Focused Interview Exercise and Techniques
Posted by: Mansour Baker
Introduction
Focused Interviews versus Behavioral Event Interview
Focused Interview
- Looks for evidence of behavior in specific incidents
- Asks ‘targeted’ questions to get at specific competencies
- Takes 1 – 1.5 hours
- The number of questions relates to the number of competencies
- Is like spearfishing
Behavioral Event Interview
- Looks for evidence of behavior in specific incidents
- Asks open questions to allow assesses to give a range of competencies
- Takes 2.5 – 3 hours
- Typically covers 3 or 4 wide-ranging events
- Is like trawling
What are competencies?
They are “the underlying characteristics of an individual which predict outstanding performance in a job, role, organization or culture”
A competency is what outstanding performers do:
- more often
- in more situations
- with better results than average performers
Competencies are:
- observable and measurable
- behavioral characteristics that can be developed
- factors which drive superior performance in each job or organization
Competencies are not:
- hidden factors deep inside the individual
- core personality traits that are impossible to change
- a wish list of factors not related to key responsibilities of the role
Why use competencies?
- provide a strong base for all human resource applications
- result in a closer fit between people and jobs which leads to increased productivity and reduced turnover
- mean that development and succession is based on well-defined factors that drive superior performance
A competency model, if well developed, effectively act as a template for outstanding performance.
Why use structured interviews?
- Graphology/Astrology has a predictive validity of 0.00
- Unstructured Interviews has a predictive validity of 0.19
- Personality Tests has a predictive validity of 0.39
- Ability Tests has a predictive validity of 0.53
- Behavioral Interviews has a predictive validity of 0.48 - 0.61
- Assessment Centers has a predictive validity of 0.65
Traditional Interviews versus Focused Interviews
Traditional Interviews
- Poor correlation with success in the job
- Poorly defined criteria
- Inconsistency between different interviewers
- Insufficient data to make confident judgements
- Open to bias and prejudice
Focused Interviews
- Objective measures of behaviors
- Minimizes bias of interviewer
- Common language and template used across different assessors
- Gets data beyond the normal knowledge and skills level
- Proven to differentiate between outstanding and average performance
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Focused interviews are objective measures of behaviors. Traditional interviews are open to bias and prejudice.
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Focused Interviews
Coding Information from Focused Interviews
- Codable information is information that was recorded in the interview which can be used in assessing an individual – ‘admissible evidence’
- Coding is a scoring technique used to analyze interview data for evidence of a competency
- Behaviors that do not meet these rules give insufficient evidence that a person possesses the competency
- Coding requires careful attention to what is stated in the interview rather than what is implied or interpreted
- Codable data should be recorded and compared to indicators within the competencies for a given job
You Can Code:
Clearly attributable to Interviewee
- “I thought, felt, did …”
Actually occurred (past tense)
- “The way I dealt with it was, I called him in and confronted him: ‘Ed, you owe me an explanation …”
Volunteered by interviewee
- Interviewer: “What were you feeling?”
- Interviewee: “I felt really angry … he’d let me down”
At time of incident (past tense)
- “At the time, I didn’t want to deal with him again …”
Specific enough (behavior, context, dialogue) to conclude that interviewee demonstrated a competency “Ed was my boss - I told him his ideas were wrong because …”
- “He responded …”
- “I said …”
- “He said …”
You Can’t Code:
Plural subject statement
- “We,” “he and I,” “our team” did ...
Hypotheticals: present, future tense
- “What I do is …”
- “Usually I …”
- “What I would/should do is …”
- “I’ll pick up the report early next time …”
Interviewee responses to “leading questions”
- Interviewer: “So you were angry?”
