INDIVIDUAL INTERVIEW DIMENSIONS FOR ASSESSMENT

ProfessionalCompetence: lengthofrelevant experience - quality of relevantexperii:nce Intellectual Maturity (

- defining/analysing and understanding problem/issue - generationof ideas/options - evaluationof ideas/options

Social Maturity

- influence with fle6ibility - sensitivity to others - showing respect Emotional Maturity -confidence in difficurt situations (contra-indicator-anxiety, nervousness)

Motivational Level

- energy and effortfulness - motivation:economic;social; achievement; --r--' ' self_development; self-actualisation; missionorientation - probabledistributionof interviewees: A B Cr Cz D E Outstanding Above Average Fligh Average Low Average Below Average Poor

Overall Grading

t0% 20% 20% 20% 20% r0%

4,,

INDIVIDUAL INTERVIEW ASSESSMENT FORM

Name of Candidate: Name of Interviewer: Place: Date: cl

Pt'ofessionalCompetence:

Intellectuat Maturity

SocialMaturity

cl

Emotional Maturity

cl

Motivational Level

cr

Overall Grading

cl

lo

INTERVIEW GUIDE
NR Jain
Name:

Date: EXPERIENCE (from firstjob onwards)

Interviewer:

A ,WORK I

Position held; Key performanceareas; Salary; Position of the person reporting to; Person(s)reportingto you and their positions. Major assignments-difficulty and preference levels. Major accomplishments thejob. on Difficultproblem(s)encountered. Problem(s)encountered with people. . '

2 3 4 5 +6 ' 'r7

Describeyour leaderand groupmembers. jobs. Reasons changing for

Repeatitems l-7 for subsequent jobs. B ATTITUDE TOWARDS JOB AND ORGANIZATION 'r'8 *9 Aspect(s)aboutthejob that interestyou. Aspect(s)aboutthe organizationthat interestyou.

C CAREER ASPIRATIONS AND GOALS 10 l1 Careergoalsandplans. Salarygoals.

D PRIMARY AND MIDDLE SCHOOL YEARS 12 13 Anything you did that you are particularly proud of (achievements). Any activity that you particularry liked (hobbiesand inrerests).

E HIGH SCHOOL YEARS l4 School(s) wherestudied; residential/non-residential.

x Could be asked as a supplementary question and.notasapartofthecomprehensive broad-brush question.

rl

-2l5 16 17 ''18 19 F for Subjectsselected study. Academicachirvements. Extra-curricularactivities. (if Other achievements any). Early careergoals/ambitions. AND HIGHER STUDIES

COLLEGE 20 *21 22 .23 24 25 26 27

College(s) where studiedfor graduation;residential/non-residential. and Describeyour teachers class-fellows. for Subject(s)selected study-difficulty and preferencelevels. Academicachievements. -Extra-curricularactivities. Any other achievements. Source(s)ofeducationalfunding' Part-time*ot.

studies. Repeatitems20-27 for post-graduate 28 training. Any specialised

G SELF-ASSESSMENT *29 *30 Self-assessment-strengths. Self-assessment-developmentneeds' BACKGROUND

H EARLY IIOME 31 32 33

and occupation incomeeducation, Parents' Parents'personalitY. and occupationBrothers,sisters-theireducation

* Could be asked as a supplementary question and not asapartofthecomprehensive question. broad-brush

IL

-334 35 I Home atmosphere. Effectsof early home background development. on

PRESENT INTERESTS AND HOBBIES E6 37 38 39 40 Present interests and hobbies. Spouse's interests and personality manied). (if Financial responsibilities assets. and Healthrecord(includingproronged sicknesses/operations). Anything elseyou would like to add&now.

l3

INTERVIEW GUIDB
Richnrd A Fenr
Name: Date: Interviewer:

1 WORK ,'

IIISTORY

Duties? Likes? Thingsfound lesssatis$ing? Conditioned work? to Level of earnings? jobs? Reasons changing for g h Any leadership experience? jobs? Number of previous Achievements? "What did you learn about your strengths a result of working as on those jobs? Did you find, for example, that you worked harder than the average person, got along better with people,organized thingsbetter,gave more attentionto detail-just what?" '

Developrnentneeds?"Did you get any cluesto your development needsas a result of working on those jobs? You know, we all have someshortcomings and, the person who can recognisethem, can do something aboutthem.Was there a need to acquire more self-confidence, more tact, more self-discipline-to becorne firmer with people-justwhat?"

