Description
This is a project I had made for HRM in my M Com for the topic of Interview and Group Discussion
EXECUTIVE SUMMARY
In today’s highly dynamic and competitive world, getting the dream job is probably one of
the biggest achievements one can possibly have. However, possessing the right technical
skills isn’t merely enough. Though it’s an integral part, having the required skills alone won’t
get you the job you have to clear the aptitude tests, the group discussions and the interviews
before you can land the job.
!hile aptitude tests are relatively easy, as they test your technical skills, you need something
more for group discussions and interviews. These rely more on your soft skills and your street
smart skills rather than your technical skills. "any highly skilled and qualified candidates fail
to get the jobs they desire because of group discussions and#or interviews. In these, you have
very little time to essentially convince recruiters that you’re the person for the job and to
distinguish yourself from everyone else$ and because of the lack of time, it can often be a
tough job to pull off. Thus, someone with decent technical skills but e%ceptional
communication skills may end up getting the job over someone who has e%ceptional
technical skills but not&so&good communication skills. Thus, interviews and group
discussions are highly important, as they can make or break your entire career.
In this project, I aim to e%plore the concept of interviews and group discussions, their various
types, why they are used, and their importance in today’s world, and how they can make the
difference between getting an average job, to getting your dream job, to being unemployed.
1
INTRODUCTION TO INTERVIEW
' job interview is a type of employment test that involves a conversation between a job
applicant and representative of the employing organi(ation. Interviews are one of the most
popularly used devices for employee selection. Interviews vary in the e%tent to which the
questions are structured, from totally unstructured and free&wheeling conversation, to a set
list of questions each applicant is asked. )esearch has shown that structured interviews are
more valid than unstructured, that is, they are more accurate in predicting which applicants
will make good employees.
' job interview typically precedes the hiring decision, and is used to evaluate the candidate.
The interview is usually preceded by the evaluation of submitted r*sum*s from interested
candidates, then selecting a small number of candidates for interviews. +otential job
interview opportunities also include networking events and career fairs. The job interview is
considered one of the most useful tools for evaluating potential employees. It also demands
significant resources from the employer, yet has been demonstrated to be notoriously
unreliable in identifying the optimal person for the job. 'n interview also allows the
candidate to assess the corporate culture and demands of the job.
"ultiple rounds of job interviews and#or other candidate selection methods may be used
where there are many candidates or the job is particularly challenging or desirable. ,arlier
rounds sometimes called -screening interviews- may involve fewer staff from the employers
and will typically be much shorter and less in&depth. 'n increasingly common initial
interview approach is the telephone interview. This is especially common when the
candidates do not live near the employer and has the advantage of keeping costs low for both
sides. .ince /001, interviews have been held through video conferencing software, such
as .kype. 2nce all candidates have been interviewed, the employer typically selects the most
desirable candidate3s4 and begins the negotiation of a job offer.
2
INTERVIEW CONSTRUCTS
In light of its popularity, a stream of research has attempted to identify the constructs 3ideas
or concepts4 that are measured during the interview to understand why interviews might help
to pick the right people for the job. .everal reviews of the research on interview constructs
revealed that the interview captures a wide variety of applicant attributes. These constructs
can be classified into three categories job&relevant interview content 3constructs interview
questions are designed to assess4, interviewee performance 3applicant behaviors unrelated to
the applicant characteristics the interview questions are designed to assess but nevertheless
influence interviewer evaluations of interviewee responses4, and potentially job&irrelevant
interviewer biases 3personal and demographic characteristics of applicants that may influence
interviewer evaluations of interviewee responses in an illegal, discriminatory way4.
Job-relevant interview ontent Interview questions are generally designed to tap applicant
attributes that are specifically relevant to the job for which the person is applying. The job&
relevant applicant attributes that the questions purportedly assess are thought to be necessary
for one to successfully perform on the job. The job&relevant constructs that have been
assessed in the interview can be classified into three categories general traits, e%periential
factors, and core job elements. The first category refers to relatively stable applicant traits.
The second category refers to job knowledge that the applicant has acquired over time. The
third category refers to the knowledge, skills, and abilities associated with the job.
!eneral trait"#
• "ental ability 'pplicants- capacity to learn and process information
• +ersonality 5onscientiousness, agreeableness, emotional stability, e%troversion,
openness to new e%periences
• Interest, goals, and values 'pplicant motives, goals, and person&organi(ation fit
E$%eriential &ator"#
• ,%perience 6ob&relevant knowledge derived from prior e%perience
• ,ducation 6ob&relevant knowledge derived from prior education
• Training 6ob&relevant knowledge derived from prior training
Core job ele'ent"#
• 7eclarative knowledge 'pplicants- learned knowledge
• +rocedural skills and abilities 'pplicants- ability to complete the tasks required to do
the job
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• "otivation 'pplicants- willingness to e%ert the effort required to do the job
Interviewee %er&or'ane Interviewer evaluations of applicant responses also tend to be
colored by how an applicant behaves in the interview. These behaviors may not be directly
related to the constructs the interview questions were designed to assess, but can be related to
aspects of the job for which they are applying. 'pplicants without reali(ing it may engage in
a number of behaviors that influence ratings of their performance. The applicant may have
acquired these behaviors during training or from previous interview e%perience. These
interviewee performance constructs can also be classified into three categories social
effectiveness skills, interpersonal presentation, and personal#conte%tual factors.
Soial e&&etivene"" "(ill"#
• Impression management 'pplicants- attempt to make sure the interviewer forms a
positive impression of them
• .ocial skills 'pplicants- ability to adapt his#her behavior according to the demands of
the situation to positively influence the interviewer
• .elf&monitoring 'pplicants- regulation of behaviors to control the image presented to
the interviewer
• )elational control 'pplicants- attempt to control the flow of the conversation
Inter%er"onal )re"entation#
• 8erbal e%pression +itch, rate, pauses
• 9onverbal behavior :a(e, smile, hand movement, body orientation
)er"onal*onte$t+al &ator"#
• Interview training 5oaching, mock interviews with feedback
• Interview e%perience 9umber of prior interviews
• Interview self&efficacy 'pplicants- perceived ability to do well in the interview
• Interview motivation 'pplicants- motivation to succeed in an interview
Job-irrelevant interviewer bia"e" The following are personal and demographic
characteristics that can potentially influence interviewer evaluations of interviewee responses.