- Interviewee: “Yeah, I was”
Present thoughts, feelings about incident
- “In retrospect, I think I was wrong and should have prepared …”
Vague summaries of discussions and outcomes
- “I told him his ideas were wrong”
- “He was convinced in the end …”
- “We met and I got him to explain”
Summary of Competency Coding
You Can Code:
- “I” statements
- Specific behavior
- Volunteered thoughts
- Thoughts, feelings at the time of the event
- Detailed activities
You Can’t Code:
- “We” statements
- General behavior e.g. I usually do…
- Responses where the interviewer leads the response
- Current feelings about past events
- Vague summaries
Interviewing for Codable Data
1. Avoid questions that shift the interviewee “up” into abstractions, philosophizing, espoused theories, etc.
Example:
Example:
- ✖ “Why” questions - “Why do you do this?”
- ✔ Better probe: “What was going through your mind when you did that …?”
- ✖ Hypothetical questions - “What could you have done?”
- ✔ Better probe: “What did you do?”
2. Avoid leading questions that put words (and competencies!) in the interviewee’s mouth - competencies the interviewee might not otherwise express.
Example:
Example:
- ✖ “So, you tried to influence her …”
- ✔ Better probe: “What did you say to her?”
3. Avoid the “Royal ‘we’”
Example:
Example:
- ✖ “So, we made the presentation …”
- ✔ Better probe: “Who is ‘we’? What specifically did you do?”
4. Avoid espoused values
Example:
Example:
- ✖ “What one does in a situation like this is …,” or any response beginning, “Usually I …,” “Generally we …”
- ✔ Better probe: “What did you actually do ...?”
5. Avoid hypotheticals
Example:
Example:
- ✖ “If they’d refused to go along, I’d have …”
- ✔ Better probe: “Can you give me an example of a time when a group/person refused to go along … what did you do?”
Codable Information Exercise
Introduction
Coding is always done in reference to a specific competency model, but certain general principles of clarity and specificity apply whenever coding occurs. This exercise gives you a chance to check your understanding of these principles.
Instructions
Read each of the following quotes and decide whether it contains codable material (assuming, for these purposes, that the material pertains to the competency model being studied). Give the reasons for each judgement.
1. "I thought they'd be put off by a three-piece suit and briefcase, so I walked in the plant in shirtsleeves, carrying a clipboard.”
- Would you code this person's thoughts? Yes or No and provide a reason
2. "Usually, I call my boss first. That way I know for sure whether I can make accommodations on the terms of the agreement.”
- Would you code this person's behavior? Yes or No and provide a reason
3. "Tom and I went into the meeting with some apprehension. The presentation went well. Everyone acknowledged that it represented clear reasoning and a good plan for reorganizing the department.”
- Would you code this person's behavior? Yes or No and provide a reason
4. "We were able to convince the buyer to try our product. It was new in our line, but the sales manager and I had data from our test market studies that turned out be very persuasive.”
- Would you code this person's behavior? Yes or No and provide a reason
5. "The conversation went round and round until I got them so see that they were really arguing about the exact same problem as last month.”
- Would you code this person's behavior? Yes or No and provide a reason
6. "I don't know how I felt, really.”
Question: "Were you annoyed by the way he treated you? "I guess I was.”
Question: "Were you annoyed by the way he treated you? "I guess I was.”
- Would you code this person's behavior? Yes or No and provide a reason
7. Question: "What were you feeling at that point"?
"I guess I was really annoyed that he treated me as if I had no good reason to question him”
"I guess I was really annoyed that he treated me as if I had no good reason to question him”
- Would you code this person's feelings? Yes or No and provide a reason
8. "I feel as if that meeting should have gone differently. The way things have turned out, my idea would have worked. I think he should have listened to me.
- Would you code this person's feelings? Yes or No and provide a reason
9. "I feel as if that meeting should have gone differently. The way things turned out; my idea would have worked. He should have listened to me. I thought that then, and now I know it's true.”
- Would you code this person's feelings? Yes or No and provide a reason
10. "I just talked about it until he started to agree with the schedule as planned.”
- Would you code this person's behavior? Yes or No and provide a reason
11. "I told him that if we worked together, this would save him time. When he looked at it that way, he agreed with the schedule as planned.”
- Would you code this person's behavior? Yes or No and provide a reason
12. "Once I've got those transcripts, I'll be very careful to code only the specific thoughts, actions, and feelings individuals had during their job experiences.”