Factors of job satisfaction? "what does a job have to have to give you satisfaction? some people look for money, some for security,,ornJ want to manage, somewant to create-whatis importantto you?"

Type ofjob desired?

2 EDUCATION AND TRAINING

Best - poorestsubjects?

l+

-2b Grades? What about grades?Were they average,above average, perhaps a or little below average?" CollegeBoards?What wereyour College Board scores?', Extracurricularactivities? How much effort? "How conscientious studentwere you?Did you work about a as hard as the average person,a little harder,or perhaps quite so hard?" not Special achievements? Trainingbeyondthe undergraduate level? How was education financed?

c ., O e

f g h

3 EARLY HOME BACKGROUND ' a b ' c Father'soccupation? (socio-economic level) Temperament parents? of "How would you describe your fatherat the time you were growing up? Was he calm or quick tempered, aggressiveor unaggressive, extroverted introverted?" or. Number of brothers and sisters?"Were you and your brother quite a lot alike personality-wise perhaps or somewhat different? " How strictlyraised? (parental guidance) "Would you saythat you were raisedfairly strictly or perhaps quite so much so?" not Earliestagepartiallyor wholly financially independent? Effectsof earlyhomeinfluences?"What effectsdo you think the earlyinfluences had on your earlygrowthanddevelopment?"

e f

PRESENT SOCIAL ADJUSTMENT a b c Presentinterests hobbies?Reading, and sports,community participation, arts. the Marital status? Wife'sinterests personality?"Is your wife quite like you asfar as her personality and is concerned perhaps or somewhat different?', Wife'sattitudetowardsrelocating? Attitude towardsdependents?

d e

ls

-3Financial stability? (housing,insurance, etc.) ,'Has there been any opportunity to acquirea little financialreserve?" Health status? (physical vigour andstamina) "What about health?Have you had a physical check-up recently?"
r'h

Energy level? "How would you describe your energy level-as average,above average perhaps little below average?" or a

PERSONALITY MOTIVATION, AND CHARACTER (+, A+, ,\ A-, -)

) ) ) ) ) ) ) a b c d e f g Maturity Emotional adjustment Teamworker Tact Adaptability Tough-mindedness Self-discipline
( ( ( ( ( ( ( ) ) ) ) ) ) )

h i j k I m n

Initiative Follow-through Self-confidence PersonalForcefulness Conscientiousness Hard worker Honesty and sincerity

l6

TNDIVIDUAL INTERVIEW
NOTES Life Area Hypotheses in response to llypotheses in (SAQ)/Tested fSclf-Appraisal Brond-brush question(BBQ) SAQ/TQ
(TQ) questionsmay be askedl

response to

A Work Experience

Attitude Townrds Job nnd Organization

Career Aspirntions and Goals

D Primnra nnd Middlb

School Yenrs

Iligh Sclrool Yenrs

College and lligher Studies

Self-Assessment

Early llorne Background

Present Interests nnd Hobbies

t7

RESPONDING TO CHILDREN
ACTIVE LISTENING Hereis howtheparent helpthesame with ActiveListening: can boy
Vrj^V Mother. Vtjay : : Rajiv won't play with me today.He won't ever do what I want to do. You seemto be angrywith Rajiv. (ACTIVE LISTENING)

