask
        any questions (be aware of any questions that ask about proprietary information and let candidate know you
        can answer only general questions if topic is proprietary; thank candidate for time and interest)

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D. Questioning and Probing Techniques

Careful listening is one of the main ingredients for effective interviewing. The most relevant information is not
usually obtained from the first question asked. Questions should almost always be followed up with probes
designed to elicit more specific information. It is especially important to probe further when the candidate gives an
answer that contains trade jargon, technical acronyms, or "buzz words"; in such cases you must ask for meanings,
explanations, or examples of what was actually done in order to evaluate the candidate's true level of experience,
knowledge, or skill.

Outlined below are a set of specific techniques and examples that will assist the interviewer in effective questioning
of the candidate. The interviewer should look for opportunities to probe throughout the interview. The information
most important for evaluation is usually not obtained from the first question asked within a given content area or
sub-area. In those cases the interviewer must follow up the question with probes designed to obtain further
information. As the interviewer becomes more familiar with the interview content areas and questioning techniques
listed below, he or she will be better able to tailor questions and probes to obtain the information necessary to make
an appropriate evaluation of the candidate.

1. General To Specific Probes
Begin with general questions and gradually move to more specific probes. This serves several purposes:
    a. It can be more efficient. A general question allows the candidate to respond as thoroughly and broadly as
    b. It can be easier to identify areas that require further probing. Beginning with specific questions may result
       in missing significant broader issues.
    c.   It is more likely that the candidate will give factual information because he or she is not tipped off as to what
         specifics are being asked about.
Once the interviewer has asked the general questions, he or she will be better prepared to probe for the information
that is needed.

2. Echo
Candidates will frequently provide additional useful information if the interviewer simply echoes or repeats a key
word or phrase from what the candidate has just said. For example, the candidate might say:
    "I've had a lot of experience in systems design."
    The echo might be: "Systems design?"
This technique can also be an effective means of clarifying or verifying the candidate's understanding of technical
jargon or trade "buzz words." For example, the candidate might say:
    "I designed GVX1100s."
    The echo might be: "GVX1100s?"

3. Short Probes
For the best results, keep your follow-up probes short. Probes should be five to ten words or less. This makes it
easier for the candidate to understand what is being asked. For example:
    "Tell me more."
    "How did you accomplish that?"
    "Could you give me an example?"
    "What were the results?"

4. Single, Not Double Questions
For the same reasons that short probes are important, simple sentences make it easier for the candidate to
respond to questions. When several questions are combined into one, the candidate may become confused or
give a response to only one of the questions. For example:

    Poor:        "What types of projects did you manage and how did you prioritize them?"

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    Better:      "What types of projects did you manage?" (After candidate response, ask:)
                 "How did you prioritize them?"

5. Do Not Use Jargon
Many words and acronyms that are commonly used at Companymay not be understood by the candidate. If you
have a Companybackground, you probably use some unique terms. Avoid their use during the interview.
Candidates cannot feel at ease if they continually have to ask "What does that mean?" The use of acronyms will
slow down the interview and show an insensitivity to the candidate. If it is necessary to use jargon, explain the
meaning of the term(s).

6. What or How, Not Why
It is generally better to start questions with "what" or "how" rather than "why." For example:

    "What steps did you take to ensure that the project progressed as required?"
    "How were you able to persuade the team to adopt your solution?"

This is not to say a "why" question should never be asked, but the interviewer should be careful if he or she does
ask a “why” question. Many people feel challenged or threatened when directly asked "why,” for example, "Why did
you recommend that solution to your team?" When a "why" question is asked it is best to soften the challenge as
much as possible, for example, "Jean, why do you think your recommended solution best met the project’s goals?"

7. No “Leading” Probes
“Leading” probes usually produce invalid information. For example, the question "Have you typically accomplished
your work objectives?" leads the candidate to respond with the answer he or she thinks the interviewer is looking
for. A less leading question would be, "How have your accomplishments matched up with your work objectives?"

8. Open vs. Closed Probes
It is recommended that open probes rather than closed probes be used. Closed probes are designed for yes or no
responses. Open probes allow the candidate to elaborate, explain, and discuss. Open probes usually obtain more
(and more useful) information. For example:

    Closed Probe: "Did you do strategic planning?"
    Open Probe: "Describe how you did your strategic planning."
    Closed Probe: "Did you design software?"
    Open Probe: "Tell me about the software you have designed."