- Would you code this person's behavior? Yes or No and provide a reason
Focused Interview Techniques
Features of the Focused Interview Technique
Provides a structured technique for questioning.
Investigative rather than hypothetical; aims to gather objective data about what the candidate did, rather than what he/she might have done, wished he/she had done, etc.
The candidate is put in a position of having to describe actual behavior, thoughts, and actions, rather than attempt to provide assumptions or draw conclusions about what it might take to perform effectively.
Advantages of the Focused Interview Technique
The Focused Interview gets behind the espoused values of what the candidate thinks he or she does, or is important to the job, eliciting information about what he or she does.
The focus is on what the candidate does in relation to factors most important for job success. By asking about critical incidents, the technique gets at those behaviors, motives or abilities that really make the difference.
The Focused Interview uncovers personal attributes that are important for job performance.
The technique maximizes objectivity and lessens the possibility of personal biases.
Disadvantages of the Focused Interview Technique
Interviewers must be trained to achieve a high level of expertise, both in conducting the interview and in understanding what the data yielded suggests concerning an individual’s capabilities.
It can take longer than more ‘traditional’ interviews.
The Focused Interview
As an interviewer, think of your role as that of the investigative reporter; gather the FACTS, record the evidence, and stick to objective judgments.
The interview structure is critical to minimizing the inevitable subjective evaluations and bias that creep into many interviews.
Tips to Support Your Stance as Interviewer
Keep the atmosphere relaxed and the candidate at ease by using a conversational rather than interrogative tone.
Maintain appropriate non-verbal behaviors such as eye contact and posture. Be sensitive to physical and cultural differences.
Maintain an objective, non-biased attitude, avoiding snap judgments and first impressions.
Questions in Focused Interview
Characteristics of Effective Questioning
Open-ended
- cannot be answered ‘yes’ or ‘no’
- start with ‘what’, ‘how’, ‘when’, and ‘who’
- avoid ‘why’ in a focused interview
Not leading
- Avoid asking multiple questions
- Allow candidate time to think and time to answer
Barriers to Non-Biased Rating
- Stereotypes: “All Americans are...”.
- Halo/Horns Effect: Universally brilliant/catastrophically dreadful.
- Attribution Theory: “Everyone who didn’t go to University can’t be clever and therefore won’t be good at their job”.
- Prejudice: Race, age, sex, marital status, social background, etc.
- “Red Flag” Observation: Irritating posture/phrasing, etc.
Conducting the Focused Interview
Interview is structured to probe for ‘FACTs’ - evidence (positive and negative) of the critical competencies.
F = FEELING
- “How did you feel when that happened?”
A = ACTION
- “What did you say?”
- “What did you do?”
C = CONTEXT
- “Tell me about the situation?”
- “What was your role?”
- “Who was involved?”
- “What was the outcome?”
T = THINKING
- “What was going through your mind at that point?”
- “What were you thinking?”
Overview of the Focused Interview Process
Preparation
- Arrange seating, etc.
- Agree roles with co-interviewer
Opening (2 minutes)
- Scene setting, putting at ease
- Introductory points
Focused Questions (8 – 10 minutes per question)
- Overview and focused questions
Closure
Rating
- Evidence of competencies?
Focused Interview Process
Preparation
- Know the competency model and what you are looking for.
- If appropriate, know the proficiency level of each competency that is required for the role. Ensure you know the questions that will elicit information on these competencies. Have the necessary material to take notes.
- Arrange the seating in the interview room to be as non-threatening as possible (i.e. not across a desk).
- Ensure that there are no interruptions or disturbances.
Introduce yourself
- Try to put interviewees at ease by using "small talk” to tell them about the length of interview.
- Inform them that it will feel different from a “normal” interview.
- Tell them you are going to be taking notes throughout the interview.
- Explain the purpose of the interview - that it is to get to know more about them and the way in which they approach their job.
- Explain that you will be looking for as much detail as possible about what they have done so that you can better understand how they work.