I suream.I neverwant to playwith him again. don'twant him for a friend, I

Mother:
Vijay :

you feellikenever You'reso angry seeing again. him (ACTIVE LISTEfqqL_,

That'sright. But if I don't havehim for a friend,I won't haveanyone to play with ' then. You would hateto be left with no one.(ACTIVE LISTENING)

Mother: Yijly :

Yes I guessI just haveto get alongwith him someway. But it's so hard for me to gettingmad at him. stop You want to get alongbetterbut it's hardfor you to stop gettingmad with Rajiv (ACTIVE LISTENING)

Mother:

Vijay

I neverusedto-but that'swhen he was alwayswilling to do what I wantedto do. He won't let me bosshim anymore. Raiv's not so easyto influence now. (ACTIVE LISTENING)

Mother: Vijay :

He sureisn't.He is not sucha babynow. He is more fun to play with though. You reallylike hirnbetterthis way. (ACTIVE LISTENING) Yes. But it's hardto stopbossing him-I'm so usedto it. May be he wouldn't fight so muchif I let him havehis way oncein a while. Think that would work? You're thinking that if you might give in occasionally,it might help. (ACTIVE LISTENING) Yes,maybe it would.I'll try it.

Mother: Vijay :

Mother:

Vijay

17a

RBSPCNDII\G

TO

CFIILDREN

R.OADBLOCKS To COMMUNICATI0I.I
Vijay. : Rajiv won't playwith me today.He won't everdo what I want to do.

M,irther: well, why don't you do what he wantsto do? you've got to learnto get along
with your little friends.(ADVISING, MORALISING) Vijay : I don't like to do thingshe wantsto do andbesides don't want to get alongwith I that bore. well, go find someone elseto play with then if you are going to be a spoilsport. (OFFERING A SOLUTION, NAME-CALLING) He's the spoilsport, me. And tLere isn't anyoneerseto play with. not You arejust upset because are tired. You'll feel betteraboutthis tomorrow. you (INTERPRETING, REASSURING) I am not tirecl,and I won't feel different tomorrow. You iust don't understand how much I hatethat little rascal. Now stop talkinglike that! If I ever h"u, you talk aboutone of your friendslike that again,you'll be sorry...(ORDERING, TIIREATENING) (Walking away and sulking). I hate this neighbourhood. wish we would shift I from here.

Mother:

Vijay

Mother:

Vijay

Mother:

Vijay

11b

A LIST OF TESTBD QUESTIONS

John D Drake The following chartis arranged that the readercan easilyfind questions so that are appropriate for use in any given life area.In addition,the columnsat tire righi will netp tt ,eaderidentiry questions'that likely to yield informationaboutone or more are " of the four basicfactors: I M P K Intellectual factor Motivationfactor Personality factor Aptitude or knowledgefactor

Thus, the readerwho is obtainingrelativelyfew inputs about intellectualfunctioningshould select some questionsfrom the I column and weave them into the next interview. The interviewershouldnot try to build an interview as a resource from which a few mav be draivn the evaluationmodel or for ideas for the brr model. Usually some experimentation neces is productive repertoireof testedquestions. ProbableHypothesis I M P K

Years Before High School Did anything occur during those years before high school that you areparticularlyproud of? As you look back on' those earlier years (before high school), was there anything you learned that you ,I" carryingover to your adult life today? During those years before high school, were there any activitiesyou particularly enjoyed, apart from those in school? What was thereaboutdoing that madeit appealing? In your earlierschooling, let's say before high school,were there any natural tarents abilitiesyou dispiayed or thaiyour teachers parents or commented about?What meaning, any, if do they haveitr your work success today? II High Sclrool What degreeof difficulty did you encounter makingyour in grades school? in what were you thinking about during those high schoor years-as to what you wantedto do when you got out in the workaday world?

r8

Probable Hypothesis I
f '