These factors are typically not relevant to whether the individual can do the job 3that is, not
related to job performance4, thus, their influence on interview ratings should be minimi(ed or
e%cluded. In fact, there are laws in many countries that prohibit consideration of many of
these protected classes of people when making selection decisions. ;sing structured
4
interviews with multiple interviewers coupled with training may help reduce the effect of the
following characteristics on interview ratings. The list of job&irrelevant interviewer biases is
presented below.
• 'ttractiveness 'pplicant physical attractiveness can influence interviewer-s
evaluation of one-s interview performance
• )ace !hites tend to score higher than DD0s, and is now used in
other organi(ations. The most common types of questions either ask the applicant to solve
9
pu((les or brain teasers 3e.g., B!hy are manhole covers roundAB4 or to solve unusual
problems 3e.g., BHow would you weigh an airplane without a scaleAB4.
S%eiali.e/ interview &or'at"
Case
' case interview is an interview form used mostly by management consulting firms and
investment banks in which the job applicant is given a question, situation, problem or
challenge and asked to resolve the situation. The case problem is often a business situation or
a business case that the interviewer has worked on in real life. In recent years, company in
other sectors like 7esign, 'rchitecture, "arketing, 'dvertising, =inance and .trategy have
adopted a similar approach to interviewing candidates. Technology has transformed the 5ase&
based and Technical interview process from a purely private in&person e%perience to an
online e%change of job skills and endorsements.
Panel
'nother type of job interview found throughout the professional and academic ranks is
the panel interview. In this type of interview the candidate is interviewed by a group of
panelists representing the various stakeholders in the hiring process. !ithin this format there
are several approaches to conducting the interview. ,%ample formats include$
• +resentation format E The candidate is given a generic topic and asked to make a
presentation to the panel. 2ften used in academic or sales&related interviews.
• )ole format E ,ach panelist is tasked with asking questions related to a specific role
of the position. =or e%ample one panelist may ask technical questions, another may ask
management questions, another may ask customer service related questions etc.
• .keet shoot format E The candidate is given questions from a series of panelists in
rapid succession to test his or her ability to handle stress filled situations.
The benefits of the panel approach to interviewing include time savings over serial
interviewing, more focused interviews as there is often less time spend building rapport with
small talk, and Bapples to applesB comparison because each stake holder#interviewer#panelist
gets to hear the answers to the same questions
10
Stress
.tress interviews are still in common use. 2ne type of stress interview is where the employer
uses a succession of interviewers 3one at a time or en masse4 whose mission is to intimidate
the candidate and keep him#her off&balance. The ostensible purpose of this interview to find
out how the candidate handles stress. .tress interviews might involve testing an applicant-s
behavior in a busy environment. Fuestions about handling work overload, dealing with
multiple projects, and handling conflict are typical.
'nother type of stress interview may involve only a single interviewer who behaves in an
uninterested or hostile manner. =or e%ample, the interviewer may not make eye contact, may
roll his eyes or sigh at the candidate-s answers, interrupt, turn his back, take phone calls
during the interview, or ask questions in a demeaning or challenging style. The goal is to
assess how the interviewee handles pressure or to purposely evoke emotional responses. This
technique was also used in research protocols studying stress and type ' 3coronary&prone4
behavior because it would evoke hostility and even changes in blood pressure and heart rate
in study subjects. The key to success for the candidate is to de&personali(e the process. The
interviewer is acting a role, deliberately and calculatedly trying to Brattle the cageB. 2nce the
candidate reali(es that there is nothing personal behind the interviewer-s approach, it is easier
to handle the questions with aplomb.
,%ample stress interview questions
• .ticky situation BIf you caught a colleague cheating on his e%penses, what would you
doAB
• +utting one on the spot BHow do you feel this interview is goingAB
• B+opping the balloonB 3deep sigh4 B!ell, if that-s the best answer you can give ... B
3shakes head4 B2kay, what about this one ...AB
• 2ddball question B!hat would you change about the design of the hockey stickAB
• 7oubting one-s veracity BI don-t feel like we-re getting to the heart of the matter here.
.tart again E tell me what really makes you tick.B
5andidates may also be asked to deliver a presentation as part of the selection process. 2ne
stress technique is to tell the applicant that they have /0 minutes to prepare a presentation,
and then come back to room five minutes later and demand that the presentation be given
immediately. The B+latform TestB method involves having the candidate make a presentation
to both the selection panel and other candidates for the same job. This is obviously highly
stressful and is therefore useful as a predictor of how the candidate will perform under similar
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circumstances on the job. .election processes in academic, training, airline, legal and
teaching circles frequently involve presentations of this sort.
Technical
This kind of interview focuses on problem solving and creativity. The questions aim at the
interviewee-s problem&solving skills and likely show their ability in solving the challenges
faced in the job through creativity. Technical interviews are being conducted online at
progressive companies before in&person talks as a way to screen job applicants.
2ther interview modes
Telephone
Telephone interviews take place if a recruiter wishes to reduce the number of prospective
candidates before deciding on a shortlist for face&to&face interviews. They also take place if a
job applicant is a significant distance away from the premises of the hiring company, such as
abroad or in another state or province.
Video
8ideo interviews are a modern variation of telephone interviews. +rospective candidates are
asked preset questions using computer software then their immediate responses are recorded.
These responses are then viewed and evaluated by recruiters to form a shortlist of suitable
candidates for face&to&face interviews.
12
INTERVIEWEE STRATEGIES AND BEHAVIORS
!hile preparing for an interview, prospective employees usually look at what the job posting
or job description says in order to get a better understanding of what is e%pected of them
should they get hired. ,%ceptionally good interviewees look at the wants and needs of a job
posting and show off how good they are at those abilities during the interview to impress the
interviewer and increase their chances of getting a job.
