CH-7 Interviewing Candidates – Human Resource Management : Book Guide

PART TWO RECRUITMENT AND PLACEMENT CHAPTER T Seven Interviewing Candidates 7 Lecture Outline Strategic Overview Basic Types of Interviews Structured Versus Unstructured Interviews Interview Content How Should We Administer the Interview? Three Ways to Make the Interview Useful What Errors Can Undermine an Interview’s Usefulness? First Impressions Not Clarifying What the Job Requires Candidate-Order (Contrast) Error and Pressure to Hire Nonverbal Behavior and Impression Management Effect of Personal Characteristics Interviewer Behavior How to Design and Conduct the Effective Interview Designing the Structured Situational Interview How to Conduct an Effective Interview Talent Management: Profiles and Employees Interviews Appendix Interview Guide In Brief: This chapter gives an overview of types of interviews and their features. It discusses common mistakes in interviewing, and outlines effective interviewing techniques from the views of both interviewer and interviewee. Interesting Issues: While structured interviews have been shown to be more valid than non-structured ones, some managers tend to resist structured interviews in favor of trusting their own skills as interviewers.   LEARNING OUTCOMES 1. List the main types of selection interviews. 2. List and explain main errors that can undermine an interview’s usefulness. 3. Define a structured situational interview. 4. Explain and illustrate each guideline for being a more effective interviewer. 5. Give several examples of situational questions, behavioral questions, and background questions that provide structure. ANNOTATED OUTLINE I. Basic Types of Interviews Structured vs. Unstructured Interviews – Unstructured or nondirective interviews generally have no set format. Structured or directive interviews generally identify questions and all applicants are asked the same questions. Sometimes acceptable responses are specified in advance and the responses are rated for appropriateness of content. Examples of structured interview guides are provided in Figure 7-1. Interview Content: Types of Questions – Interviews can be classified according to the nature or content of their questions, such as situational interviews, job-related interviews, behavioral interviews, and stress interviews. Puzzle questions are also popular today, and they are used to see how candidates think under pressure. C. How Should We Administer the Interview? 1. Panel interviews occur when a group (panel) of interviewers questions the candidate together. A mass interview is where a panel interviews several candidates simultaneously. Phone interviews are often conducted entirely by phone. Technology has also made interviewing by videoconferencing possible, saving time and travel costs. Video/Web-assisted interviews are a newer option for companies and applicants. Applicants use their own computer or I-Pad to link to a website where a prescreening interview can be held. In order to make the most of these interviews, applicants do things such as look presentable and clean up the room they are sitting in during the interview. Computerized interviews involve computers administering the interview. Typically the questions are presented in a multiple-choice format, one at a time, and the applicant is expected to respond to the questions on the screen by pressing a key. C. Three Ways to Make Interviews Useful – Studies confirm that the validity of interviews is greater than previously thought. Structured interviews are more valid than unstructured interviews for predicting job performance. Some traits, however, are not able to be accurately assessed in an interview. Structure the Interview – Structured interviews are more valid than unstructured interviews for predicting job performance. Be careful what sorts of traits you try to assess – Interviews are better for revealing some traits than others. Beware of committing interviewing errors – Understand and avoid the various errors that can undermine any interview’s usefulness.  NOTES Educational Materials to Use II. What Can Undermine an Interview’s Usefulness? A. First Impressions – One of the most consistent findings is that interviewers tend to jump to conclusions about candidates during the first few minutes of the interview. B. Not Clarifying What the Job Requires – Interviewers who don’t know precisely what the job entails and what sort of candidate is best suited for it usually make their decisions based on incorrect or incomplete stereotypes of what a good applicant is. C. Candidate-Order (Contrast) Error and Pressure to Hire –The order in which you see applicants affects how you rate them. Pressure to hire can undermine an interview’s usefulness. D. Nonverbal Behavior and Impression Management – These factors can have a surprisingly large impact on an applicant’s rating. Inexperienced interviewers may try to infer the interviewee’s personality from vocal and visual cues such as energy level, voice modulation, and level of extraversion. Impression management includes ingratiation, agreeing with the interviewer’s opinions, and self-promotion to create an impression of competence are used by clever interviewees to manage the impression they present. Effect of Personal Characteristics: Attractiveness, Gender, Race – Interviewers have to guard against letting an applicant’s attractiveness, gender, and race play a role in candidate ratings. Interviewer Behavior – Telegraphing refers to the interviewer inadvertently evoking the expected answers.  