Professional Documents
Culture Documents
Interview Training
Geof Cox and Chuck Dufault
Castle Consultants International
Published by:
HRD Press
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Amherst, Massachusetts 01002
1-800-822-2801 (U.S. and Canada)
413-253-3488
413-253-3490 (fax)
www.hrdpress.com
ISBN 0-87425-213-X
Table of Contents
Acknowledgments.....................................................................................................
Introduction ...............................................................................................................
Part A: Selection........................................................................................................ 17
Introduction ........................................................................................................... 17
Selection Interviews .............................................................................................. 19
1. Campus Interview .................................................................................... 23
2. Job InterviewFirst One ......................................................................... 47
3. Job InterviewSecond One .................................................................... 81
4. Evaluating for Promotion.......................................................................... 97
5. Project Team Selection............................................................................ 107
Part B: Appraisal ....................................................................................................... 113
Introduction ........................................................................................................... 113
Appraisal Interviews.............................................................................................. 115
6. Alex Sainsbury: An Underperforming Young Graduate............................ 121
7. Chris Handy: Eager But Has a Behavioral Problem................................. 129
8. Lesley Smith: Overlooked for Promotion.................................................. 137
9. Pat Jones: An Excellent Performer .......................................................... 145
10. Bobby Martin: Developmental Needs Analysis ........................................ 153
Part C: Counseling .................................................................................................... 161
Introduction ........................................................................................................... 161
Counseling Interviews........................................................................................... 163
11. Eliminating Jobs....................................................................................... 169
12. Suspected Alcohol Abuse ........................................................................ 175
13. Performance Problem .............................................................................. 181
14. Sick Leave Absences............................................................................... 187
15. Career Guidance...................................................................................... 193
Part D: Discipline....................................................................................................... 199
Introduction ........................................................................................................... 199
Disciplinary Interviews .......................................................................................... 201
16. Sexual Harassment.................................................................................. 207
17. Unsafe Work Practice .............................................................................. 215
18. Racial Discrimination ............................................................................... 221
19. Interpersonal Conflict ............................................................................... 227
20. Poor Punctuality....................................................................................... 235
iii
iv
Acknowledgments
Our work in interpersonal skills training throughout the world has highlighted the fact
that managers everywhere experience similar difficulties in communicating effectively,
especially during formal interviews. Very often we find that the interviewee is far better
trained and prepared than the interviewer (for example, when the interviewee is a recent
graduate of a business school and is seeking employment). This manual is devoted to
helping improve the skills of interviewers through practice in simulations derived from
real-life situations. We trust that you will use them to facilitate learning and thus improve
the standard of interviews within organizations.
In compiling this collection of role plays, we have drawn not only on our own personal
experience of interviewing on four continents, but also on the experiences and teaching
of many organizations and individuals. We would like to pay tribute to some of our
mentors and trainers who have helped to form our insights into the skills and behaviors
for successful interviewing: Bob Preece, Ron Owen, Robert de Board, Garth Spiers,
Walt Hopkins, Jean-Antoine de Mandato, Nick Oakley, and Waldan Setzfand. Also, our
thanks go to all those managers whom we have worked with and for who helped us
begin to understand how not to do it!
Our approach has been shaped by colleagues and consultants with whom we have
worked in developing various internal programs and in conducting interviews: David
Frankel, Rob Helpburn, Suzanne Kemper, Dominique Herrmann, Chris Nettleton,
Robert Vuille, and Jacques Wolff.
Finally, it is impossible to say how much we have learned from the thousands of
candidates, colleagues, and clients we have interviewed over the years, but they
certainly deserve credit for their contribution to ideas and insights shared here.
Any errors, omissions, or oversights remain ours alone.