)esearching the company itself is also a good way for interviewees to impress lots of people
during an interview. It shows the interviewer that the interviewee is not only knowledgeable
about the company-s goals and objectives, but also that the interviewee has done
their homework and that they make a great effort when they are given an assignment.
)esearching about the company makes sure that employees are not entirely clueless about the
company they are applying for, and at the end of the interview, the interviewee might ask
some questions to the interviewer about the company, either to learn more information or to
clarify on some points that they might have found during their research. In any case, it
impresses the interviewer and it shows that the interviewee is willing to learn more about the
company.
"ost interviewees also find that practising answering the most common questions asked in
interviews helps them prepare for the real one. It minimi(es the chance of their being caught
off&guard regarding certain questions, prepares their minds to convey the right information in
the hopes of impressing the interviewer, and also makes sure that they do not accidentally say
something that might not be suitable in an interview situation.
Interviewees are generally dressed properly in business attire for the interview, so as to
look professional in the eyes of the interviewer. They also bring their r*sum*, cover
letterand references to the interview to supply the interviewer the information they need, and
to also cover them in case they forgot to bring any of the papers. Items like cellphones, a cup
of coffee and chewing gum are not recommended to bring to an interview, as it can lead to the
interviewer perceiving the interviewee as unprofessional and in some cases, even rude.
'bove all, interviewees should be confident and courteous to the interviewer, as they are
taking their time off work to participate in the interview. 'n interview is often the first time
an interviewer looks at the interviewee first hand, so it is important to make a good first
impression.
9onverbal behaviors
It may not only be what you say in an interview that matters, but also how you say it 3e.g.,
how fast you speak4 and how you behave during the interview 3e.g., hand gestures, eye
contact4. In other words, although applicants’ responses to interview questions influence
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interview ratings, their nonverbal behaviors may also affect interviewer judgments.
9onverbal behaviors can be divided into two main categories vocal cues 3e.g., articulation,
pitch, fluency, frequency of pauses, speed, etc.4 and visual cues 3e.g., smiling, eye contact,
body orientation and lean, hand movement, posture, etc.4. 2ftentimes physical attractiveness
is included as part of nonverbal behavior as well. There is some debate about how large a role
nonverbal behaviors may play in the interview. .ome researchers maintain that nonverbal
behaviors affect interview ratings a great deal, while others have found that they have a
relatively small impact on interview outcomes, especially when considered with applicant
qualifications presented in r*sum*s. The relationship between nonverbal behavior and
interview outcomes is also stronger in structured interviews than unstructured, and stronger
when interviewees’ answers are of high quality.
'pplicants’ nonverbal behaviors may influence interview ratings through the inferences
interviewers make about the applicant based on their behavior. =or instance, applicants who
engage in positive nonverbal behaviors such as smiling and leaning forward are perceived as
more likable, trustworthy, credible, warmer, successful, qualified, motivated,
competent, and social skills. These applicants are also predicted to be better accepted and
more satisfied with the organi(ation if hired.
'pplicants’ verbal responses and their nonverbal behavior may convey some of the same
information about the applicant. However, despite any shared information between content
and nonverbal behavior, it is clear that nonverbal behaviors do predict interview ratings to an
e%tent beyond the content of what was said, and thus it is essential that applicants and
interviewers alike are aware of their impact. ?ou may want to be careful of what you may be
communicating through the nonverbal behaviors you display
.
+hysical attractiveness
To hire the best applicants for the job, interviewers form judgments, sometimes using
applicants’ physical attractiveness. That is, physical attractiveness is usually not necessarily
related to how well one can do the job, yet has been found to influence interviewer
evaluations and judgments about how suitable an applicant is for the job. 2nce individuals
are categori(ed as attractive or unattractive, interviewers may have e%pectations about
physically attractive and physically unattractive individuals and then judge applicants based
on how well they fit those e%pectations.
's a result, it typically turns out that interviewers
will judge attractive individuals more favorably on job&related factors than they judge
unattractive individuals. +eople generally agree on who is and who is not attractive and
attractive individuals are judged and treated more positively than unattractive individuals. =or
e%ample, people who think another is physically attractive tend to have positive initial
14
impressions of that person 3even before formally meeting them4, perceive the person to be
smart, socially competent, and have good social skills and general mental health
!ithin the business domain, physically attractive individuals have been shown to have an
advantage over unattractive individuals in numerous ways, that include, but are not limited to,
perceived job qualifications, hiring recommendations, predicted job success, and
compensation levels.
's noted by several researchers, attractiveness may not be the most
influential determinant of personnel decisions, but may be a deciding factor when applicants
possess similar levels of qualifications In addition, attractiveness does not provide an
advantage if the applicants in the pool are of high quality, but it does provide an advantage in
increased hiring rates and more positive job&related outcomes for attractive individuals when
applicant quality is low and average
Voal Attrativene"" 6ust as physical attractiveness is a visual cue, vocal attractiveness is an
auditory cue and can lead to differing interviewer evaluations in the interview as well. 8ocal
attractiveness, defined as an appealing mi% of speech rate, loudness, pitch, and variability, has
been found to be favorably related to interview ratings and job performance. In addition, the
personality traits of agreeableness and conscientiousness predict performance more strongly
for people with more attractive voices compared to those with less attractive voices.
's important as it is to understand how physical attractiveness can influence the judgments,
behaviors, and final decisions of interviewers, it is equally important to find ways to decrease
potential bias in the job interview. 5onducting an interview with elements of structure is a
one possible way to decrease bias.