NOTES Educational Materials to Use III. How to Design and Conduct the Effective Interview A. Designing the structured situational interview procedure is as follows: Step 1: Job Analysis; Step 2: Rate the Job’s Duty; Step 3: Create Interview Questions; Step 4: Create Benchmark Answers; and Step 5: Appoint the Interview Panel and Conduct Interviews. Web-based programs are available to help interviewers design and organize behavior-based selection interviews. B. How to Conduct a More Effective Interview Make Sure You Know the Job – do not conduct an interview unless you know what KSAs you are looking for. Structure your Interview – a) base questions on job duties; b) use specific job-knowledge, situational, or behaviorally-oriented questions and objective criteria to evaluate the interviewee’s responses; c) use the same questions with all candidates; d) use rating scales to rate answers; and e) use a structured interview form. Get Organized – The interview should take place in a private room where interruptions can be minimized. Prior to the interview, the interviewer should review the candidate’s application and resume, as well as the job duties and required skills and traits. Establish Rapport – The interviewer should put the interviewee at ease so he/she can find out the necessary information about the interviewee. Studies show that people who feel more self-confident about their interviewing skills perform better in interviews. Ask Questions – The interviewer should follow the interview guide. Take Brief, Unobtrusive Notes – Notes will help the interviewer avoid snap judgments and remember more clearly what was discussed in the interview. Close the Interview – Leave time to answer any questions the candidate may have and, if appropriate, advocate your firm to the candidate. Try to end the interview on a positive note. Review the Interview – Once the candidate leaves, and while the interview is fresh on the interviewer’s mind, he/she should review his/her notes and fill in the structured interview guide. C. Talent Management: Profiles and Employee Interviews – Profiles include competencies, traits, knowledge, and experience. Using the same profile for multiple jobs will ensure an integrated, goal-oriented process.  NOTES Educational Materials to Use Appendix for Chapter Seven Teaching Tips: Students are frequently apprehensive about their own ability to be interviewed successfully. Emphasize that preparation is important. Class presentations or exercises that involve interviews can be used as an opportunity for students to get feedback about dressing appropriately for an interview. Students should be told in advance to dress for the presentation as they would for an interview. Local supervisors, HR managers, or personnel from Student Placement departments within the college/university can often be brought in as speakers to address this topic. Students may also be assigned to choose several of the questions from Figures 7-2 and 7-3 to answer as they would in an interview, using their own experience. For classes with more experienced and working students, announce in advance that students should bring in their current resume, or a list of jobs they have held. Students may then interview each other in groups of two, using their actual experience. This works best if the student is interviewed for an opening for the job they currently hold, or last held. The instructor can circulate, noting body language and other items of importance with which to give general feedback following the exercise. DISCUSSION QUESTIONS 1. Explain and illustrate the basic ways in which you can classify selection interviews. Answer: Interviews can be classified according to: (1) degree of structure. This is the extent to which interviews are, or are not, structured with previously designed questions so that each candidate must answer the same questions. (2) purpose. Interviews may be designed to accomplish several purposes, including selection, performance appraisal, and feedback. (3) content. The content of the questions may be situational, job-related, or psychological. (4) the way the interview is administered. Interviews might be conducted by a panel of interviewers, sequentially or all at once, computerized, or personally. Students should also provide some illustrations of each. 2. Briefly describe each of the following possible types of interviews: unstructured panel interviews; structured sequential interviews; job-related structured interviews. Answer: In the unstructured panel interview, the panel of interviewers asks questions as they come to mind. They do not have a list of questions or points that need to be covered but may follow many different directions. The structured sequential interview consists of the candidate being interviewed one by one with several different interviewers. Each interviewer conducts a structured interview that consists of pre-determined questions and a structured evaluation form to complete. The job-related structured interview consists of pre-determined questions, all of which are designed to assess the applicant's past behaviors for job-related information. 3. For what sorts of jobs do you think computerized interviews are most appropriate? Why? Answer: The computerized interview can be used as a screening device for virtually any type of position that may generate a large number of applicants. It is less likely to be used for managerial positions. However, if there are large numbers of applicants, it could certainly be just as useful there as in skilled, professional, and unskilled positions. 4. Why do you think situational interviews yield a higher mean validity than do job-related or behavioral interviews, which in turn yield a higher mean validity than do psychological interviews? . Answer: The situational interview allows the candidate to answer situational questions based on past experiences in which he or she might have made mistakes but learned from them. The job-related (or behavioral) interview focuses primarily on past situations, but it does not allow for changes in the candidate due to the lessons that he or she might have learned from those experiences. The psychological interview tends to be more speculative regarding traits that are difficult to measure. 5. Similarly, how do you explain the fact that structured interviews, regardless of content, are more valid than unstructured interviews for predicting job performance? Answer: The structured interview helps to keep the interviewer focused on the types of behaviors, traits, or answers that are desired and that are good predictors of job performance. Unstructured interviews allow interviewers to become sidetracked with things like common interests and other items that are not good predictors of job success. 