Geof Cox
Chuck Dufault
Symbols
Handout
Exercise
vii
Introduction
Using the Role Plays
This manual is divided into six sectionsa general introduction and five parts, each
dealing with a different type of interview. The Introduction contains information on the
general approach and skills associated with interviewing and conducting role plays. This
information can be used as the basis of initial presentations in a general interviewing
skills program or training course. It also presents some of the assumptions and
definitions we have used in compiling this manual. The five interview types are:
1.
2.
3.
4.
5.
Selection
Appraisal
Counseling
Discipline
Exit
Each specialist section contains five different role plays that were developed from real
life experiences and that represent some of the problems and situations that interviewers encounter. The role plays are designed to have a successful conclusion, not to
be solely confrontational, and allow the interviewer to practice and develop the skills
associated with that particular type of interview.
At the start of each of the main sections, there are some general guidance notes on the
logistics and timing of the role plays, followed by a handout giving further detailed
information on the specific skills, approach, and pitfalls of that type of interview. Each
role play has trainer guidance information covering the objectives and points to consider
appropriate to that situation. This will help you:
Choose the most appropriate role play for the learning objective.
The role plays are designed primarily to allow participants to practice their interviewing
skills in simulations of real life circumstances. They can also be used to test participants skills in decision making and analysis, and in overall organizational and legal
knowledge. For instance, some of the role plays in the selection interviews call for a
choice to be made between candidates, and for interviewers to be able to give information on the organization to prospective employees. The role plays in the discipline and
counseling sections could be used to test knowledge of organizational policies and procedures and of legal limitations. The role plays in the appraisal section can test knowledge of career and development opportunities.
Making the connection between the role play and the real-life organizational conditions
and procedures of the participants will enhance the learning, and wherever possible,
participants should use knowledge of the structure and procedures of their own organization (that are not confidential) to build on the role play given to them. In some of the
role plays, this instruction is made explicit.
Finally, we would ask that you use these role plays to facilitate the learning in whatever
way you find appropriate. While we have written them with some specific objectives in
mind, these are only our perceptions of how they can be used, and we welcome your
adapting and developing the main theme as appropriate.
Introduction to Interviewing
In all aspects of our lives, we interview others. We are constantly involved in talking to
people, most often with a purpose. We want to obtain information about who they are,
what they have done, what they want or need, and what motivates them. We want to
clarify objectives or objections to ensure mutual understanding and agreement. These
interviewing skills are essential to managers, supervisors, teachers, students, buyers,
sellers, professionals, parents, or anyone who wants and needs to understand others
and to be understood. This manual provides a series of exercises to facilitate training to
acquire or refine skills that will bring results when interviewing others.
In todays workplace, most managers and professionals are well prepared to grasp the
strategic, financial, and technical elements of their jobs. However, one major challenge
has always been to communicate effectively with people and mobilize the organizational
resources to carry out strategic projects. The main problem often lies in fully understanding and developing individuals and teams in order to cope with complexity, diversity, and change. If effective communication is the ultimate interpersonal skill, then the
ability to interview for results must be key to understanding customers, suppliers, and
staff, and to developing successful teams.
Ironically, in many recruitment interviews, the hurried, pressured line manager who must
choose the best future collaborator to achieve his or her organizations goals is less
skilled in interviewing than the applicant. The cost of an error in hiring based on gut
feelings or the loss related to a misunderstanding of a clients real needs can be disastrous. Many leading organizations have recognized this and invest in interviewing
training for their staff. Universities and colleges, and outplacement and recruitment
consultants have also recognized the benefit of developing and preparing their candidates for the job market by training interviewees. The role plays contained in this
manual and the overviews on interviewing are based on years of experience in many
interviewing contexts and reflect real life situations, whether in recruitment or some
other aspect of interviewing.
Introduction
What Is an Interview?
The interview is a form of discussion or face-to-face conference between two or more
people. As opposed to casual conversation or spontaneous discussion, it has a purpose
or objective. The Websters New World Dictionary defines the word interview as a
meeting of people face to face, as for evaluating or questioning a job applicant. Public
interest surveys, attitude or opinion polls, and market research studies rely heavily on
the interview. It is also a well-known technique in psychological counseling and psychiatric treatment.