There are some situations where closed probes can be used appropriately and effectively, for example, when a
candidate is digressing or providing unnecessary detail. The occasional use of closed probes that are relevant to
what the candidate has just said can also indicate that the interviewer is listening attentively (for example, "So, the
final outcome was successful?"). In addition, closed probes can be an effective means to re-establish control.

9. Confrontation
This can be used when inconsistencies are noted within a single response, between two separate responses, or
between a response and information from other sources (such as the resume). It points out the inconsistency and
asks for an explanation. Try not to put the candidate on the defensive. This can be avoided by the way the
confrontation is phrased and by the interviewer’s manner in asking it. For example:

    "You've just mentioned you had worked in new product development for AAA Technologies. I don't see that on
    your resume. Tell me more about the types of products you designed there."

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10. Expansion
This is a question or statement which asks for more information about a subject. Its use can provide more control
by changing the course of the conversation to the specific areas which are more relevant. The expansion can also
recover information that was not initially discussed. For example:

    "Tell me more about what your contribution was on that project."

11. Verification
Particularly important in a telephone interview process, this technique can be used whenever the interviewer is
unsure of whether he or she correctly heard or understood a response. For example:

    "I want to be sure I understood you correctly. Was this the first product you designed?"

12. Clarification
This can be used to prompt the candidate to elaborate on or be more specific about statements that were not clear.

    It can be Open: "What did you mean when you said you were lucky to have worked on that project?"
    It can be Closed: "Did you make this entire presentation yourself or was it a team presentation?"

13. Summary
This can be used to obtain more clarity about a response. It is a question which summarizes the information
given, asking for agreement or correction. It is also a way to increase control in the interview. For example:

    "You've told me you worked on three projects: the PBX Voice XL market test, the customer demonstration on
    the virtual meeting application, and the ERP Software proposal. Is that correct?

Be aware that the summary can lead to an invalid response from the candidate if it contains an error too slight to

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E. Questions and Topics That Should Not Be Probed

The following are items that interviewers are legally prohibited from asking about or probing due to potential
violation of one or more EEO-related statutes in the U.S. Be aware that when interviewing a candidate in the U.S.
for a position that will be based in the U.S., you should avoid questioning or probing any of the areas listed below.
These guidelines do not apply when interviewing candidates outside the U.S. Interviewers should check with local
Human Resources staff regarding any potential legal considerations in countries other than the U.S.

Do not ask the candidate about:
       Age or date of birth
       Race, ethnicity, or country of origin
       Religion
       Physical handicaps or even obvious medical situations
       Sexual orientation
       Marital status
       Arrests and convictions for other than traffic violations
       Credit history
       Maiden name
       Parents' name
       Friends or relatives working with Company
       Spouse's work
       Number of children and child care arrangements
       Availability for Saturday or Sunday work
       Home environment
       Living arrangements

In addition, when probing experience regarding a candidate's present or former employer(s), do not ask about:
       Confidential information (e.g., performance appraisal results)
       Company-proprietary information (e.g., marketing strategies, detailed basis of compensation plan,
        competitor product specifications)

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                                                     SECTION III

                                             Evaluating the Candidate

The candidate evaluation should be conducted as soon as possible after the interview, while it is still fresh in the
interviewer’s mind. This will help to ensure the accuracy of the evaluation. The Candidate Evaluation Worksheet
(found at the end of the Interview Guide) provides a systematic way to synthesize and summarize the information
obtained from the candidate during the interview. This will enable the interviewer to make the most appropriate
evaluation decision. However, the final hiring or promotion decision is always at the discretion of the hiring
manager, regardless of the pattern of evaluations assigned through the steps listed below. A guide to some
common rater errors and ways to avoid them is presented in Section IIIB.

A. Steps in Making the Evaluation

Step 1: Evaluate Content Areas
Rating scales with behavioral anchors for each content area are found after the interview questions listed for each
area. Before making the rating for a particular content area, the interviewer should review the interview notes for
that content area, as well as any notes taken at other points during the interview (for example, during questioning of
another content area) that provide information relative to the content area under consideration. The next step is to
review the behavioral anchors listed for that area and decide which rating to choose, based on the evidence
collected throughout the interview.