6. Briefly discuss and give examples of at least five common interviewing mistakes. What recommendations would you give for avoiding these interviewing mistakes? Answer: •Snap Judgments: This is where the interviewer jumps to a conclusion about the candidate during the first few minutes of the interview. Using a structured interview is one way to help avoid this, as well as training interviewers. •Negative Emphasis: When an interviewer has received negative information about the candidate, through references or other sources, he or she will almost always view the candidate negatively. The best way to avoid this is to keep references or other information from the interviewer. If possible, have different people perform the reference checks and the interviews and not share the information until afterwards. •Misunderstanding the Job: When interviewers do not have a good understanding of the job requirements, they do not make good selections of candidates. All interviewers should clearly understand the jobs and know what is needed for success in those jobs. •Pressure to Hire: Anytime an interviewer is told that they must hire a certain number of people within a short time frame, poor selection decisions may be made. This type of pressure should be avoided whenever possible. •Candidate-Order (Contrast) Error: When an adequate candidate is preceded by either an outstanding, or a poor candidate, by contrast he or she looks either less satisfactory or much better. This can be countered by training interviewers, allowing time between interviews, and structuring interviews with structured rating forms. •Influence of Nonverbal Behavior: Candidates who exhibit stronger nonverbal behavior, such as eye contact and energy level, are perceived as stronger by the interviewers. This can be minimized through interviewer training and structured interviews. •Telegraphing: An interviewer might "give" the right answers to candidates that they hope to hire. This can be combated through structured interview questions, multiple interviewers, and interviewer training. •Too Much / Too Little Talking: On either end of these extremes, the interviewer may not gather all the information that is really needed to make an appropriate selection decision. Structured interviews help keep this from happening. •Playing District Attorney or Psychologist: Some interviewers misuse their power by turning the interview into a game of "gotcha" or by probing for hidden meanings in everything the applicants say. Structured interviews help keep this from happening. 7. Briefly discuss what an interviewer can do to improve his or her performance. Answer: The students should refer to the section in the chapter on designing and conducting the effective interview to form his/her suggestions for how an interviewer can improve his/her perfomance. To improve interview performance, an interviewer should: 1. Prepare Thoroughly: Review the candidate's resume and the job requirements in advance. 2. Ask Structured Questions: Use consistent and relevant questions to ensure fairness. 3. Active Listening: Focus on the candidate's responses and follow up with probing questions. 4. Provide Clear Instructions: Explain the interview process and expectations to the candidate. 5. Minimize Bias: Be aware of personal biases and avoid letting them affect the evaluation. INDIVIDUAL AND GROUP ACTIVITIES 1. Prepare and give a short presentation titled, “How to Be Effective As an Interviewer.” Answer: There are several things you can do to prepare to be an effective interviewer. Some of the responses the students should give include: structure the interview; prepare for the interview; establish rapport; ask questions; close the interview; and review the interview. Title: How to Be Effective As an Interviewer 1. Preparation: Familiarize yourself with the candidate’s background and the job requirements to ask relevant questions. 2. Structured Approach: Use a consistent set of questions and evaluation criteria to ensure fairness and comparability. 3. Active Listening: Pay close attention to the candidate’s responses, and ask follow-up questions to gain deeper insights. 4. Clear Communication: Explain the interview process, job expectations, and provide feedback to maintain transparency. 5. Bias Awareness: Recognize and manage personal biases to ensure an objective and unbiased assessment of each candidate. 2. Use the Internet to find employers who now do preliminary selection interviews via the Web. Print out and bring examples to class. Do you think these interviews are useful? Why or why not? How would you improve them? Answer: The students should use the Internet to search the Web sites of various companies to find examples of companies that use the Web for preliminary selection interviews. They should provide the pros and cons of using the Web for preliminary selection interviews. Challenge students to identify ways to improve the examples they have presented based on what has been discussed in this chapter. Preliminary Web Interviews 1. Examples: Print examples of companies using web-based preliminary interviews, such as Google or IBM. 2. Usefulness: These interviews can be useful for initial screening, saving time and resources for both parties. 3. Limitations: They may lack personal interaction and depth compared to in-person interviews. 4. Improvements: Incorporate interactive elements, such as live Q&A sessions, and ensure technical support for smooth execution. 5. Overall: Web interviews are efficient but should be supplemented with in-person interactions for a complete assessment. 3. In groups, discuss and compile examples of “the worst interview I ever had.” What was it about these interviews that made them so bad? If time permits, discuss as a class. Answer: Based on their experiences, the students should come up with various examples. They should also discuss their suggestions for improving the interview. Discussion on "The Worst Interview I Ever Had" Examples of Bad Interviews: 1. Lack of Preparation: The interviewer was unfamiliar with the candidate’s resume, leading to irrelevant questions and a disorganized interview. 