The document provides guidance on conducting effective interviews. It discusses: - The importance of interviews for organizations and identifying main types like recruitment, performance reviews, counseling, and grievances. - Key steps in the interview process like greeting the interviewee, acquiring information through questioning and listening, supplying relevant details, and departing professionally. - Important questioning and listening skills such as using open questions, paraphrasing, and reflecting meaning. - Common biases that can affect interviews like primacy bias, stereotyping, and expecting effects. - The goals and techniques for specific types of interviews including the recruitment interview focusing on mutual preview, assessment and negotiation.

1. Interviewing Skills

2. Learning Objectives
• Understand the importance of the interview to the
organization
• Identify the main types of interviews that are
employed within the organization
• Detail and be able to implement an effective Interview
Process
• Understand the importance and different types of
questioning and listening skills

3. Learning Objectives
• Identify and be able to avoid biases in
interviewing
• Implement four main types of interviews:
– Recruitment
– Performance Appraisal
– Counseling
– Grievance/Discipline

4. Interviewing Skills & The
Organization

5. What is an Interview?
• At its’ simplest it is a meeting during
which an individual is asked provide
and exchange information that will be
used for a particular purpose within an
organization

6. Main Types of Interviews
RecruitmentRecruitment
Performance AppraisalPerformance Appraisal
CounsellingCounselling
Grievance/DisciplineGrievance/Discipline

7. The Interview Process

8. The Interview Process - A Simple Model
GreetGreet
AcquireAcquire
SupplySupply
DepartDepart

9. Greet
• Ensure that the interviewee feels
welcome and within a safe environment
that is free from disturbances
• Outline the Purpose of the Interview if
not Already Stated
• Control Interview Flow

10. Acquire
• Question Carefully
• Listen Attentively & Objectively
• Document Important Points
• Manage Flow of Information

11. Supply
• Deliver Pertinent Information
• Ask Whether More is Required
• Be Fair in all Interactions
• Be Patient in Delivering Information

12. Depart
• Ensure Information Received and
Offered is Understood
• Describe Follow-Up Process
• Part Politely

13. Questioning & Listening Skills

14. Listening Skills - Benefits
• Learn about beliefs, feelings and
attitudes
• Gather factual information
• Avoid misunderstandings
• Clearer picture of staff issues

15. Key Active Listening Skills
• Door Openers
• Encouraging
• Acknowledging
• Affirmation
• Open Questions
• Checking
• Clarification
• Extension

16. Door Openers
• Allowing the interviewee time and space to
answer the question
• Maintaining an active silence to allow them
complete
• Using non-verbal gestures for
encouragement
– Leaning Forward

17. Encouraging
• Key Examples
– ‘Do continue’
– ‘Please tell me more about the situation
that you found yourself in’
– ‘Could you repeat how this situation
transpired’
– ‘I get the picture’
– ‘I hear what your saying’

18. Acknowledging - Verbal
• Key Examples
– ‘I See’
– ‘OK’
– ‘I Understand’
– ‘Yes I know what you mean’

19. Acknowledging - Non Verbal
• Key Examples
– Nodding
– Open Body Language
– Eye Contact
– Facial Expressions
– Leaning Forward

20. Affirmation
• Key Examples
– ‘That’s very helpful please do continue’
– ‘I really appreciate this information’
– ‘Really I can now see why you behaved as
you did’

21. Open Questions
• Similar to Door Openers
• Do not encourage ‘Yes’ or ‘No’ responses
• Facilitates a greater understanding of
– Beliefs
– Thoughts
– Experiences

22. Open Questions
• Key Examples
– ‘How do you feel about being here?’
– ‘What is on your mind?’

23. Checking
• Key Examples
– ‘Am I right that you said …?’
– ‘And what again did you do next?’
– ‘You do not seem to be happy with this
interview?’
– ‘So you are unhappy in your current
position?’

24. Clarification
• Key Examples
– ‘Maybe I missed something did you say
…?’
– ‘Were you missing for one day or two?’
– ‘Who do you believe is behaving
inappropriately?’

25. Extension
• Key Examples
– ‘Please tell me more about why you want
to move into a supervisory position?’
– ‘Based on your experience can you expand
on why we should employ you?’
– ‘What do you mean?’