UI

did What subjects you do bestin?Why? in? did What subjects you do poorest Why? in What was there aboutthe subjects your major that made themappealing? experiences What dld you learn {iom your extracurricular you that you seehelpi"ng today as an adult? degree? you to seeka college What motivated What electivecoursesdid you take? Why did you choose particular these orres? job while in school,which one or If you had any part-time Why? onesdid you find mostinteresting? What would you say is the most importantthing you learned from your collegecareer?

t1

-3I ' r o b : r b l eI l y p o t h c s i s I
t '

There is an opinion that student involvement activitiesl infringetoo much on valuablestudytime. What do you think aboutthis? Worl< Expcricnces(summer firll-time) and What changes have you ever made in your approach to others in order to become.better acceptedin your work setting? What kind of peopledo you like to work with? What makes thempleasant work with? to What kind of people do you find it most difficult to work with? What is there aboutthemyou would like to change? In your last job, what would you say were the main drawbacks pursuingthat kind of a job as a career? to your lastjob, would you tell me about any Starting.with your achievements were recognised your superiors? that by Can you give me an exampleor two of manage supervise or others? your ability to

What are somethingsyou would like to avoid in a job? Why? In your previous job, what kind of pressuresdid you encounter? What would you say is the most importantthing that you are looking for in an ernployer? How do you feel about travel? On the average,how many nightsa week would you be willing to be awayfrom home? What are someof the thingson your job you think you have done particularly well or in which you have achievedthe greatest Why do you feel this way? success? What were someof the thingsaboutyour last job that you lound difficultto do?

r0

-4-

I'robablc I lyltothcsis What are someof the problems that you encounter doing in your job? Which one frustrates you the most? What do you usually aboutit? do How do you feel about the progressyou have made with your present company? In what ways do you think your present job has developed you to take on evengreaterresponsibilities? What would you say was the most, or least,promising job you everhad?Why do you feel this way? What hasbeenyour greatest frustration disappointment or on your present and why do you feelthis way? job What are some of the reasons that are promptingyou to consider leaving your present job? What are sonrethingsyou particularly gs liked about ,out 'u" I job? Most jobs haveplusesand minuses*what were someof the minuses your tastjob? in Do you consider your progress the job representative on your ability?Why? What are some of the things about which you and your superuisor might occasionally disagree? How do you feel about the way you or others in the department were managed your supervisor? by In what ways has your supervisor helped you to further devel your capabilities? op what are some of the things your boss did that vou particularly-liked disliked? or Why do you feelthis way? How do you feel your bossratedyour work performance? What are someof the thingshe indicated you can improve upon?

L'

LI

-5-

Probnble Hypothesis I M P K

v'

Military Cnreer What, if anything,would you say you learned from your military service? are I know a numberof appeals often madeto keep peoplein the service; how did you evaluate the situation-leaving versusstayingin? How do you feel aboutthe military'sauthoritystructure?

VI

Reactiorrsto the Job and Company What do you seein this job that makesit appealingto you (last)job?' that you do not lravein your present How do you evaluate our companyas a placeto build ,or.l future? I know that you don't have a good perspective this job of yet-not being in it-but from your presentvantage point, what would you saythereis aboutthejob that is particularly appealing you? to What would you saymight not be highlydesirable? Whatis it that you arelookingfor in a company?

VII Goals and Ambitions Where do you seeyourselfgoing from here?You may not have any particulargoal at this time, but if you do, what rnightyou be thinkingabout? I I Wnut is your long-termcareerobjective? What do you think you needto developyourselfin readyfor sucha spot? be

What is it you have going for you that might make you in successful sucha job? What are somethings you would want to avoid in future jobs?Why?

L7

Probable Hypothesis I M P

. . VIIf Self- Assessment What would you say thereis about you that has accounted to for your fine progress date? We'vetalked a lot thus far about your education and work experiences, but how about yourself-your other strengths What might be someof the good qualities and weaknesses? or traitsyou possess?
L

How aboutthe othersideof the coin?Apart from knowledge what traitsor qualitiesdo you think couldbe or experience, upon? or strengthened improved What would you say are some of the basic factors that motivate vou? What kindsof thingsdo you feel most confidentin doing? less aboutdoing?' What do you feelsomewhat confident What are some of the things ydu are eitherdoing now or have thought about doing that are self-development activities?