2. Poor Communication: The interviewer was unclear about the job role and expectations, causing confusion and frustration for the candidate. 3. Unprofessional Behavior: The interviewer arrived late, was distracted, or exhibited unprofessional behavior, making the candidate uncomfortable. 4. Inconsistent Questions: The interviewer asked off-topic or inconsistent questions, leading to an impression of randomness rather than structured assessment. Reasons for Poor Experience: • Unpreparedness: Results in an inefficient and confusing interview process. • Lack of Clarity: Creates uncertainty about the role and company. • Unprofessionalism: Reflects poorly on the company and disrespects the candidate. • Irrelevant Questions: Fails to assess the candidate's true qualifications and fit. Class Discussion: If time permits, share and analyze specific experiences, discussing what made these interviews problematic and how such issues can be avoided. 4. In groups, prepare an interview (including a sequence of at least 20 questions) you’ll use to interview candidates for the job teaching a course in Human Resources Management. Each group should present their interview questions in class. Answer: The students should use this opportunity to design their own interview questions using the suggestions given in the chapter. Interview Questions for Teaching Human Resources Management 1. Introduction and Background: • Can you briefly describe your educational background and relevant qualifications for teaching HR Management? • What inspired you to pursue a career in Human Resources? 2. Teaching Experience: • What previous teaching experience do you have, particularly in HR or related fields? • How do you structure a typical class session to engage students effectively? 3. HR Knowledge: • Can you explain the key concepts of HR Management that you believe are critical for students to understand? • How do you stay updated with the latest trends and changes in HR practices? 4. Curriculum Development: • How would you design a course syllabus for HR Management? What key topics would you include? • Can you provide an example of a project or assignment that you would use to assess students’ understanding of HR concepts? 5. Teaching Methods: • What teaching methods or technologies do you use to facilitate learning in HR Management? • How do you accommodate different learning styles and needs in your classroom? 6. Student Engagement: • How do you handle students who are disengaged or struggling with course material? • What strategies do you use to foster class discussions and participation? 7. Practical Experience: • How do you incorporate real-world HR scenarios and case studies into your teaching? • Can you share an example of how you’ve used experiential learning in your previous courses? 8. Assessment and Feedback: • How do you design assessments to measure students’ grasp of HR Management concepts? • What is your approach to providing feedback to students on their performance? 9. Ethical Considerations: • How do you address ethical issues in HR Management within your teaching? • Can you provide an example of how you’ve handled a sensitive topic in your HR classes? 10. Classroom Management: • How do you manage classroom dynamics and maintain a positive learning environment? • What methods do you use to handle conflicts or disruptions during class? 11. Professional Development: • How do you engage in professional development to enhance your teaching skills? • What are your goals for growth as an HR educator? 12. Program and University Fit: • How do you see your teaching approach aligning with our institution’s mission and values? • What contributions can you make to our HR Management program beyond teaching? 13. Student Outcomes: • How do you measure the success of your students in applying HR Management concepts in their careers? • Can you provide an example of how your teaching has positively impacted students’ career paths? 14. Technology Integration: • How do you incorporate technology into your HR Management courses? • What online tools or platforms have you found most effective for teaching HR concepts? 15. Diversity and Inclusion: • How do you address diversity and inclusion in your HR Management curriculum? • Can you provide examples of how you incorporate diverse perspectives into your teaching? 16. Research and Publications: • What research interests do you have in the field of HR, and how do they inform your teaching? • Have you published any work related to HR Management that you would like to share? 17. Student Mentorship: • How do you mentor students who are interested in pursuing careers in HR? • What advice do you give to students who are new to the field of HR Management? 18. Industry Connections: • How do you leverage industry connections to benefit your students’ learning experience? • Can you provide examples of guest speakers or industry partnerships you’ve utilized in your teaching? 19. Course Evaluation: • How do you evaluate and improve your teaching methods and course content based on student feedback? • What changes have you made to your teaching approach as a result of course evaluations? 20. Future Vision: • What is your vision for the future of HR Management education, and how do you plan to contribute to it? • How would you adapt your teaching to address emerging trends and challenges in HR? These questions are designed to assess the candidate’s qualifications, teaching methods, and alignment with the course and institution’s goals. 