Coa,in0
'n abundance of information is available to instruct interviewees on strategies for improving
their performance in a job interview. Information used by interviewees comes from a variety
of sources ranging from popular how&to books to formal coaching programs, sometimes even
provided by the hiring organi(ation. !ithin the more formal coaching programs, there are
two general types of coaching. 2ne type of coaching is designed to teach interviewees how to
perform better in the interview by focusing on how to behave and present oneself. This type
of coaching is focused on improving aspects of the interview that are not necessarily related
to the specific elements of performing the job tasks. This type of coaching could include how
to dress, how to display nonverbal behaviors 3head nods, smiling, eye contact4, verbal cues
3how fast to speak, speech volume, articulation, pitch4, and impression management tactics.
'nother type of coaching is designed to focus interviewees on the content specifically
relevant to describing one’s qualifications for the job, in order to help improve their answers
to interview questions. This coaching, therefore, focuses on improving the interviewee’s
understanding of the skills, abilities, and traits the interviewer is attempting to assess, and
responding with relevant e%perience that demonstrates these skills. =or e%ample, this type of
15
coaching might teach an interviewee to use the .T') approach for answering behavioral
interview questions.
' coaching program might include several sections focusing on various aspects of the
interview. It could include a section designed to introduce interviewees to the interview
process, and e%plain how this process works 3e.g., administration of interview, interview day
logistics, different types of interviews, advantages of structured interviews4. It could also
include a section designed to provide feedback to help the interviewee to improve their
performance in the interview, as well as a section involving practice answering e%ample
interview questions. 'n additional section providing general interview tips about how to
behave and present oneself could also be included.
It is useful to consider coaching in the conte%t of the competing goals of the interviewer and
interviewee. The interviewee’s goal is typically to perform well 3i.e. obtain high interview
ratings4, in order to get hired. 2n the other hand, the interviewer’s goal is to obtain job&
relevant information, in order to determine whether the applicant has the skills, abilities, and
traits believed by the organi(ation to be indicators of successful job performance. )esearch
has shown that how well an applicant does in the interview can be enhanced with coaching.
The effectiveness of coaching is due, in part, to increasing the interviewee’s knowledge,
which in turn results in better interview performance. Interviewee knowledge refers to
knowledge about the interview, such as the types of questions that will be asked, and the
content that the interviewer is attempting to assess. )esearch has also shown that coaching
can increase the likelihood that interviewers using a structured interview will accurately
choose those individuals who will ultimately be most successful on the job 3i.e., increase
reliability and validity of the structured interview4.
'dditionally, research has shown that
interviewees tend to have positive reactions to coaching, which is often an underlying goal of
an interview. 4,
with validity coefficients increasing with higher degrees of structure. That is, as the degree of
structure in an interview increases, the more likely interviewers can successfully predict how
well the person will do on the job, especially when compared to unstructured interviews. In
fact, one structured interview that included a4 a predetermined set of questions that
interviewers were able to choose from, and b4 interviewer scoring of applicant answers after
each individual question using previously created benchmark answers, showed validity levels
comparable to cognitive ability tests 3traditionally one of the best predictors of job
performance4 for entry level jobs.
Honesty and integrity are attributes that can be very hard to determine using a formal job
interview process the competitive environment of the job interview may in fact promote
dishonesty. .ome e%perts on job interviews e%press a degree of cynicism towards the process.
20
'pplicant reactions
'pplicant reactions to the interview process include specific factors such as$ fairness,
emotional responses, and attitudes toward the interviewer or the organi(ation. Though the
applicant-s perception of the interview process may not influence the interviewer3s4 ability to
distinguish between individuals- suitability, applicants reactions are important as those who
react negatively to the selection process are more likely to withdraw from the selection
process. They are less likely to accept a job offer, apply on future occasions, or to speak
highly of the organi(ation to others and to be a customer of that business. 5ompared to other
selection methods, such as personality or cognitive ability tests, applicants, from different
cultures may have positive opinions about interviews.
!nterview design
Interview design can influence applicants- positive and negative reactions, though research
findings on applicants preferences for structured compared to unstructured interviews appear
contradictory. 'pplicants- negative reactions to structured interviews may be reduced by
providing information about the job and organi(ation. +roviding interview questions to
applicants before the interview, or telling them how their answers will be evaluated, are also
received positively.
Types of questions
The type of questions asked can affect applicant reactions. :eneral questions are viewed
more positively than situational or behavioral questions and -pu((le- interview questions may
be perceived as negative being perceived unrelated to the job, unfair, or unclear how to
answer. ;sing questions that discriminating unfairly in law unsurprisingly are viewed
negatively with applicants less likely to accept a job offer, or to recommend the organi(ation
to others.
#dditional factors
The -friendliness- of the interviewer may be equated to fairness of the process and improve
the liklihood of accepting a job offer, and face&to&face interviews compared to video
conferencing and telephone interviews. In video conferencing interviews the perception of
the interviewer may be viewed as less personable, trustworthy, and competent.
Interview an$iet1
Interview an%iety refers to e%periencing unpleasant or distressing feelings before or during a
job interview. It also reflects feeling apprehensive or tense about participating in an
21
interview. ' couple of reasons why job candidates feel a heightened sense of an%iety and
nervousness about the employment interview is because they feel they have little to no
control over the interview process or because they have to speak with a stranger.
!mplications for applicants
!hether an%ieties come from how someone is as a person or from the interview situation
itself, these an%ious feelings have important consequences for job candidates, such as$
limiting an applicant from effectively showing their ability to communicate and their future
potential, reducing interview performance and consequent assessment despite potential
suitability for the job, reducing likelihood of a second interview compared to less an%ious
individuals
!mplications for organi$ations
'pplicants who view the selection process more favorably tend to be more positive about the
organi(ation, and are likely to influence an organi(ation’s reputation.whearas, in contrast,
an%ious or uncomfortable during their interview may view an organi(ation less favorably,
causing the otherwise qualified candidates not accepting a job offer. If an applicant is
nervous, they might not act the same way they would on the job, making it harder for
organi(ations to use the interview for predicting someone’s future job performance.
22
!ENERA2 TI)S TO -O22OW
Interview Tip >
+lan 'head & 7o a little homeworkL )esearch the company and the position if possible, as
well, the people you will meet with at the interview. )eview your work e%periences.