L3

-1-

Probable Flypothesis I
t ,

satisfaction? What thingsgive you the.greatest What thingsfrustrateyou the most? How do you copewith them? Leisure- Tirne Activities What do you enjoydoingin your offhours? What is there about that is appealing you? to

What do you like to avoidgettinginvolvedin during your ofi hours? that are used duringyour Are there any talentsyou possess leisuretime that you have not been able to apply in a work situation?

L+

CREATING
),ow-'flrrent Clinrate

STNNSS
John D Drnke

CL^/]'"A?E

a o' *fi"r, ;,t"T:-l*;:i"",,i#,:'il,i1,',"rllil'" situation some "r;n,ur"'in u/pr;;;il wlr share or

To obtain a better.understanding of the conditionsthat rend themserves to openness fi'ankness' tlrilrk of the kind of clir"nare and that would rtave exist before to you-iuoua be wirting to revealthingsaboutyourselfthat would not makel"" r""ia"r"nriu.. vrortlit"rv, 'sitrcere,cortfidential, words such as friendly, relaxed, ura,urraolr"tn,ir)g *iU come to your mind. If all the conditions described thesewords are combined, by the situ;tion created be characterised beingrelativelyfree of threat.It is only the as threat "ouid oroinotueini wellof, "r.ru"r" nignlv regarded t..p, one *,ot from .""""ri";';[?l;:lffjj,T:ttr.lsht

l'o nrake an'accurate assessment, interviewer the needs hearaboutthe to l'hi$ meansapplicants must be encouraged talk about.things-theybad as we, as the good. to wouid prefer not to tark

discussionemp|oyn,ent lli.,T['i;J:,,']:1':[:il"H#..:![::"I:ff,;,?:1,that rhe isan

ll,,ll;:":::"'"'",i,lL 1,,1,1,:ffi:[{,HJ*-"Ji#iJiI "::T#J#'l'f'fJ",:ll?:iT",:

JJou, to l{cep Thrcat Low

ff]itil',t|"1#:LiTjTl,:; tlte same with a person as who is highlyself-confident. strong, The confident individual normally is not afraid to point out shortcoilings to others; those wrro are insecure or uncertainof tltentselves it difficultto admittheirInadeq"u"i;r find ;o;;6J., o,.evento themserves.
Lct us cxarnine now sorne waysin whicrr this Livitt;i IIoom Atmosphcre Trrer-c simpre are sociar acrions tharthe interviewer taketo make can the interviQly tbrmal' mOre cOmf0rtable, $ituftti0n less and more relaxed.Th.r. i,rrtro. such things as speaking applicant a first-nam.e on to the basis., ofreringhir-.ofr";;r';;.r"ttes, or even havirg a ressforrnal sittingarrangement, as sittingside zuch ly sideratherthu',-*ing a desk. gestures rhat and natural roi tt interviewer te.,d to ntake the Generary, crirnare favourabrerbr ,T,1-::#,3|able " lnterviewers shouldbe cautioned, however,not to play a role. Many texts about interviewing suggest that the interviewer adoptthe postureof a "nice guy." The theory is that, if applicant! mightbe accornprished.