5. Some firms swear by unorthodox interview methods. For example, Tech Planet, of Menlo Park, CA, uses weekly lunches and “wacky follow-up sessions” as substitutes for first-round job interviews. During the informal meals, potential staffers are expected to mingle, and they’re then reviewed by the Tech Planet employees they meet at the luncheons. One Tech Planet employee asks candidates to ride a unicycle in her office to see if “they’ll bond with the corporate culture or not.” Toward the end of the screening process, the surviving group of interviewees has to solve brainteasers, and then openly evaluate their fellow candidates’ strengths and weaknesses. What do you think of a screening process like this? Specifically, what do you think are its pros and cons? Would you recommend a procedure like this? If so, what changes, if any, would you recommend? Answer: The students should use the information they’ve learned in this chapter to make judgments about this screening process. Evaluation of Unorthodox Interview Methods Pros: 1. Cultural Fit: The informal nature helps assess if candidates align with the company’s unique culture and values. 2. Social Skills: Observes candidates’ interpersonal skills and adaptability in a casual setting. 3. Creativity and Problem-Solving: Brainteasers and unusual tasks can reveal candidates’ creativity and analytical abilities. Cons: 1. Bias Risk: Informal settings might lead to biased evaluations based on personal impressions rather than job-related criteria. 2. Stress and Discomfort: Unconventional activities like riding a unicycle may stress or alienate candidates who are uncomfortable with such tasks. 3. Unpredictable Outcomes: The effectiveness of such methods in predicting job performance is uncertain and may not provide a comprehensive assessment. Recommendations: 1. Structured Elements: Integrate structured interviews alongside informal activities to ensure objective evaluation of skills and qualifications. 2. Inclusivity: Ensure that unconventional tasks are inclusive and do not disadvantage candidates based on their comfort levels or abilities. 3. Clear Objectives: Define the purpose of each activity clearly to candidates to reduce confusion and stress. A hybrid approach that combines traditional and innovative methods could balance assessing cultural fit with evaluating job-specific skills. 6. Several years ago, Lockheed Martin Corp. sued the Boeing Corp. in Orlando Florida, accusing it of using Lockheed’s trade secrets to help win a multibillion-dollar government contract. Among other things, Lockheed Martin claimed that Boeing had obtained those trade secrets from a former Lockheed Martin employee who switched to Boeing. But in describing methods companies use to commit corporate espionage, one writer says that hiring away the competitor’s employees or hiring people to go through its dumpster are just the most obvious methods companies use to commit corporate espionage. As he says, “one of the more unusual scams – sometimes referred to as “help wanted” – uses a person posing as a corporate headhunter who approaches an employee of the target company with a potentially lucrative job offer. During the interview, the employee is quizzed about his responsibilities, accomplishments, and current projects. The goal is to extract important details without the employee realizing there is no job.” Assume that you are the owner of a small high-tech company that is worried about the possibility that one or more of your employees may be approached by one of these sinister “headhunters.” What would you do (in terms of employee training, or a letter from you, for instance) to try to minimize the chance that one of your employees will fall into that kind of trap? Also, compile a list of five or ten questions that you think such a corporate spy might ask one of your employees. Answer: Students may suggest that the employer educate employees that tactics such as the ones described here are used by competitors, suggest an appropriate response, and encourage employees to report any such contact to management. Building trust and loyalty is clearly important in order for this strategy to be effective. Brainstorm with the class a list of questions that may be asked, and perhaps conduct a role play to demonstrate how the conversation may play out, and facilitate a discussion on how the employee and employer could respond. Preventive Measures: 1. Employee Training: Conduct regular training on recognizing and handling potential corporate espionage, including identifying fake job offers and safeguarding sensitive information. 2. Clear Policies: Implement and communicate a policy on confidentiality and handling unsolicited job inquiries. 3. Letter of Warning: Send a letter to employees advising them of potential scams and the importance of vigilance. Sample Questions a Corporate Spy Might Ask: 1. What are your current projects and their status? 2. Can you describe your team’s recent accomplishments? 3. How does your department contribute to the company’s overall strategy? 4. What are the biggest challenges your team is facing right now? 5. Who are the key stakeholders or decision-makers you interact with frequently? 6. What tools and technologies does your team use? 7. How do you prioritize tasks and projects? 8. What recent changes or innovations have been implemented in your work area? 9. Can you provide details about your company's competitive advantages? 10. How is your team structured and who reports to whom? 7. The HRCI “Test Specifications” appendix at the end of this book lists the knowledge someone studying for the HRCI certification exam needs to know in each area of human resource management (such as Strategic Management, Workforce Planning, and Human Resource Development). In groups of 4-5 students, do four things; (1) review that appendix now: (2) identify the material in this chapter that relates to the required knowledge the appendix lists; (3) write four multiple-choice exam questions on this material that you believe would be suitable for inclusion in the HRCI exam; and (4) if time permits, have someone from your team post your team’s questions in front of the class, so the students in other teams can take each other’s exam questions. Answer: Material from this chapter that may be included in the HRCI certification exam includes interviewing procedures, federal, state, and local employment-related laws, and interviewing techniques. HRCI Exam Preparation 1. Review the Appendix: • The HRCI "Test Specifications" appendix details the knowledge required for the certification exam in various HR areas. 