- Explain the structure of the interview, the bulk of which will consist of your asking them a number of questions about incidents/situations in which they have been involved in the last 1-2 years.
- Allow them to ask any questions.
- Proceed to the first question.
Key Incidents/Focused Questions
Ask the interviewee the first question.
Allow them initially to give you an overview of the whole incident including a very brief summary of the background to the event, giving a timeframe, a start point, an end point, and key milestones/critical moments of their involvement in between: a “roadmap”.
Then go back over the incident and probe for detail - use the "FACT" questions.
- What did you do?
- What did you say?
- What was your thinking?
- How did you feel?
When you have exhausted that question, go onto question 2, and so forth.
Give encouragement to the interviewee if they are giving you "good" data.
If you are not getting ‘good’ data, and have probed exhaustively several times, stop the interview, and politely refocus the interviewee, explaining what you need from him/her.
Closing the Interview
- At the end of the interview, ask if the interviewee has any questions.
- Explain what will happen next and thank the interviewees for their time.
Rating/Coding
- After the interview, write up your notes as soon as possible with emphasis on recording positive evidence of the competencies.
- Complete a summary of ratings giving short explanations (i.e. evidence) to support your rating of each competency.
- If you are unsure about ratings, feel free to calibrate with colleagues.
Report
- Write the report for each candidate as soon as you possibly can – otherwise you WILL forget.
- If possible, use the ‘golden hour’ to write the report.
- You will get more guidance on the content of the report very soon!
Example Questions
- “Can you tell me about a time when you led / worked with a group of people through a difficult period or a time of change?”
- “Can you tell me about a time when you spotted an opportunity and acted upon it?”
- “Can you tell me about a time when something went especially well for you - when you did something you felt very proud of?”
- “Can you tell me about a time when you successfully managed to get others to buy-in to your agenda?”
Dos and Don’ts of Obtaining Facts
Dos
1. Ask questions that shift the candidate "down" into what he/she actually did versus "up" into philosophizing, abstractions, espoused beliefs, hypothetical responses, "Royal we"
Examples:
Examples:
- What did you do/ say?
- What was your role in this?
- What was going through your mind at that point?
2. Probe for codable data.
Examples:
Examples:
- Specific attributable actions, e.g., dialogue
- Thoughts operating at the time of event
3. Keep your questions brief, specific and in the past tense
Don'ts
1. Ask questions that shift the candidate "up" into abstractions, philosophizing, espoused theories, etc.- present, future, and conditional tenses, especially invite rationalizing or hypothetical responses.
Examples:
Examples:
- "Why" questions - "Why do you do that?”
- Better Probe: "What was going through your mind when you did that...”
- Hypothetical questions - "What could you have done?”
- Better Probe: "What did you do?”
2. Ask leading questions that put words (and competencies!) in candidate's mouth - competencies the candidate might not otherwise express.
Example:
Example:
- "So, you tried to influence her...”
- Better Probe: "What did you say to her?”
3. Let candidate use the "Royal we"
Example:
Example:
- "So, we made the presentation...”
- Better Probes: "Who is we?"
- "What specifically did you do?”
Things to Remember While Interviewing
Try to ...
- ask clarifying questions
- reward the interviewee for providing the appropriate amount of details
- stay with one situation
- get a complete picture of the events as described by the interviewee
- elicit detailed behavioral descriptions of how the person acted in specific situations
- let the interview flow if the interviewee is "on track"
- fill all the gaps in the narrative by eliciting the needed data from the interviewee
- take brief notes to identify each incident and to keep track of points you want to come back to for more detail
Try not to ...
- accept generalizations
- let too much time pass when you are not getting specific information
- allow the interviewee to change the topic until you have a complete behavioral event
- test out your ideas about what the job or activity is, or how it should be done or handled
- ask leading questions or cross-examine the interviewee
- summarize, paraphrase, or leap to conclusions
- assume you know what is happening, or who is involved, unless this has been specifically stated by the interviewee
- pay so much attention to note taking that you appear not to be listening, or miss opportunities to probe for data