The business and management worlds have taken the basic idea of an interview as
being a conversation with a purpose and expanded it both beyond the dictionary definitions and beyond face-to-face situations. While most interviews still take place face to
face, the rapid development of communications technology has led to an increase of
interviewing through the media of teleconferencing or electronic message exchange.
Even without the physical presence of the parties involved, we find interviews conducted using high-tech media are still an option. Although it may be difficult to imagine
interviewing through video-conferencing, we must recognize that the skills required (i.e.,
careful planning and preparation, the use of listening and questioning techniques, and
analysis of results) can be learned and developed.
The Industrial Society has defined an interview as a meeting of persons for discussion
where there is an explicit objective to the conversation and where one party is responsible for achieving this objective. Thus the purpose of each interview will influence its
planning, organization, and structure. The skills that we admire and respect in successful interviewers who regularly meet and achieve their objectives can be developed
and learned.
Most of us can probably recall a successful interview of a public figure on television,
radio, or in the press, where we admired the journalists apparent success at eliciting
information, as well as his or her ability to put the other person at ease. We can
probably also recall occasions when the need to meet with someone made us feel
uncomfortable and nervous, whether we were the interviewer or the interviewee. Some
of these latter occasions probably turned out badly and left us feeling dissatisfied.
Conversely, most people can also remember examples of others who were particularly
skillful in involving us through their attitude, ability, and behaviors: someone who helped
us recall a positive impact; who was genuinely interested in helping us understand; who
wanted to help us improve our performance or accept more challenging goals; who
really made us feel it would be stimulating and satisfying to work for his or her company;
or who overcame our objections and helped us swallow a bitter pill. The role plays that
follow will help develop the necessary skills to become more effective in interviews in
common situations that one might encounter.
Types of Interviews
In the world of management, there are several different situations that call for interviewing skills, and in this Introduction, we will review these to clarify the common points
for planning, procedure, and execution. Then we will present a choice of role plays to
develop skills in the more frequent forms of interviews, with some guidance on the
specific style and skills associated with that form. The main forms of interview we
encounter in our professional lives are those that deal with:
1. Selection: Recruitment and selection; final employment; induction
2. Appraisal: Assessment; performance evaluation; objective-setting; work
planning
3. Counseling: Advice; complaints; conflict-resolution; guidance; grievance
4. Discipline: Unacceptable actions or attitudes; performance problems, reprimands; disregard for rules, policies, or procedures
5. Exit: Terminations; work force reduction and subsequent layoffs; resignation
Under the above headings, the general purpose or objective may seem quite evident to
both interviewer and interviewee. However, in many cases, an interview may have more
than one objective and could therefore be confusing to the participants unless the person who initiated the interview combines the various objectives and keeps the conversation on track. Most interviews contain elements of both information-gathering and
information-giving, and it is important to identify and manage both. It is also possible
that issues other than the official or formally stated purpose of the interview may be part
of the agenda, often called the hidden agenda. Wherever possible, these should be
identified in planning for the interview and should also be given adequate attention to
achieve satisfactory results.
Most interviews take place between two individuals in a one-to-one format. However,
sometimesoften where several opinions or special expertise is requiredit may be
advisable to hold panel or team interviews (for instance, when several people from one
or more work groups interview a candidate for employment; when a personnel officer is
included in an exit interview; or when a work council, union, or staff association representative is present for a disciplinary interview).
The panel interview can enhance the quality of the interview by providing an extra viewpoint, providing specific expertise, or introducing third-party objectivity. However, the
presence of more than one interviewer requires very careful planning and scheduling for
all parties. It must be decided, for instance, who should take what role, who will focus on
what factors, who is responsible for recording and reporting the information, how the
information will be evaluated, and who will be responsible for making and carrying out
final decisions. As in any group or team situation, the process, roles, and responsibilities
should be thoroughly coordinated, planned, and understood by all involved. The potential benefits of the panel interview format can easily be undermined by a lack of sufficient coordinating and planning.