This is a project I had made for HRM in my M Com for the topic of Interview and Group Discussion
EXECUTIVE SUMMARY
In today’s highly dynamic and competitive world, getting the dream job is probably one of
the biggest achievements one can possibly have. However, possessing the right technical
skills isn’t merely enough. Though it’s an integral part, having the required skills alone won’t
get you the job you have to clear the aptitude tests, the group discussions and the interviews
before you can land the job.
!hile aptitude tests are relatively easy, as they test your technical skills, you need something
more for group discussions and interviews. These rely more on your soft skills and your street
smart skills rather than your technical skills. "any highly skilled and qualified candidates fail
to get the jobs they desire because of group discussions and#or interviews. In these, you have
very little time to essentially convince recruiters that you’re the person for the job and to
distinguish yourself from everyone else$ and because of the lack of time, it can often be a
tough job to pull off. Thus, someone with decent technical skills but e%ceptional
communication skills may end up getting the job over someone who has e%ceptional
technical skills but not&so&good communication skills. Thus, interviews and group
discussions are highly important, as they can make or break your entire career.
In this project, I aim to e%plore the concept of interviews and group discussions, their various
types, why they are used, and their importance in today’s world, and how they can make the
difference between getting an average job, to getting your dream job, to being unemployed.
1
INTRODUCTION TO INTERVIEW
' job interview is a type of employment test that involves a conversation between a job
applicant and representative of the employing organi(ation. Interviews are one of the most
popularly used devices for employee selection. Interviews vary in the e%tent to which the
questions are structured, from totally unstructured and free&wheeling conversation, to a set
list of questions each applicant is asked. )esearch has shown that structured interviews are
more valid than unstructured, that is, they are more accurate in predicting which applicants
will make good employees.
' job interview typically precedes the hiring decision, and is used to evaluate the candidate.
The interview is usually preceded by the evaluation of submitted r*sum*s from interested
candidates, then selecting a small number of candidates for interviews. +otential job
interview opportunities also include networking events and career fairs. The job interview is
considered one of the most useful tools for evaluating potential employees. It also demands
significant resources from the employer, yet has been demonstrated to be notoriously
unreliable in identifying the optimal person for the job. 'n interview also allows the
candidate to assess the corporate culture and demands of the job.
"ultiple rounds of job interviews and#or other candidate selection methods may be used
where there are many candidates or the job is particularly challenging or desirable. ,arlier
rounds sometimes called -screening interviews- may involve fewer staff from the employers
and will typically be much shorter and less in&depth. 'n increasingly common initial
interview approach is the telephone interview. This is especially common when the
candidates do not live near the employer and has the advantage of keeping costs low for both
sides. .ince /001, interviews have been held through video conferencing software, such
as .kype. 2nce all candidates have been interviewed, the employer typically selects the most
desirable candidate3s4 and begins the negotiation of a job offer.
2
INTERVIEW CONSTRUCTS
In light of its popularity, a stream of research has attempted to identify the constructs 3ideas
or concepts4 that are measured during the interview to understand why interviews might help
to pick the right people for the job. .everal reviews of the research on interview constructs
revealed that the interview captures a wide variety of applicant attributes. These constructs
can be classified into three categories job&relevant interview content 3constructs interview
questions are designed to assess4, interviewee performance 3applicant behaviors unrelated to
the applicant characteristics the interview questions are designed to assess but nevertheless
influence interviewer evaluations of interviewee responses4, and potentially job&irrelevant
interviewer biases 3personal and demographic characteristics of applicants that may influence
interviewer evaluations of interviewee responses in an illegal, discriminatory way4.
Job-relevant interview ontent Interview questions are generally designed to tap applicant
attributes that are specifically relevant to the job for which the person is applying. The job&
relevant applicant attributes that the questions purportedly assess are thought to be necessary
for one to successfully perform on the job. The job&relevant constructs that have been
assessed in the interview can be classified into three categories general traits, e%periential
factors, and core job elements. The first category refers to relatively stable applicant traits.
The second category refers to job knowledge that the applicant has acquired over time. The
third category refers to the knowledge, skills, and abilities associated with the job.
!eneral trait"#
• "ental ability 'pplicants- capacity to learn and process information
• +ersonality 5onscientiousness, agreeableness, emotional stability, e%troversion,
openness to new e%periences
• Interest, goals, and values 'pplicant motives, goals, and person&organi(ation fit
E$%eriential &ator"#
• ,%perience 6ob&relevant knowledge derived from prior e%perience
• ,ducation 6ob&relevant knowledge derived from prior education
• Training 6ob&relevant knowledge derived from prior training
Core job ele'ent"#
• 7eclarative knowledge 'pplicants- learned knowledge
• +rocedural skills and abilities 'pplicants- ability to complete the tasks required to do
the job
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• "otivation 'pplicants- willingness to e%ert the effort required to do the job
Interviewee %er&or'ane Interviewer evaluations of applicant responses also tend to be
colored by how an applicant behaves in the interview. These behaviors may not be directly
related to the constructs the interview questions were designed to assess, but can be related to
aspects of the job for which they are applying. 'pplicants without reali(ing it may engage in
a number of behaviors that influence ratings of their performance. The applicant may have
acquired these behaviors during training or from previous interview e%perience. These
interviewee performance constructs can also be classified into three categories social
effectiveness skills, interpersonal presentation, and personal#conte%tual factors.
Soial e&&etivene"" "(ill"#
• Impression management 'pplicants- attempt to make sure the interviewer forms a
positive impression of them
• .ocial skills 'pplicants- ability to adapt his#her behavior according to the demands of
the situation to positively influence the interviewer
• .elf&monitoring 'pplicants- regulation of behaviors to control the image presented to
the interviewer
• )elational control 'pplicants- attempt to control the flow of the conversation
Inter%er"onal )re"entation#
• 8erbal e%pression +itch, rate, pauses
• 9onverbal behavior :a(e, smile, hand movement, body orientation
)er"onal*onte$t+al &ator"#
• Interview training 5oaching, mock interviews with feedback
• Interview e%perience 9umber of prior interviews
• Interview self&efficacy 'pplicants- perceived ability to do well in the interview
• Interview motivation 'pplicants- motivation to succeed in an interview
Job-irrelevant interviewer bia"e" The following are personal and demographic
characteristics that can potentially influence interviewer evaluations of interviewee responses.