wlrich are thev lik.iv;;;;'"0."1"4*iling shorrcomi'gs toshare

Thereare a numberof activities levelrelativ.lyto*'Orring the int tlreyf-eel confident themselves of feei they or" aoing *ell and mal

agein order to keep the tlrreat rdividuals lessthreatenecl are if the extentto which applicants

ls

-L-

thirrk that tlre interviewer is a person who is pleasant and easygoing, they will l'eel rrrtrre is However,the applicant alsojudging tlte intervicrvcr and revealmore of themselves. c.rrrlirrtable playing a role, therefore,presents ttrrt tlre danger tlrat the interviewc:t'tttay boss. as. g*rteplial coure across in a sincere manner and may be seen as a bit of a phony. Thus the applicant nlzry for is the clccicle irrterviewer not the kind of ntanager whom lre or slrewould like to work. Fon tlris reason.it is better to be yourself and to act in a natural,normal manner.Extra attetttiort, however, should be given to the social alnenitiesto make the situation less fbrmal antl nrore corclialand relaxed. I'riwtcy 'l'lrere is no question but that people are likely to be more open if they feel their remarks are ttot bcing slrareclwith others arrd there is a sense of confidentiality to the disctrssion.llowevcr, than fbur walls; it is also relatedto interruptions.Wlreneveran ittterrttptiotloccr.rl's is pr.ivacy ntt>re cl,rri,rgtlrc interview, whether it is a telephone call or a secretarycoming into the ollicc, it about wlrat they have been saying.lt is tlris review of to for ltrgvitlcsgpportr.rnity applicants think il,c prior stagesof the interview that can createproblems for the interviewer.lf the itttcrviewcr is tbr distractecl any extended period of time, the following thoughts. for example,may go througlr mind: "l probably shouldn't have said so nruch about the fact that I was liretl fi'rrrn ap appticarrt's bet this guy feels that I don't get along too well with. t6e sumnrerjob in the road departrnent..I othcrs. I had better be sure to make the point that I'm cooperative and that I rarely ltitve problernswith people." Or the applicantmiglrt think, "This interviewer seemedquite concertted 'fheymust be importantto hirn--l'tl better I activities had in high school. abogtthe extracurricular I'm sure lre's going to ask about thenr-" lined up for collegebecause gct a t'ew nrore It nraybe tbr better to interview in a crowded dining room and not be interruptedthan to talk irr a lf to occur during the discussion, it is irnpossible discontirrue privateolJlcewhere interruptions roont or over colfec in calls.it rnight be better to interview in a waiting room or conference 1-rlturre t l r cc l l c t e r i a . ,lurull 'lhlli

'

ol'tlle Mirrry iltclviewers think that a good way to put the applicantat easeat the begirlrrirrg in thr: intervicw talkingearly is irrrcr-view t,r engagein srnalltalk The idea of,gettittgthe applicarrt Whether or not small talk producesthe desiredclimate de;lendsa great deal is arr excellentone. supposeyour boss ctlls yr)tr 5ow it is used. Not all srnalltalk reducestension.For exarnple, rullorr ilto lris olfice and says,"l-[ave a seat. Say, how are tlre kids?" Does his attempt at srnalltalk put you at ease'? for two reasons.First, Cetting the applicantto talk at the beginningof the intelview is desirable ouce one 5as heard one's own voice in an unfalniliar setting, there is an inclination to colttitttte vertralizirrgand participating in the discussion. Second, talking tends to reduce tertsitrtr. Vcrlirlizilg psuallyhelps individualsto dischargenervousenergy.Thus the applicantis inclilrctlto lllanller. and to talk in a more spolltaneous ltc lcss kcyerl utrr