2. Identify Related Material: • Link the appendix’s required knowledge to material covered in the HR chapters of your textbook or course. 3. Sample Multiple-Choice Questions: 1. Strategic Management: • What is a primary purpose of a SWOT analysis in strategic management? • A) To evaluate financial performance • B) To assess strengths, weaknesses, opportunities, and threats • C) To determine employee performance • D) To analyze market trends • Answer: B 2. Workforce Planning: • What is the primary focus of workforce planning? • A) Enhancing employee satisfaction • B) Ensuring the right number of people with the right skills are in place • C) Developing training programs • D) Setting up employee benefit plans • Answer: B 3. Human Resource Development: • Which method is most effective for on-the-job training? • A) Lecture-based training • B) Job rotation • C) Online courses • D) Simulation exercises • Answer: B 4. Legal and Ethical Issues in HR: • Which of the following laws prohibits employment discrimination based on race, color, religion, sex, or national origin? • A) Fair Labor Standards Act • B) Equal Pay Act • C) Civil Rights Act of 1964 • D) Occupational Safety and Health Act • Answer: C 4. Post Questions in Class: • If time allows, have a team member post these questions on a board or share them digitally for peer review and discussion. EXPERIENTIAL EXERCISES & CASES Experiential Exercise: The Most Important Person You’ll Ever Hire This exercise is explained in step-by-step instructions in the text. It gives students the opportunity to practice some of the interview techniques learned from this chapter. Application Case: The Out-of-Control Interview 1. How would you explain the nature of the panel interview Maria had to endure? Specifically, do you think it reflected a well-thought-out interviewing strategy on the part of the firm, or carelessness on the part of the firm's management? If it was carelessness, what would you do to improve the interview process at Apex Environmental? Answer: It is fairly clear that the panel interview was a stress interview designed to see how well she could handle difficult situations. In this respect, it seems to have been a well-thought-out interviewing strategy, but there was a very clear element of carelessness on the part of the firm's management. The panel was obviously not well-trained and was careless in the choice of questions that they used. Many of the questions were clearly discriminatory and could be used against them in a gender-based discrimination suit. 2. Would you take the job offer if you were Maria? If you're not sure, what additional information would help you make your decision? Answer: Maria needs additional information. What she does know is the nature of the job and the clear fit with her training and skills. The additional information that she should seek involves the number of women who work at Apex, the levels of management which they have attained, and the satisfaction of those women with their treatment by Apex management. The fact that the entire interview panel was composed of men and their choice of questions leaves us with reservations about how she would be treated once hired. 3. The job of applications engineer for which Maria was applying requires: (a) excellent technical skills with respect to mechanical engineering; (b) a commitment to working in the area of pollution control; (c) the ability to deal well and confidently with customers who have engineering problems; (d) a willingness to travel worldwide; and (e) a very intelligent and well-balanced personality. List 10 questions you would ask when interviewing applicants for the job. Answer: There are a wide variety of specific questions that could be posed to address these issues. Questions need to be job-related, specifically to the requirements listed above. They also need to clearly avoid any discriminatory areas. Interview Questions for Applications Engineer Position 1. Technical Skills: • Can you describe a complex mechanical engineering project you have worked on and your role in it? 2. Commitment to Pollution Control: • What motivates you to work in the field of pollution control, and how have you demonstrated this commitment in your past roles? 3. Customer Interaction: • Can you provide an example of a challenging engineering problem you solved for a customer and how you managed the situation? 4. Willingness to Travel: • How do you manage work-life balance when traveling frequently for business? 5. Personality and Intelligence: • How do you approach problem-solving when faced with a difficult technical issue? 6. Team Collaboration: • Describe a time when you worked as part of a team on a technical project. What was your contribution? 7. Communication Skills: • How do you explain complex technical concepts to non-technical stakeholders? 8. Adaptability: • Can you give an example of a situation where you had to adapt quickly to a significant change in a project or work environment? 9. Project Management: • How do you prioritize and manage multiple projects with tight deadlines? 10. Customer Relationship Management: • How do you build and maintain strong relationships with clients, especially when resolving technical issues? Continuing Case: Carter Cleaning Company: The Better Interview 1. In general, what can Jennifer do to improve her employee interviewing practices? Should she develop interview forms that list questions for management and non-management jobs, and if so what form should these take and what questions should be included? Should she initiate a computer-based interview approach? If so, why and how? Answer: Carter Cleaning Company has an inadequate, unstructured way of interviewing and hiring. One solution students could suggest is to utilize a structured interview guide such as the one provided in Figure 7-1 as an example of a tool that managers could use to improve their interviewing practices. Have students brainstorm a list of questions to be included in the structured interview guide. A computer-based approach is also a possibility; students should explore the pros and cons of this given the nature of the organization and weigh the cost/benefit of utilization of this technology. 