Introduction
None of the role plays in this manual has been specifically written for a panel interview,
but many could be used in that way. Where it is felt that a panel interview is appropriate,
a note to this effect will be found in the relevant Trainer Guidance section. The role play
also contains instructions for the interviewers to review their own roles and procedures
both before and after the interview.
Following is a summary of the main interview types included in this book, their main
objectives, and the expectations in both giving and gathering information. At the start of
each part, further specific information on each type is given.
Interview
Type
Selection
Objective(s)
Select the person who
would best fit into the
position and the total
organization.
Giving/Gathering
Information
Giving: Organization culture and structure, job
description, required skills, employment conditions, career possibilities, etc.
Gathering: Education, experience, intellectual
and interpersonal factors, motivation
Appraisal
Counseling
Discipline
Evaluate performance;
review past objectives;
set new objectives; review
areas for improvement,
development, or training.
Systematic Planning
It is important to use a systematic approach to planning, organizing, and controlling the
various elements of an interview. Since most interviews are formal, there is usually time
available for this. Learning and practicing a systematic approach will also enable us to
use the various elements and techniques when unexpected situations occur and there
has been no prior time to prepare adequately.
The following should be considered in preparing for an interview:
Purpose
The old saying If you do not know where youre going, any road will take you there
sums up the need to set a clear objective for the interview.
Planning
Why?
Establish specific objective(s) and purpose.
When?
What time constraints, deadlines or schedules are there? Are they appropriate
for all parties?
Where?
Is there a suitable location, room, or environment that will minimize distractions
and interruptions from people, telephones, and noise?
How?
Duration: Allow appropriate time to establish rapport, discuss all pertinent
issues, and conclude with a satisfactory result.
Introduction
Who?
Who are the parties involved? Is a third party appropriate or present? Is it a
panel interview or one-to-one?
What next?
Determine conclusion, analysis, and follow-up action.
Introduction
This is the start of the interview. This should cover establishing the climate, putting the
meeting in perspective, giving an overview of what is to be discussed, clarifying the
structure and objectives of the interview and how these will be approached, establishing
the timetable, and determining what will happen after the interview.
Exchange
This is the body of the interview. This should be a thorough exploration of the objectives
and any points related to them, checking and summarizing that all issues raised are
understood by both parties. If there is disagreement on a certain point, the interviewer
should ensure the understanding of both parties and the mutual willingness to explore
the issue further, or accept the disagreement.
Conclusion
This is the summary and closure. This should restate the objectives as established in
the introduction, summarize what has been agreed to and accomplished, and clarify and
agree to any action plans and next steps.
The content and approach of the interview will flow from the definition of the type of
interview, the specific objectives, and the detailed planning of the structure. The successful interviewer will then blend a positive, constructive attitude and skillful use of
conversational, listening, and questioning techniques to guide the progress of the
discussion. This is a communication meeting where the objective is to exchange information, arrive at a common understanding, and agree on a plan of action.
Many interviews deal with sensitive issues that can be stressful for both parties. This
can be reduced through careful preparation, a relaxed approach, and calm control. It is
always more appropriate to address the issues or problems and not attack personality
or individual character traits.
If possible, it is also more effective to separate, or make distinctions between, interviews
that have different objectives. So it is better to separate the performance review and
appraisal from the discussion of salary increase; to separate the preliminary selection
interview of a new employee from the discussions of detailed employment conditions;
and to separate the interview informing a person of layoffs from a meeting covering the
actual terms of a separation package and any available outplacement counseling. In
practice, however, there are often time constraints and extenuating factors that have to
be weighed by each organization. The skills and behaviors of the interviewer are then
critical in being able to give clarity to the process and different objectives, and also to
observe the behavior and responses of the interviewee, checking for symptoms that
indicate the interview is no longer meeting its objectives.