26. Reflective Listening Skills
ParaphrasingParaphrasing
Reflection of MeaningReflection of Meaning
Reflection of FeelingReflection of Feeling
Summary ReflectionSummary Reflection

27. Paraphrasing
• Paraphrasing allows the interviewer to
check their perception of what has been
stated by the interviewee
• Check of the content by stating
precisely using the interviewee’s own
words
• ‘So is this what you mean …’

28. Reflection of Meaning
• This is a basic empathy tool which the
interviewer can use very effectively
during the interview
• Feelings and facts are conveyed
• ‘You feel … because …’

29. Reflection of Feeling
• Here the interviewer mirrors the
emotions that are expressed
• ‘You felt angry!’

30. Summary Reflection
• A brief restatement of facts and
emotions that the interviewee has
expressed
• ‘So what you are saying is that you felt
disappointed when …’

31. Questioning Skills
Direct or ClosedDirect or Closed
LeadingLeading
Topic-ChangingTopic-Changing
Probing & DevelopingProbing & Developing
Open - EndedOpen - Ended
Reflecting BackReflecting Back
Source: Adapted from Evenden & Anderson (1992)

32. Direct & Closed
• Generate ‘yes’ and ‘no’ responses from the
candidate
• Useful in determining facts but can lead to a
very short interview if used too frequently
• Can also make the candidate nervous
• ‘Did you enjoy your last job?’

33. Leading
• Often used by inexperienced interviewers to
gain information that they expect and want to
hear
• ‘Wouldn’t you agree …?’
• Candidates tend to follow the lead of the
interviewer thus accuracy may be
undermined

34. Topic Changing
• Takes the candidate in a new direction
• ‘Your information on your last job was very
interesting but could you tell me more about
your qualifications’
• Important questions in directing the flow of
the interview while also gathering as much
information as possible

35. Probing & Developing
• Assists in gathering further information
and clarification of the suitability of the
candidate to the position on offer
• ‘Tell me more about how you delegated
tasks in your last position?’

36. Open-Ended
• Encourages more complete answers from the
candidate and provides them the opportunity
to talk at length
• ‘Why exactly did you apply for the current
position?’
• Extremely important at allowing the candidate
to be involved in the interview

37. Reflecting Back
• Ensures that agreement is achieved between
the interviewer and candidate by facilitating
the candidate to restate their response
• ‘Further training is clearly very important to
you?’
• Also ensures that the candidate feels that the
interviewer has been listening and is
interested in what has been said

38. Biases in Interviewing

39. Biases in Interviewing
Expectancy EffectExpectancy Effect
Primacy EffectPrimacy Effect
Information-Seeking BiasInformation-Seeking Bias
Contrast or Quota EffectsContrast or Quota Effects
Horns/Halo EffectHorns/Halo Effect
StereotypingStereotyping

40. Expectancy Effect
• Interviewer forms a decision about the
interviewee based on biographical data
or other information available
• This decision drives all subsequent
decisions

41. Primacy Effect
• Interviewers base their impression of
the interviewee in the first few minutes
of the interview

42. Information-Seeking Effect
• Interviewers will actively seek
information to confirm their initial
impression of the interviewee
• Thus interview becomes an interviewer
validation process rather than the
designed objective of the interview

43. Contrast or Quota Effect
• Decisions based not purely on the
interviewee but on decisions taken on
prior to the interview

44. Horns/Halo Effect
• Interviewer rates interviewee either very
highly or very low based on information
received
• Negative information highlighted more
than positive
• Balance not achieved

45. Stereotyping
• Decision based on
– Sex
– Nationality
– Background
• Adhering to Legislation

46. The Counseling Interview

47. The Counseling Interview
Factual InterchangeFactual Interchange
Opinion InterchangeOpinion Interchange
Joint Problem SolvingJoint Problem Solving
Decision MakingDecision Making
Source: Adapted from Torrington & Weightman (1991)

48. Factual Interchange
• Concentrate on the facts of the situation
• Request factual information only
• Provide factual information only
• Information gathered provides a reliable
source for later analysis

49. Opinion Interchange
• Open the issue up for discussion
• Request opinions and feelings
• Offer no criticism at any stage
• Make no decisions
• Ensures better understanding by both parties

50. Joint Problem Solving
• Request those counseled to analyze the
current situation for themselves
• Provide assistance where necessary without
excessive direction
• Ensure that the solution position is mutually
arrived at and not produced by the counselor

51. Decision Making
• Generate alternative solutions for
consideration
• Facilitate behavior change where
possible and only when requested

52. The Recruitment Interview

53. Efficiency
• Highly effective if based on a detailed
job description
• Structured interviews, based on pre-set
questions, are more effective than
unstructured interviews

54. Functions of the Interview
Mutual PreviewMutual Preview
AssessmentAssessment
NegotiationNegotiation
Source: Adapted from Anderson & Shackelton (1993)

55. Mutual Preview - Function
• Informal discussion that explains the
selection process and the job on offer
• Provision of a detailed and Realistic Job
Preview

56. Interviewer’s Objectives
• To ‘set the scene’ for the candidate and
the organization
• To inform the candidate of the
organization’s selection procedures

57. Candidate’s Objectives
• To understand what the selection procedure
will be and what will be involved during each
stage of the procedure
• To obtain an indication of what the job will
entail so that they can also decide their
suitability and interest in the position
• To get a better ‘feel’ for the organization