These factors are typically not relevant to whether the individual can do the job 3that is, not
related to job performance4, thus, their influence on interview ratings should be minimi(ed or
e%cluded. In fact, there are laws in many countries that prohibit consideration of many of
these protected classes of people when making selection decisions. ;sing structured
4
interviews with multiple interviewers coupled with training may help reduce the effect of the
following characteristics on interview ratings. The list of job&irrelevant interviewer biases is
presented below.
• 'ttractiveness 'pplicant physical attractiveness can influence interviewer-s
evaluation of one-s interview performance
• )ace !hites tend to score higher than DD0s, and is now used in
other organi(ations. The most common types of questions either ask the applicant to solve
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pu((les or brain teasers 3e.g., B!hy are manhole covers roundAB4 or to solve unusual
problems 3e.g., BHow would you weigh an airplane without a scaleAB4.
S%eiali.e/ interview &or'at"
Case
' case interview is an interview form used mostly by management consulting firms and
investment banks in which the job applicant is given a question, situation, problem or
challenge and asked to resolve the situation. The case problem is often a business situation or
a business case that the interviewer has worked on in real life. In recent years, company in
other sectors like 7esign, 'rchitecture, "arketing, 'dvertising, =inance and .trategy have
adopted a similar approach to interviewing candidates. Technology has transformed the 5ase&
based and Technical interview process from a purely private in&person e%perience to an
online e%change of job skills and endorsements.
Panel
'nother type of job interview found throughout the professional and academic ranks is
the panel interview. In this type of interview the candidate is interviewed by a group of
panelists representing the various stakeholders in the hiring process. !ithin this format there
are several approaches to conducting the interview. ,%ample formats include$
• +resentation format E The candidate is given a generic topic and asked to make a
presentation to the panel. 2ften used in academic or sales&related interviews.
• )ole format E ,ach panelist is tasked with asking questions related to a specific role
of the position. =or e%ample one panelist may ask technical questions, another may ask
management questions, another may ask customer service related questions etc.
• .keet shoot format E The candidate is given questions from a series of panelists in
rapid succession to test his or her ability to handle stress filled situations.
The benefits of the panel approach to interviewing include time savings over serial
interviewing, more focused interviews as there is often less time spend building rapport with
small talk, and Bapples to applesB comparison because each stake holder#interviewer#panelist
gets to hear the answers to the same questions
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Stress
.tress interviews are still in common use. 2ne type of stress interview is where the employer
uses a succession of interviewers 3one at a time or en masse4 whose mission is to intimidate
the candidate and keep him#her off&balance. The ostensible purpose of this interview to find
out how the candidate handles stress. .tress interviews might involve testing an applicant-s
behavior in a busy environment. Fuestions about handling work overload, dealing with
multiple projects, and handling conflict are typical.
'nother type of stress interview may involve only a single interviewer who behaves in an
uninterested or hostile manner. =or e%ample, the interviewer may not make eye contact, may
roll his eyes or sigh at the candidate-s answers, interrupt, turn his back, take phone calls
during the interview, or ask questions in a demeaning or challenging style. The goal is to
assess how the interviewee handles pressure or to purposely evoke emotional responses. This
technique was also used in research protocols studying stress and type ' 3coronary&prone4
behavior because it would evoke hostility and even changes in blood pressure and heart rate
in study subjects. The key to success for the candidate is to de&personali(e the process. The
interviewer is acting a role, deliberately and calculatedly trying to Brattle the cageB. 2nce the
candidate reali(es that there is nothing personal behind the interviewer-s approach, it is easier
to handle the questions with aplomb.
,%ample stress interview questions
• .ticky situation BIf you caught a colleague cheating on his e%penses, what would you
doAB
• +utting one on the spot BHow do you feel this interview is goingAB
• B+opping the balloonB 3deep sigh4 B!ell, if that-s the best answer you can give ... B
3shakes head4 B2kay, what about this one ...AB
• 2ddball question B!hat would you change about the design of the hockey stickAB
• 7oubting one-s veracity BI don-t feel like we-re getting to the heart of the matter here.
.tart again E tell me what really makes you tick.B
5andidates may also be asked to deliver a presentation as part of the selection process. 2ne
stress technique is to tell the applicant that they have /0 minutes to prepare a presentation,
and then come back to room five minutes later and demand that the presentation be given
immediately. The B+latform TestB method involves having the candidate make a presentation
to both the selection panel and other candidates for the same job. This is obviously highly
stressful and is therefore useful as a predictor of how the candidate will perform under similar
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circumstances on the job. .election processes in academic, training, airline, legal and
teaching circles frequently involve presentations of this sort.
Technical
This kind of interview focuses on problem solving and creativity. The questions aim at the
interviewee-s problem&solving skills and likely show their ability in solving the challenges
faced in the job through creativity. Technical interviews are being conducted online at
progressive companies before in&person talks as a way to screen job applicants.
2ther interview modes
Telephone
Telephone interviews take place if a recruiter wishes to reduce the number of prospective
candidates before deciding on a shortlist for face&to&face interviews. They also take place if a
job applicant is a significant distance away from the premises of the hiring company, such as
abroad or in another state or province.
Video
8ideo interviews are a modern variation of telephone interviews. +rospective candidates are
asked preset questions using computer software then their immediate responses are recorded.
These responses are then viewed and evaluated by recruiters to form a shortlist of suitable
candidates for face&to&face interviews.
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INTERVIEWEE STRATEGIES AND BEHAVIORS
!hile preparing for an interview, prospective employees usually look at what the job posting
or job description says in order to get a better understanding of what is e%pected of them
should they get hired. ,%ceptionally good interviewees look at the wants and needs of a job
posting and show off how good they are at those abilities during the interview to impress the
interviewer and increase their chances of getting a job.