Interviewing Skills
The interviewer has to convey the importance of the meeting and the objectives, while
projecting an attitude of involvement, concern, and professionalism. The interviewer
should be interested, well prepared, and in control, moving naturally from one topic to
the next. Airing differences, exchanging views, and reaching common understanding
are all part of an intelligent discussion. Arguments or defensive justification will not
resolve differences, and it is best to allow sufficient time to deal with one subject at a
time.
Conversational skills are key to establishing rapport and controlling the interview. While
different approaches may apply in different types of interviews, the same general skills
will be required: questioning, listening, and analyzing.
Questioning
The good interviewer will balance and alternate different types of questions to explore
facts, feelings, and attitudes. The objective is an exchange of information, so the
interviewee should be encouraged and allowed to talk for at least half of the allotted
total time. When obtaining information is the main concern, the time balance should
swing toward the interviewee. When giving information, the time balance will swing
toward the interviewer, who should still allow enough time for the interviewee to check
understanding and ask questions.
In controlling the interview, the use of different questioning techniques will help the
interviewer obtain information, extract more detail, probe for reasons and feelings,
explore options and alternatives, and moderate the flow of information.
Introduction
Open questions encourage the flow of information. They generally begin with the words
what, why, when, where, or how, and encourage expansive response. For example,
What are the reasons for your poor punctuality? or Tell me more about what you did
in your work at Alpha Corporation. These require a more complex answer than just
yes or no and lead the interviewee to express emotions, attitudes, and feelings as
well as facts.
Closed questions are direct and focused, calling for a straight and simple answer. For
example, Did you refuse to wear a hard hat on site? These questions are concluding
and summarizing and often require no more than a yes or no response. They control
the flow of information, and are effective in altering the pace of an interview or in pinning
down a verbose interviewee.
Probing questions are used to follow up and obtain more detail (for example, Can you
be more specific about the responsibilities you had in your last position?). Their purpose is to draw out more information about specific points, aiming for depth rather than
breadth of information.
Leading questions are directive, indicating the preferred answer or even revealing the
interviewers opinion. For example, Surely you agree that early retirement could be an
alternative, dont you? These are not productive in obtaining depth and quality of information, but can be effective to confirm agreement; limit a rambling, garrulous interviewee;
or signal a move on to another topic. Their use should be limited, or the interview will
become interviewer-dominated with the interviewee merely confirming or disagreeing.
Hypothetical questions are open questions that pose a What if scenario. They can
be useful in analyzing knowledge, attitudes, reactions, creativity, and speculative
thinking: How would you react to? What would you do if? Have you considered
this approach?
Multiple questions are several questions joined in a series and tend to confuse the interviewee, resulting in limited information: Did you prefer economics or natural sciences?
Why did you choose engineering over business studies? How did you manage to complete your studies and finance your college education? They also allow the interviewee
to choose to answer only one question, usually the easiest or the least important: What
examples of real leadership experience have you had? Is there any significant work
experience that is appropriate to this job? Do you think you have as much experience as
your peer group? It may be useful in a selection interview to combine questions requiring
several repetitive factual responses: For each prior job, could you please tell me your
employer, dates of service, responsibilities, salary, highlights, and reasons for leaving.
This avoids having to interrupt regularly with the same questions and gives the interviewee responsibility for covering all the points. If he or she avoids or overlooks certain
details, the interviewer should probe further.
Linking questions both provide summaries to confirm correct understanding and make a
transition to new subjects: So, your education prepared you well for your professional
goals. Now can you tell me how it helped you in your first job?
Listening
Active, attentive listening is an important skill for the interviewer. Most of us have
learned that it is quite difficult to listen when speaking and therefore the first rule of
effective listening is to stop talking. This includes talking to ourselves by thinking of what
to say next. Careful listening and analysis of what was said, how it was said, and what
was left unsaid are keys to being an effective interviewer.