The interviewer evaluates the candidate’s effectiveness in the content area by circling the appropriate symbol on
the rating scale shown below:

                              3 = High
                              2 = Medium
                              1 = Low

This evaluation should be based on the interviewer’s judgment of how the information gathered during the interview
matches with the behavioral anchors for each rating. These anchors are simply examples of the types of
information that lead the interviewer to a particular rating. There are many other examples that may arise from the
candidate’s answers to questions asked during the interview. The interviewer must use his or her judgment as a
subject matter expert in order to assign a particular rating to each content area.

Step 2: Complete Candidate Summary
The Candidate Summary section of the Candidate Evaluation Worksheet should be completed by circling the
appropriate symbols as transferred from the individual content area evaluations assigned in Step 1. This will
provide an overall picture of the candidate’s relative strengths and weaknesses across the 8 evaluation categories
covered in the interview.

Step 3: Assign Selection Priority
The final step in the evaluation process is to assign a selection priority category (Highly Recommended,
Recommended, or Not Recommended) to the candidate. This should be based on the judged match between the
candidate’s experience, knowledge, skills, and interests as uncovered in the interview and the specific
requirements of the position to be filled.

Step 4: Complete Worksheet and Interview Guide
The interviewer should sign and date the worksheet when the entire form is completed (including the top part of the
worksheet with names and titles, the candidate summary, and selection priority). The Human Resources staff
contact will give instructions on what to do next.

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B. Common Rater Errors and How To Avoid Them

When you rate a candidate, you quantify the information you obtained during the interview for the purpose of
making a decision. As previously discussed, a thorough understanding of the interview content areas is critical to
making accurate ratings. The accuracy of interview ratings is also determined by how well common rater errors are
avoided. A well-conducted interview is of no value if the process used to reach a final decision involves many
errors. Better decisions are made when the interviewer understands the types of errors that undermine the
accuracy of a rating. All rater errors undermine the validity of the decision process. Listed below are explanations
of the most common rater errors. Awareness of these errors is the first step toward avoiding them.
LENIENCY                  The tendency to rate candidates using an overly generous set of standards, which will
                          result in higher or inflated ratings.
SEVERITY                  The tendency to rate candidates using an overly stringent set of standards, which will result
                          in lower or deflated ratings.
CENTRAL                   The tendency to avoid rating candidates at the high or low ends of the rating
TENDENCY                  scale and to cluster all ratings around the center of the scale.
HALO EFFECT               The tendency to base the ratings for each content area on a general overall opinion of the
                          candidate rather than treating each content area as a separate and independent judgment.
                          In other words, an overall favorable or unfavorable impression of the candidate influences
                          the ratings of all of the content areas. The result of this error is that content area ratings
                          are all highly similar.
SIMILARITY                The tendency to give higher ratings to those candidates perceived as similar to oneself,
                          and conversely, to give lower ratings to those seen as different from oneself.
FIRST                     The tendency to rate candidates on the basis of their responses to the first few
IMPRESSION                interview questions or your initial impressions, rather than giving equal
                          consideration to all information obtained throughout the interview.
RECENCY                   The tendency to rate candidates on the basis of their responses to the last few
EFFECT                    interview questions or your final impressions, rather than giving equal
                          consideration to all information obtained throughout the interview.
LOGICAL                   The tendency to give the same rating for several content areas because they are
ERROR                     logically connected, rather than because the candidate deserved the same rating
                          for these content areas.
CONTRAST                  The tendency to let the quality of a previous candidate affect the ratings of the
EFFECT                    current candidate. This type of error is particularly apt to occur when the previous
                          candidate was an unusually strong or unusually poor candidate. The contrast
                          between the previous candidate's quality and the current candidate's quality
                          distorts the ratings for the current candidate.

In Summary, When Making Your Ratings:
       Evaluate each candidate on his or her own merits as demonstrated during the interview.
       Take good notes during the interview and review them carefully before making your ratings to improve the
        accuracy of your ratings.
       Make sure you use the full range of the rating scale. Do not be afraid to use the ends of the scale when such
        ratings are appropriate.
Do not let your ratings be influenced by:
       Comparisons to previous candidate's
       Comparisons to yourself
       First or last impressions of the candidate
       Overall impression of the candidate (This is the most common type of rating error so you should be
        especially careful to avoid it.)