58. Assessment - Function
• Formal discussion guided by job
description and a number of pre-set
questions

59. Interviewer’s Objectives
• To document answers to pre-set
questions
• To probe candidate further on critical
aspects of the job

60. Candidate’s Objectives
• To provide the interviewer with sufficient
information to guide and influence their
decision

61. Negotiation - Function
• Negotiation of outstanding points
• Can be directed and led by both
interviewer and candidate
• May take place during interviewer or at
the offer stage of the recruitment
process

62. Interviewer’s Objectives
• To ensure that the offer is mutually
acceptable to the candidate and the
organization and that all potential areas
of conflict are resolved
• To smooth the transition from job to role

63. Candidate’s Objectives
• To expand and agree all contractual
and non-contractual terms and
conditions
• To smooth the transition from job to role

64. The Performance Interview

65. Handling Poor Performance
• Goal Setting
• Training
• Dissatisfactions
• Discipline
• Reorganizing
• Management
• Outside Agencies
• The Job
• Peer Pressure
Source: Adapted from Torrington & Weightman (1991)

66. Handling Poor Performance
• Goal Setting
– Joint agree specific and reasonable goals
– Agree date to review performance
• Training
– Ensure that the right training is provided to
perform the job efficiently and effectively

67. Handling Poor Performance
• Dissatisfactions
– Where possible put in place the
appropriate intervention e g ,
compensation and benefits
• Discipline
– Choose the most suitable intervention
• Informal Discussion
• Formal Procedures - Warnings, Suspension,
Dismissal

68. Handling Poor Performance
• Reorganizing
– Should the poor performance arise from the work
environment then these should be targeted directly
– Improve reporting relationships
– Transfer the employee to a more suitable location
• Management
– Improve communication processes
– Provision of management training

69. Handling Poor Performance
• Outside Agencies
– Service provision to the employee of
outside agencies e g , counseling, personal
financial advice
• The Job
– Job redesign
– Transfer to another more appropriate
location

70. Handling Poor Performance
• Peer Pressure
– Training
– Increased Supervision
– Job Redesign

71. The Grievance/Discipline Interview

72. Key Things to Remember
• Evidence
• Equity/Fairness
• Action
• Document Everything
• Follow Accepted Corrective Measures

73. Corrective Action
Initial Consultation - VerbalInitial Consultation - Verbal
Initial Consultation - WrittenInitial Consultation - Written
Second Written WarningSecond Written Warning
SuspensionSuspension
DismissalDismissal

74. Initial Consultation - Verbal
• Meet with the employee and state that the
organisation is both aware and concerned by
the issue and will be speaking to all parties
concerned
• Allow the staff member the opportunity to
explain their position on the matter and if this
is not acceptable clearly state that they will be
monitored in the future

75. Initial Consultation - Written
• Persistent issues justify a more formal
response by the organisation
• State that the organisation remains
concerned and that documented evidence will
be placed within their personnel file
• The employee should also be given a copy of
this letter

76. Initial Consultation - Written
• Again allow the staff member the
opportunity to explain their position and
clearly repeat that the issue will be
monitored in the future

77. Second Written Warning
• Should the issue persist the employee
should be met again and given a
second written warning that will be
placed in their personnel file
• The employee should also be given a
copy of this letter

78. Second Written Warning
• Again allow the staff member the opportunity
to explain their side to the issue and clearly
state that the next stages are suspension and
discharge
• Where possible the manager should explore
with the employee avenues whereby working
arrangements (e g , Job Reclassification,
Working Hours) may be modified to assist the
employees

79. Suspension
• Should the issue still persist the employee
should be met again, documented evidence
placed in their file and informed that they will
be suspended
• The duration of this suspension is largely
dependent on
– The Organization
– Employee’s Length of Service
– The Severity of the Issue

80. Discharge - Preliminary Questions
• Has the employee been afforded every
opportunity and assistance?
• Have organizational procedures been
adhered to, exhausted and
documented?
• Has sufficient time elapsed to allow the
employee to rectify their situation?

81. Discharge
• This option should only be taken when
no satisfactory improvement in
attendance has occurred
• The employee should be discharged
based on their inability to improve their
attendance record

82. Summary
• At its’ simplest an interview is a meeting
during which an individual is asked provide
and exchange information that will be used
for a particular purpose within an organization
• The main types of interviews used within
organizations are:
– Recruitment
– Performance Appraisal
– Counselling
– Grievance/Discipline

83. Summary
• The main phases of interviewing are:
– Greet
– Acquire
– Supply
– Depart
• Questioning and Listening Skills are
fundamental to effective interviewing

84. Summary
• There are six main biases that can
occur during an interview are:
– Expectancy
– Primacy
– Information Seeking
– Contrast or Quota
– Horns/Halo
– Stereotyping