Another rule of effective listening is to observe and analyze the conduct and behavior of
the interviewee. The words, tone of voice, and gestures or body language can all be
indicators or clues to direct the interviewer where to probe further and when to explore
feelings as well as facts. There may be contradictions or discrepancies that need to be
explored, and good observation will allow the interviewer to infer what was not said, as
well as hearing what was said.
Summarizing and paraphrasing what has been heard are active listening skills that
clarify the content and ensure understanding. Interviewers should paraphrase regularly
to check that they have heard what was said, and more importantly, to understand what
was meant. There are many possible barriers between the interviewer and interviewee
such as position, education, experience, information, status, age, gender, race, etc. All
have a bearing on how individuals will interpret information. Repeating what we have
heard will check any perception distortions that may have occurred in sending and
receiving a message and ensure accurate listening. The process of paraphrasing and
summarizing also reassures the interviewee that we are interested and involved, listening carefully with concern.
The interviewers approach and style of questioning should establish rapport, put the
interviewee at ease, and show genuine interest. The attitude should be fair and equitable, be reinforcing and supporting, and reflect empathy or the ability to understand the
others feelings from his or her position. Active listening is a powerful skill that goes
beyond having good eye contact and occasional nodding gestures. It is not judgmental
and encourages real involvement and sharing information to achieve a level of open
communication based on a sensitive understanding of the other persons perspective.
Once the information has been obtained, it must then be analyzed.
Analyzing
The analysis of what is being said and the information that comes out of the interview
should be noted on a checklist or form devised in the planning stage. This will enable
the interviewer to check whether there are still points to cover and to note conclusions
and action steps to be taken after the interview. The notes will serve to review the
interview and confirm the important points.
Also, good interviewers will remember to analyze the interview itself. What worked well
and what was not effective? Were the objectives achieved and was the planning appropriate? Was there time balance between the interviewee and the interviewer? How
10
Introduction
much information was obtained? What could be improved next time? The skills and
techniques of interviewing that can be learned or refined through the role plays in this
manual will only develop to the fullest extent if they are reviewed continually, analytically, and systematically.
These objections need to be discussed openly if the role play session is to be a success. In defense of role playing as a learning medium and the situations contained in
this manual, we would respond by noting that:
There is a low-risk opportunity, by simulating real life, to try out new or different
skills or behaviors and note their impact. Trying something out in a real life
situation is a high risk.
11
All the role plays in this manual are written to be able to have successful outcomes. While the cases will be written from two perspectives (as with real life),
there are no substantive differences in information given to the parties. Often
the roles are based on real people and events, and each case is one that has
been part of our own experience.
Some simple hints on how to role play effectively will also help groups and individuals
overcome any reservations or concerns and get the best out of the session:
Role playing is not acting, and participants should be discouraged from indulging in amateur dramatics. They should be instructed to carry out the role of
interviewer or interviewee in the way that seems most natural to them, given the
facts described in the role play instructions.
Each player can elaborate and build on the case to add detail to the content of
the interview. However, they should not introduce facts that conflict with the
instructions or could be contentious. A role play is not a game in which each
player invents facts to outwit the other.
The participants will obviously derive more benefit from a role play that they
perceive to be realistic. The room should be set up to reflect a real-life setting
as closely as possible, and the players should be encouraged to take up their
usual seating position behind a desk, or around a coffee table.
The interviewee should respond, following the role play instructions, to the
behavior and actions of the interviewer. Again, the role play is not a game to
make it hard for the interviewer, and honest responses are far more effective for
learning.
12
Introduction
Our colleague and mentor, Walt Hopkins, has published some insights into the
feedback process that will help people give feedback in a way that can easily be heard
and help people hear feedback in a constructive way. Rather than giving feedback as
positive and negative, give feedback in terms of keep and change. Keep feedback
is Keep doing that or That was effective. Change feedback is Try it this way or I
suggest that you change to. The defensive mechanisms that operate to argue
against negatives are avoided by using this approach, especially if the keep and change
feedback are balanced. When getting feedback, we like to hear keep feedback; when
giving feedback we like to give change feedback. If we give feedback the way we like
to receive itprefacing change feedback with keep feedbackthen it will be received
more effectively.