)esearching the company itself is also a good way for interviewees to impress lots of people
during an interview. It shows the interviewer that the interviewee is not only knowledgeable
about the company-s goals and objectives, but also that the interviewee has done
their homework and that they make a great effort when they are given an assignment.
)esearching about the company makes sure that employees are not entirely clueless about the
company they are applying for, and at the end of the interview, the interviewee might ask
some questions to the interviewer about the company, either to learn more information or to
clarify on some points that they might have found during their research. In any case, it
impresses the interviewer and it shows that the interviewee is willing to learn more about the
company.
"ost interviewees also find that practising answering the most common questions asked in
interviews helps them prepare for the real one. It minimi(es the chance of their being caught
off&guard regarding certain questions, prepares their minds to convey the right information in
the hopes of impressing the interviewer, and also makes sure that they do not accidentally say
something that might not be suitable in an interview situation.
Interviewees are generally dressed properly in business attire for the interview, so as to
look professional in the eyes of the interviewer. They also bring their r*sum*, cover
letterand references to the interview to supply the interviewer the information they need, and
to also cover them in case they forgot to bring any of the papers. Items like cellphones, a cup
of coffee and chewing gum are not recommended to bring to an interview, as it can lead to the
interviewer perceiving the interviewee as unprofessional and in some cases, even rude.
'bove all, interviewees should be confident and courteous to the interviewer, as they are
taking their time off work to participate in the interview. 'n interview is often the first time
an interviewer looks at the interviewee first hand, so it is important to make a good first
impression.
9onverbal behaviors
It may not only be what you say in an interview that matters, but also how you say it 3e.g.,
how fast you speak4 and how you behave during the interview 3e.g., hand gestures, eye
contact4. In other words, although applicants’ responses to interview questions influence
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interview ratings, their nonverbal behaviors may also affect interviewer judgments.
9onverbal behaviors can be divided into two main categories vocal cues 3e.g., articulation,
pitch, fluency, frequency of pauses, speed, etc.4 and visual cues 3e.g., smiling, eye contact,
body orientation and lean, hand movement, posture, etc.4. 2ftentimes physical attractiveness
is included as part of nonverbal behavior as well. There is some debate about how large a role
nonverbal behaviors may play in the interview. .ome researchers maintain that nonverbal
behaviors affect interview ratings a great deal, while others have found that they have a
relatively small impact on interview outcomes, especially when considered with applicant
qualifications presented in r*sum*s. The relationship between nonverbal behavior and
interview outcomes is also stronger in structured interviews than unstructured, and stronger
when interviewees’ answers are of high quality.
'pplicants’ nonverbal behaviors may influence interview ratings through the inferences
interviewers make about the applicant based on their behavior. =or instance, applicants who
engage in positive nonverbal behaviors such as smiling and leaning forward are perceived as
more likable, trustworthy, credible, warmer, successful, qualified, motivated,
competent, and social skills. These applicants are also predicted to be better accepted and
more satisfied with the organi(ation if hired.
'pplicants’ verbal responses and their nonverbal behavior may convey some of the same
information about the applicant. However, despite any shared information between content
and nonverbal behavior, it is clear that nonverbal behaviors do predict interview ratings to an
e%tent beyond the content of what was said, and thus it is essential that applicants and
interviewers alike are aware of their impact. ?ou may want to be careful of what you may be
communicating through the nonverbal behaviors you display
.
+hysical attractiveness
To hire the best applicants for the job, interviewers form judgments, sometimes using
applicants’ physical attractiveness. That is, physical attractiveness is usually not necessarily
related to how well one can do the job, yet has been found to influence interviewer
evaluations and judgments about how suitable an applicant is for the job. 2nce individuals
are categori(ed as attractive or unattractive, interviewers may have e%pectations about
physically attractive and physically unattractive individuals and then judge applicants based
on how well they fit those e%pectations.
's a result, it typically turns out that interviewers
will judge attractive individuals more favorably on job&related factors than they judge
unattractive individuals. +eople generally agree on who is and who is not attractive and
attractive individuals are judged and treated more positively than unattractive individuals. =or
e%ample, people who think another is physically attractive tend to have positive initial
14
impressions of that person 3even before formally meeting them4, perceive the person to be
smart, socially competent, and have good social skills and general mental health
!ithin the business domain, physically attractive individuals have been shown to have an
advantage over unattractive individuals in numerous ways, that include, but are not limited to,
perceived job qualifications, hiring recommendations, predicted job success, and
compensation levels.
's noted by several researchers, attractiveness may not be the most
influential determinant of personnel decisions, but may be a deciding factor when applicants
possess similar levels of qualifications In addition, attractiveness does not provide an
advantage if the applicants in the pool are of high quality, but it does provide an advantage in
increased hiring rates and more positive job&related outcomes for attractive individuals when
applicant quality is low and average
Voal Attrativene"" 6ust as physical attractiveness is a visual cue, vocal attractiveness is an
auditory cue and can lead to differing interviewer evaluations in the interview as well. 8ocal
attractiveness, defined as an appealing mi% of speech rate, loudness, pitch, and variability, has
been found to be favorably related to interview ratings and job performance. In addition, the
personality traits of agreeableness and conscientiousness predict performance more strongly
for people with more attractive voices compared to those with less attractive voices.
's important as it is to understand how physical attractiveness can influence the judgments,
behaviors, and final decisions of interviewers, it is equally important to find ways to decrease
potential bias in the job interview. 5onducting an interview with elements of structure is a
one possible way to decrease bias.