2. Should she implement a training program for her managers, and if so, specifically what should be the content of such an interview training program? In other words, if she did decide to start training her management people to be better interviewers, what should she tell them and how should she tell it to them? Answer: The obvious answer to this question is yes, a training program should be designed and delivered. Students should include suggestions from the section on designing and conducting effective interviews, including training in preparation, utilization of a structured interview process, and interviewing techniques discussed in this chapter. She should educate managers in the potential pitfalls that come up in the interviewing process as outlined in the text. She should also provide an opportunity for practice with mock interviews in the training session so that managers can use the skills they learn and become comfortable with the process. Training Program for Managers on Interviewing Should She Implement a Training Program? Yes, implementing a training program for managers on interviewing is beneficial. It ensures consistency, reduces biases, and improves the quality of hires. Content of the Interview Training Program: 1. Interview Preparation: • Understanding Job Requirements: Teach managers to thoroughly review job descriptions and requirements to tailor their questions effectively. • Structured Interviewing: Emphasize the use of structured interviews with predefined questions to maintain consistency and fairness. 2. Questioning Techniques: • Behavioral Questions: Train managers to ask behavioral questions that assess past performance and problem-solving abilities. • Situational Questions: Include situational questions to evaluate how candidates might handle hypothetical scenarios. 3. Assessment Skills: • Evaluating Responses: Teach how to assess responses objectively, focusing on the content and relevance of answers rather than personal impressions. • Scoring Systems: Implement a scoring system to quantify candidate responses and ensure consistent evaluation. 4. Bias Awareness: • Recognizing Biases: Educate on common interview biases (e.g., confirmation bias, affinity bias) and how to mitigate them. • Promoting Inclusivity: Encourage practices that promote inclusivity and fair treatment of all candidates. 5. Legal and Ethical Considerations: • Legal Compliance: Provide training on legal requirements and regulations related to interviewing and hiring. • Ethical Standards: Stress the importance of ethical behavior and maintaining professionalism throughout the interview process. 6. Practical Exercises: • Role-Playing: Conduct role-playing exercises to practice and refine interviewing skills in a controlled environment. • Feedback Sessions: Include feedback sessions where managers can review and discuss their performance in mock interviews. How to Deliver the Training: 1. Interactive Workshops: Use interactive workshops for hands-on practice and real-time feedback. 2. Online Modules: Provide online training modules for flexibility and self-paced learning. 3. Case Studies: Include case studies and real-world scenarios to illustrate key points and engage managers in problem-solving. 4. Regular Refreshers: Schedule regular refresher sessions to keep skills current and address new developments or challenges. By focusing on these elements, the training program will equip managers with the skills needed to conduct effective, unbiased, and legally compliant interviews. Translating Strategy into HR Policies and Practice Case: The Hotel Paris The New Interviewing Program – The continuing case study of Hotel Paris is discussed here. In this example, students develop a structured interview process for a position and formulate behavioral questions, situational questions, and job knowledge questions to identify the desired capabilities and behaviors. 1. For the jobs of security guard or valet, develop 5 situational, 5 behavioral, and 5 job knowledge questions, with descriptive good/average/poor answers. Answer: Examples may be found in Figures 7-2 and 7-3. Student answers will vary. For the security guard, questions might focus on ascertaining the level of dependability, responsibility, initiative, and cool-headedness under pressure. The car hop position’s desired behaviors may include detail orientation, friendliness, and ability to follow directions. Interview Questions for Security Guard and Valet Positions 1. Security Guard: Situational Questions: 1. Situation: A person is loitering around a restricted area. How would you handle this situation? • Good Answer: "I would calmly approach the individual, identify myself as a security guard, and ask if they need assistance. If they are not authorized to be there, I would follow the protocol to escort them off the premises and report the incident." • Average Answer: "I would ask the person what they are doing and then contact my supervisor if necessary." • Poor Answer: "I would ignore them unless they cause a problem." 2. Situation: You notice an employee acting suspiciously around a secured area. What steps would you take? • Good Answer: "I would observe from a distance to gather more information, then approach the employee to inquire about their activities. If their behavior is still suspicious, I would report it to my supervisor and review security footage if available." • Average Answer: "I would talk to the employee and let my supervisor know if I think it’s necessary." • Poor Answer: "I would confront the employee aggressively if they look suspicious." 3. Situation: An alarm goes off in a building you are monitoring. How do you respond? • Good Answer: "I would immediately follow the emergency protocol, investigate the alarm's source, ensure the area is secure, and notify the appropriate emergency services if needed." • Average Answer: "I would check the area and call for backup if I think it’s necessary." • Poor Answer: "I would wait for further instructions from my supervisor before doing anything." 