L6

-3 it as talk to be effective, shouldnot be perceived obvioussmalltalk For iltstirnce. lior srrrall to zrbout laisr: tgtre.stions the weather or lastweek'sfootballganleor similartopicstlratare olrviously increase The applicant waitinguntil the interviewcr is may actually tension. politcclritchat sitys, "Now to startwith theinterview. . ." . how skillfullytlre applicantconverses a casual, be WIrilethere.rnay somevalue in observing in for probablyis disproportionate way, the amountof tirneconsumed suchknowledge snrall-talk to thegain. The nrostlrelplirlsmalltalk stemsfrom topicsthat arisenaturallyand spontaneously. Snrnlltalk good. The interviewernriglrt,tilr tlrat is obviouslyrelatedto the interviewsituationis also encountered findinga parkingspace; if difliculties applicant the in exanrple, aboutpossible ask or inquirycould be madeabout how the interviews happens be one of several, to interview this ilre feelsat thispoint aftercompleting interviews. several corningalong,or how the applicant smalltalk, it is bestto avoid it altogether. findsany strainin trying to generate ll'tlrc intcrviewer not right into the interview,startingoll'with thereis no reason to lautrch Atlcr.ltolitegreetings, interviewplan. This topic shouldbe olre that is scheduled urea in the irrterviewer's tlrc lfu'st to the applicant was recnrited rclltivcly easyfor the applicant talk about.If, for exatnple, on interview,the interviewerrnightstiut out by ctulpusand hascometo the horneoffice for a second This topic is easyfor tlre studentto discr.rss, it collegdcareer. about tlre candidate's nsking antl burdenon the interviewer. places particular no ,\tructure the numberof unknownsabout the Arrything that can be done to reducq for the applicant, will also help reducetension.One of the easiest interviewprocess things to do is to tell the Don't givea longjob history, aboutyourself. oFcourse, simply lnenlion alllllicant souretlrilrg but what you do. This inforrnation yorrrpositionin the companyand briefly describe will lrelp the lrow detailto provideabout one'sbackground wlretlrer understan:d muchtechnical aplllicant arrd wouldbe understood. tcclrrricnljargon ot'trrrl what will happen duringthe interview process. to You carrnrerrtion lt is llso desirable explain with, how long tlre other interviews be (il otlrers will will wlro clscthc applicant be talking rre what will happen aboutlunclt,and when duringthe interview applicarrt sclrcduled), thc alrcady to an will have opportunity inquireaboutthe organization. will be a two-waystreet, that the interview to that while thc applicaut It is.alsohelplirl indicate will be expectedto discusshimselfor herselffully and openly, an oppoftunityrvill also be provided learnabouttlreorganization. to that is I'lere a statement hasworkedwell for me: you're heretodayto learnaboutjob opportunities with us,just as lN'IERVIEWER:Obviously with acquainted you. So, let'splanon dividing tirneup we need become to the the a bit. I'd liketo spend firstportionof our tinretogether learning your nbout to then background; we'll turn it around giveyou a chance askaboulus. to