Coa,in0
'n abundance of information is available to instruct interviewees on strategies for improving
their performance in a job interview. Information used by interviewees comes from a variety
of sources ranging from popular how&to books to formal coaching programs, sometimes even
provided by the hiring organi(ation. !ithin the more formal coaching programs, there are
two general types of coaching. 2ne type of coaching is designed to teach interviewees how to
perform better in the interview by focusing on how to behave and present oneself. This type
of coaching is focused on improving aspects of the interview that are not necessarily related
to the specific elements of performing the job tasks. This type of coaching could include how
to dress, how to display nonverbal behaviors 3head nods, smiling, eye contact4, verbal cues
3how fast to speak, speech volume, articulation, pitch4, and impression management tactics.
'nother type of coaching is designed to focus interviewees on the content specifically
relevant to describing one’s qualifications for the job, in order to help improve their answers
to interview questions. This coaching, therefore, focuses on improving the interviewee’s
understanding of the skills, abilities, and traits the interviewer is attempting to assess, and
responding with relevant e%perience that demonstrates these skills. =or e%ample, this type of
15
coaching might teach an interviewee to use the .T') approach for answering behavioral
interview questions.
' coaching program might include several sections focusing on various aspects of the
interview. It could include a section designed to introduce interviewees to the interview
process, and e%plain how this process works 3e.g., administration of interview, interview day
logistics, different types of interviews, advantages of structured interviews4. It could also
include a section designed to provide feedback to help the interviewee to improve their
performance in the interview, as well as a section involving practice answering e%ample
interview questions. 'n additional section providing general interview tips about how to
behave and present oneself could also be included.
It is useful to consider coaching in the conte%t of the competing goals of the interviewer and
interviewee. The interviewee’s goal is typically to perform well 3i.e. obtain high interview
ratings4, in order to get hired. 2n the other hand, the interviewer’s goal is to obtain job&
relevant information, in order to determine whether the applicant has the skills, abilities, and
traits believed by the organi(ation to be indicators of successful job performance. )esearch
has shown that how well an applicant does in the interview can be enhanced with coaching.
The effectiveness of coaching is due, in part, to increasing the interviewee’s knowledge,
which in turn results in better interview performance. Interviewee knowledge refers to
knowledge about the interview, such as the types of questions that will be asked, and the
content that the interviewer is attempting to assess. )esearch has also shown that coaching
can increase the likelihood that interviewers using a structured interview will accurately
choose those individuals who will ultimately be most successful on the job 3i.e., increase
reliability and validity of the structured interview4.
'dditionally, research has shown that
interviewees tend to have positive reactions to coaching, which is often an underlying goal of
an interview. 4,
with validity coefficients increasing with higher degrees of structure. That is, as the degree of
structure in an interview increases, the more likely interviewers can successfully predict how
well the person will do on the job, especially when compared to unstructured interviews. In
fact, one structured interview that included a4 a predetermined set of questions that
interviewers were able to choose from, and b4 interviewer scoring of applicant answers after
each individual question using previously created benchmark answers, showed validity levels
comparable to cognitive ability tests 3traditionally one of the best predictors of job
performance4 for entry level jobs.
Honesty and integrity are attributes that can be very hard to determine using a formal job
interview process the competitive environment of the job interview may in fact promote
dishonesty. .ome e%perts on job interviews e%press a degree of cynicism towards the process.
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'pplicant reactions
'pplicant reactions to the interview process include specific factors such as$ fairness,
emotional responses, and attitudes toward the interviewer or the organi(ation. Though the
applicant-s perception of the interview process may not influence the interviewer3s4 ability to
distinguish between individuals- suitability, applicants reactions are important as those who
react negatively to the selection process are more likely to withdraw from the selection
process. They are less likely to accept a job offer, apply on future occasions, or to speak
highly of the organi(ation to others and to be a customer of that business. 5ompared to other
selection methods, such as personality or cognitive ability tests, applicants, from different
cultures may have positive opinions about interviews.
!nterview design
Interview design can influence applicants- positive and negative reactions, though research
findings on applicants preferences for structured compared to unstructured interviews appear
contradictory. 'pplicants- negative reactions to structured interviews may be reduced by
providing information about the job and organi(ation. +roviding interview questions to
applicants before the interview, or telling them how their answers will be evaluated, are also
received positively.
Types of questions
The type of questions asked can affect applicant reactions. :eneral questions are viewed
more positively than situational or behavioral questions and -pu((le- interview questions may
be perceived as negative being perceived unrelated to the job, unfair, or unclear how to
answer. ;sing questions that discriminating unfairly in law unsurprisingly are viewed
negatively with applicants less likely to accept a job offer, or to recommend the organi(ation
to others.
#dditional factors
The -friendliness- of the interviewer may be equated to fairness of the process and improve
the liklihood of accepting a job offer, and face&to&face interviews compared to video
conferencing and telephone interviews. In video conferencing interviews the perception of
the interviewer may be viewed as less personable, trustworthy, and competent.
Interview an$iet1
Interview an%iety refers to e%periencing unpleasant or distressing feelings before or during a
job interview. It also reflects feeling apprehensive or tense about participating in an
21
interview. ' couple of reasons why job candidates feel a heightened sense of an%iety and
nervousness about the employment interview is because they feel they have little to no
control over the interview process or because they have to speak with a stranger.
!mplications for applicants
!hether an%ieties come from how someone is as a person or from the interview situation
itself, these an%ious feelings have important consequences for job candidates, such as$
limiting an applicant from effectively showing their ability to communicate and their future
potential, reducing interview performance and consequent assessment despite potential
suitability for the job, reducing likelihood of a second interview compared to less an%ious
individuals
!mplications for organi$ations
'pplicants who view the selection process more favorably tend to be more positive about the
organi(ation, and are likely to influence an organi(ation’s reputation.whearas, in contrast,
an%ious or uncomfortable during their interview may view an organi(ation less favorably,
causing the otherwise qualified candidates not accepting a job offer. If an applicant is
nervous, they might not act the same way they would on the job, making it harder for
organi(ations to use the interview for predicting someone’s future job performance.
22
!ENERA2 TI)S TO -O22OW
Interview Tip >
+lan 'head & 7o a little homeworkL )esearch the company and the position if possible, as
well, the people you will meet with at the interview. )eview your work e%periences.