4. Situation: You find a lost item that could be valuable. What is your course of action? • Good Answer: "I would secure the item in a safe place, log it according to company policy, and report it to my supervisor so it can be returned to its owner." • Average Answer: "I would keep it in a safe place and let my supervisor know about it." • Poor Answer: "I would leave it where I found it and not worry about it." 5. Situation: A conflict arises between two individuals on the property. How would you handle it? • Good Answer: "I would approach the individuals calmly, listen to their concerns, mediate the situation to find a resolution, and document the incident as per company protocol." • Average Answer: "I would try to calm them down and ask them to leave if they can’t resolve it." • Poor Answer: "I would ignore the conflict unless it escalates." Behavioral Questions: 1. Behavior: Describe a time when you had to manage a difficult situation under pressure. • Good Answer: "In a previous job, there was a sudden power outage, and I had to ensure the safety of the building's occupants. I followed emergency procedures, guided people to safety, and coordinated with emergency services efficiently." • Average Answer: "I had to handle a rush of people and managed to stay calm and assist everyone." • Poor Answer: "I felt overwhelmed and didn’t handle the situation well." 2. Behavior: Tell me about a time you had to work as part of a team to accomplish a goal. • Good Answer: "During a security drill, I worked with my team to simulate a security breach. We communicated effectively, followed procedures, and successfully completed the drill, which improved our coordination." • Average Answer: "I participated in team activities and helped where needed." • Poor Answer: "I prefer working alone and didn’t contribute much to the team effort." 3. Behavior: Give an example of a time when you had to enforce a policy or rule that was unpopular. • Good Answer: "I had to enforce a no-smoking policy in a building. I explained the reasons behind the policy to those affected, remained firm but courteous, and ensured compliance by providing alternative solutions." • Average Answer: "I enforced the policy and dealt with complaints as they came." • Poor Answer: "I avoided enforcing the policy to keep people happy." 4. Behavior: Share an instance when you identified a potential security issue before it became a problem. • Good Answer: "I noticed a malfunctioning security camera and reported it immediately. I followed up until it was repaired, preventing potential blind spots in our surveillance coverage." • Average Answer: "I reported the issue, and it was taken care of eventually." • Poor Answer: "I noticed the problem but didn’t report it because it didn’t seem urgent." 5. Behavior: Describe a time when you had to handle a customer complaint. • Good Answer: "A customer complained about a delay in service. I listened to their concerns, apologized for the inconvenience, and took immediate steps to resolve the issue, ensuring they left satisfied." • Average Answer: "I listened to the complaint and tried to address it as best as I could." • Poor Answer: "I directed them to someone else who could handle their complaint." Job Knowledge Questions: 1. Job Knowledge: What are the primary duties of a security guard in a commercial building? • Good Answer: "The primary duties include monitoring surveillance systems, patrolling the premises, enforcing access control, responding to alarms and emergencies, and providing assistance to visitors." • Average Answer: "Monitoring and patrolling the building, and handling emergencies." • Poor Answer: "Just watching the cameras and calling for help if needed." 2. Job Knowledge: What types of personal protective equipment (PPE) should a security guard be familiar with? • Good Answer: "A security guard should be familiar with PPE such as high-visibility vests, gloves, and, if required, body armor. The specific PPE depends on the nature of the environment and potential hazards." • Average Answer: "Basic PPE like vests and gloves." • Poor Answer: "I’m not sure about PPE requirements." 3. Job Knowledge: How should a valet handle a situation where a vehicle is damaged while in their care? • Good Answer: "The valet should immediately report the damage to the supervisor, document the incident, inform the vehicle owner, and follow the company’s procedures for handling such claims." • Average Answer: "Report the damage and let the owner know." • Poor Answer: "Try to fix it or ignore it." 4. Job Knowledge: What are the key aspects of a good customer service approach for a valet? • Good Answer: "Key aspects include greeting guests warmly, handling their vehicles with care, being prompt and courteous, and addressing any issues or concerns they may have with professionalism." • Average Answer: "Be polite and careful with their cars." • Poor Answer: "Just do the job and avoid interaction." 5. Job Knowledge: What security measures are typically included in a comprehensive security plan for a high-rise building? • Good Answer: "Typical measures include surveillance cameras, access control systems, alarm systems, regular patrols, emergency response plans, and staff training." • Average Answer: "Cameras and access control systems." • Poor Answer: "Basic locks and a few cameras." 2. Combine your questions into a complete interview process that you would give to someone who must interview candidates for these jobs. Answer: Students should follow the outline for interviewing in Figure7-1 and in the Chapter Appendix. Interview Process for Security Guard and Valet Positions: 1. Introduction: Briefly explain the role and interview process. 2. Situational Questions: Assess candidates' responses to hypothetical scenarios related to the job. 3. Behavioral Questions: Evaluate past experiences and how they handled various situations. 4. Job Knowledge Questions: Test understanding of job-specific duties and requirements. 5. Closing: Allow candidates to ask questions, and explain the next steps in the hiring process. KEY TERMS Solution Manual for Human Resource Management Gary Dessler 9780132668217, 9780134235455, 9780135172780