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I'luyi11gDown Unftuouruhle Infornmtion the says sornething is uncomfortable admit,it is usually that Wlrcncver applicant to that very topic desires hearmore about However,a directquestion to tlratlhc iuterviewer concel'ning isstrc tlte is likcly lo causetlre applicant raise his guard and to give an answerthat seemsreasorra[le, to antl is of Most cnnclidates ltrutlr:rtt, logicalbut perhaps not a true depiction the actualsituation. poirrtif they think that the interviewer wlll not speak freelyabouta negative regards point as the In the interviewer highlyimportantor significant. fact, the more attention gives to a negative the issr,re, more cautious applicant the will be talkingaboutit. Thus it is usuallydesirnble play to infornration when it is heard. downunfavourable wity to playdown a statement to indicate is l'lre easiest that it is a commonexperience otlrcrs. f<rr job becnuse a g[ lf, Ibr instance, applicant the saysthat he or she was let go frorn a summer personality conflict with the boss,the interviewermight encourage further explanation that a of statement. might say, "Well, there is hardlya person topic by playingdown the applicant's He workitrgtoday who hasn'trun into a bosslike that at sometime or anotherduring a busincss (:u'cor. in instance?" the applicarrt What happenqd this particular Or rnightirrdicato that lre failed geornetry college. in The interviewer arrirlytical could say,"Well, I krrow that was a clogcosrse What gaveyou a little troublewhenyou were takingit'l" ln otherworcls, whcn I wcnl to school. it is irtrportant let allplicartts to know that they can safelytalk about shortcornings withtrut the prejucliced. irrlcrvicwcr bccorning negatively way to makea negative issuelessthreatening to askthe candidate question is Atrother a tlratcftres judgmentbut is still related the issue'at to not irnplynegative hand.lior instance, intelvier,,,er the couldask,"Wlrat,if anything, wouldyou sayyou learned from that experience?" your appreciation the honestyand tiarrkness It is also helpfLlto express the applicant to for makesa statement such as, "l reallyappreciate shown.ll'the interviewer your liarrkness in mentioning that point. l'm sure it wasn'teasyfor you to bring it up," quite often the applicant picksup the conversation elaborates and furtheron the matter. Wlrcn you rnakean effort to play down negativeinput but notice that the applicantis still dclcrrsive reluctant talk, the subject arrcl to canbe ternporarily dropped. shor.rld broughtrrp It be lirlcr'. rtctr l"lte of the interview. Please note,lrowever, end that it is scarcely tlrrealenilrg tlre less t<l 'l'hreatening lppliuittrt whcu it is raisedat a later point irr the discussion. ltrnterial shoulcl [e il'lt at tlist:rrsscrl, all possible, thetimeit is Iirstmentioned. tlwtiilittl; I)isngreentuft with signals the applicant to Disagreenrent a candidate's statement that the "wrong lhing" rvas is the said.Tlrusif more informatiort desired, interviewer slrouldnot express disapproval or however, that the interviewer clisagreemetrt. doesnot mean, This needs compronrise to prinr:iples to beliefs. simplymeans It witlr pointsof view contrary one's or agree that it is necessary avoid to For example,if a collegerecruit said he thought that showing disapproval. disagreeing or graduates doesn't today exploitsyoung college business "Anrerican and allow thernto use tlrcir wantsto learnthe r-ationale capabilities," the interviewer and behindthe applicanl's views, he in an nright resporrd a neutral tone."Welltlrat's interesting conrrnent, talk a littlebit nboutit " let's

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llincera Contplinrcnts Oneof the easiest-andyet mostneglected-approaches interviewer take to recluce an can tlrreat praise an applicant's artdarrxiety to give sincere is of achievements. example, an irrterview For if Ititsrcvcalctl nroney tlratartapplicant earttecl s;lending since ageof ten yenrs. thc tlro irrtervigwcr rrright say,"You must be proud of that." Or the interuiewer could simplysay, "Good," or','l'6at kintl of trait shouldbe a greatasset work." at 'l'lrc rcitder cautioned to flatteror insincerely is praisethe candidate. not Flatterywill tre perceivecl its ltltrttty nrttlunrealistic. is a rare candidate, lt however,who doosnot havesonrenr;trievernents lltitlitrc tluly praiseworthy aboutwhichpositive artd comments be made. can T'lrccornnrcndntion slrorrltl sinr;lle, bc aud straiglrtlbrward, not tlowery. ll is intercsting note the reaction applicants to of when they are praised. Beneatlr surtace. the the 'l'his allplicant usuallyexperiences feelingof greaterself-confidence the interviewsittrntion. a in increase confidence in sometimes be observed external can in behaviour. Most applir:arrts will beginto slouch, everso slightly, theirchairs in orfcea sincere compliment beenpaiclto ther1. has l'lre interviewershould createa climatein which the applicant feels he or slre is rnakirrga fitvourable irtrpression. Wlren this occurs,the candidate will be more self-assured, relaxecl. urrd willing to shareopenly-sometimes even willing to sharesomeshortcoming. This is likcly t9 occur, lrowever,only when the interviewer.provides positivefeedbackthat the crurtlitlalc's acconrplisltrttents well regarded. contrast, applicant are ln the who feelshe or sheis ngt rllkirrg a litvottlbale irttllression is uncertain or aboutthe impactbein$made,is likely to lreconre terrse .^d tttorc citttlious aboutwlratis said, rnaking all tlte moredifticult elicitseruitive it to irrfblrputigrr.

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