Other ways of helping people hear feedback are:
Describe what happened rather than make judgments about right and wrong or
good and bad.
Focus the description on the impact on you rather than trying to guess or judge
the intention of the interviewer.
Listen to it.
Focus the feedback on your own learning goal to limit the quantity of information received.
Accept it as you would a giftthank the giver and then decide later what you
wish to use, what you wish to get further information on or about, and what you
wish to ignore. To argue with the givers is like throwing their gift away in front of
themthey are unlikely to give you any more.
13
of an impartial observer not involved in the content of the role play, and note behaviors
and actions that would otherwise be missed. A form for recording observations is
always useful and ensures that observers focus their attention on the important aspects
of the interviewers behavior. A sample format appears at the end of this introduction
and specific forms appear within each of the five parts of this manual.
By far the most effective learning medium is video. By recording the role play with a
video camera, participants can hear and see themselves and the reactions of the other
party to their behavior and actions, both verbal and nonverbal. The use of video in the
home and during training sessions is common, but there are still some people who have
not had any experience with this form of medium and may find it daunting. If you decide
to use video, as a trainer, you should be sympathetic and explain the process in detail.
One final comment: The objective of role playing is to help develop skills in particular
areas, not to demonstrate how badly an interview can be conducted. There is little or no
benefit to be derived from allowing an interview role play to continue when it is clearly
not meeting the learning or exercise goal. It is far better to intervene and stop the role
play, give and get feedback, reappraise the plan or skills to be used, and restart the role
play. This makes for a much better use of time, develops skills more quickly, and
enhances the learning environment.
Also, remember that no one likes to give or receive all change feedback, especially if it
is repetitive. In the words of the One Minute Manager, Help people to reach their full
potentialcatch them doing something right.
14
Introduction
Sample
INTERVIEW OBSERVATION GUIDE
Interviewer
Role Play
Observer
Date
Observed
Comments
1. Preparation
2. Opening
Setting the scene and climate.
Objectives, timetable, etc.
4. Skills
Questioning, listening.
5. Flow
Control, pace, verbal and
nonverbal behavior.
6. Closure
Summary, analysis, next
steps.
Giving Feedback
Immediate:
Impact:
Personal:
Descriptive:
15
Part A: Selection
Introduction
The selection interview is probably the most familiar form of interview. Most of us have
some experience in employing subordinates, and we have been through the process of
applying for schools, colleges, or jobs. We have all exercised some sort of selection in
choosing a doctor, babysitter, tennis partner, or car dealer in whom we have confidence. The managers decision on which candidate to hire for employment is as important as any other business decision we are called upon to make. The real expense of an
error in selection can be very significant and there is no justification for a careless, haphazard approach.
Method
Each role play consists of a description for the interviewer and for the interviewee. The
interviewers role play includes documents and information he or she is likely to have for
that particular type of interview. This will include items such as an application form, a job
description, comments from previous interviewers, etc. In making selection decisions,
participants should use their own organizations evaluation criteria and procedures. The
organizations brochures and descriptive literature, policy manuals, and organization
charts may be available for giving information and any standard application forms, job
descriptions, evaluation forms, personal qualifications, or job profiles could be used.
Interviewees may use their personal data to fill out the background of their roles. There
are five different interviews, Chapters 1 through 5, depicted in the role plays, each taken
from real life and each with a specific focus and challenge. They are:
1.
2.
3.
4.
5.