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                                                     SECTION IV

                              Guidelines for Conducting Team Interviews

This section provides some overall guidelines regarding how to conduct this interview as a team or panel. A team
or panel interview may be preferable to a one-on-one interview because: (a) there is less chance that key points will
be overlooked; (b) there are multiple people taking notes and documenting the interview; and (c) it is an advantage
to have multiple and diverse perspectives when evaluating the candidate. The following steps can be taken to
ensure the effective conduct of a team or panel interview.

Prior to the Interview

1. Determining Interview Team Membership

The interview team should usually include the direct supervisor or hiring manager of the target job. It may also
include relevant subject matter experts or any other appropriate individuals whose job functions coordinate with
those responsibilities of the target position. In some circumstances, it may be appropriate to include internal or
external “customers” or “suppliers” of the target position. It is recommended that one person (generally the direct
supervisor or hiring manager) function as the team leader and primary interviewer. This can help to maintain the
interview structure and timing during the interview.

2. Planning Interviewer Roles, Interview Conduct, and the Evaluation Process

The participants should decide upon each of their roles in the interview. In addition to the supervisor or hiring
manager acting in the primary interviewer role, at least one interviewer should function as the “recorder” and
assume the major responsibility for taking notes during the interview. However, all interview team members should
be encouraged to take notes to the extent possible during the interview. Notes are an invaluable part of the
interview and can suggest additional interview questions and follow-ups, as well as improve the accuracy of

How the interview questions are divided among the team members should also be determined prior to the
interview. There are many ways to allocate these questions. For example, the primary interviewer can take the
lead in questioning throughout the entire interview, with other team members asking follow-up questions as
appropriate. Or, individual team members can be given responsibility for specific interview content areas. However
such decisions are made, they should represent a planned strategy that results in question or content area
allocations among team members that will maximize interview effectiveness and value for both the interview team
and the candidate. Interview teams should avoid simply having each team member ask a question in turn, as this
is likely to disrupt the flow of questioning and increase the potential for confusion.

In addition, the team should agree upon the team member roles and structure that will be followed in the candidate
evaluation process, as discussed in point 5 below.

During the Interview

3. Explaining Purpose, Roles, and Structure to the Candidate

It is important to explain the purpose of the team or panel interview, the roles of each team member and the
interview structure to the candidate during the “stage setter” at the beginning of the interview. This will make the
process of the team interview clearer to the candidate and reduce any anxiety or confusion the candidate may have
when faced with several team members in an interview situation. Be sure to explain to the candidate why the team
interview format is being used: (a) so the candidate gets the benefit of being viewed from multiple perspectives
rather than just one; and (b) for efficiency and time considerations, as it eliminates the need to schedule (and for
the candidate to go through) multiple interviews and maximizes the use of time for interviewers as well as the

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4. Conducting the Interview

The overall principles for conducting the interview (as described in Section II) remain the same for team or panel
interviews. In addition, the following are things to remember when conducting a team interview:

   determine who will be the interview team leader
   clearly define roles of interview team members
   decide on interview format and structure prior to interview
   explain roles of team members and interview format and structure to candidate

When conducting a team interview, do not:

   neglect to explain interview roles and structure to the candidate during the stage setter
   allow participation of too many interviewers and/or poorly defined roles
   allow team members to interrupt one another
   allow each team member to ask one question in turn

After the Interview

5. Evaluating the Candidate

It is recommended that team members use the Candidate Evaluation Worksheet when evaluating a candidate after
a team or panel interview. Prior to conducting the interview the team should decide what roles and structure to
follow in order to come to agreement regarding the overall candidate evaluation. There are several ways to
structure the team evaluation process; for example, each team member can evaluate the candidate individually
followed by discussion, the team can evaluate the candidate as a group, etc. The team should also decide if the
primary interviewer will function as the leader in the evaluation discussion and if he or she (or any other team
member) has veto power over any part of the decision. The specific format of the evaluation and consensus
process can vary, but should be discussed and agreed upon by the team members prior to the interview.

09/07                                       (HCS) Kirk Podawiltz - PROPRIETARY                                       11
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