Campus Interview
Job InterviewFirst One
Job InterviewSecond One
Evaluating for Promotion
Project Team Selection
Some guidance notes are provided in each role play to explain its main features and to
indicate some of the points to watch for in the interview. The interviewee should be
encouraged to build on the role play given, responding to the approach and style of the
interviewer while staying within the role. The objective here is to practice and experience the skills and techniques of interviewing, not to try to trap or upstage the other.
The interviews should last about 30 minutes. Feedback should be focused on the use of
skills and techniques as well as on the balance of time allotted to information-giving and
information-gathering.
17
Time
For each role play, the minimum time allowed for preparing, conducting the interview,
and reviewing should be 1 hour and 45 minutes:
Some of the role plays give the opportunity to interview more than one candidate and
make a selection decision. The time limits above relate to the time needed for each
interview. Allowance needs to be made if more than one candidate is interviewed, both
for the extra time for interviewing and also to review the decision-making process.
If video recording is used, then the review time will be between two to three times the
length of the interview.
18
Handout A.1a
SELECTION INTERVIEWS
The objective of selection interviewing is to place the right person in the right job at the
right time. This implies that individual applicants are given the opportunity to learn
enough about the organization, the job, and its environment to be able to make the right
decision from their perspective. This handout reviews some general features and specific characteristics of selection interviews. For preparation, the interviewer typically has
at least two documents available:
Sometimes there is also a specification for personal qualification, job profile, or personnel requisition form and other complementary documents such as written references,
agency referral reports, or screening test results. If this is not the first preliminary interview, there should also be reports or checklists from earlier interviews. These help in
the preparation and planning for an interview to find the person with the right experience
and qualifications.
Both the analysis of the supporting documents and the interview have to concentrate on
the most relevant personal qualifications or attributes. These might include the required
level of intelligence, relevant education, sufficient experience, high standards, a good
track record, emotional maturity, motivation, and interests that converge with those of
the company, its function, and the current opening.
Giving full information about the company and the job in its context is equally important
to help the applicant make the right choice. For this reason, and to find out as much
relevant information as possible about the candidate, often panel interviews are held or
several one-to-one interviews in a series that can last several days. This gives both
sides more exposure to different opinions and diverse perspectives on which to base
their selection decisions. The more interviewers involved, either sequentially or in panels, the more important it is to pass on information and coordinate decisions effectively.
The objective is always to probe more deeply into critical areas and explore gaps,
apparent contradictions or inconsistencies. The first contact or exploratory interview
should generally devote equal proportions of time to three different stages:
Exploring the job in its context to establish whether or not the experience and
qualifications fit
19
20
Handout A.1b
Role Play
Observer
Date
Observed
Comments
1. Preparation
Analysis of application forms
and job description.
2. Opening
Setting the scene and climate.
Objectives, timetable, etc.
4. Skills
Probing questions, listening,
and following up; weaknesses
and inconsistencies.
5. Flow
Control, pace, verbal and
nonverbal behavior.
6. Closure
Summary, analysis, next
steps.
Giving Feedback
Immediate:
Impact:
Personal:
Descriptive:
21
Campus Interview
Trainer Guidance
The campus interviews present certain features that differ from most other selection
interview situations. First, interviewers have limited time to spend with each applicant.
They may have to see as many as 20 in a day. Often such sessions are organized on a
sign-up basis where any student who is interested in learning about your organization
can attend. Part of the process is therefore a public relations exercise for the organization, especially where candidates might be potential future customers.
Certain campus sessions may allow you to specify what vacant positions there are or
what kind of specifically qualified people you seekfor example, accounting majors,
pre-law students, or engineering majors. Even if the organization pre-screens the applicants on this basis, it is only to eliminate candidates who may not be considered
because of other factors. This still leaves many applicants from all different abilities and
disciplines to interview, many of whom may be just curious or seeking practice in interviewing. This, then, is the second main difference from other interviewsthe shortage
of, and sometimes absence of, information and preparation time for the interview.
Given the nature of these two differences, you, as trainer, might wish to revise the time
limit for the session to reflect this.
If the campus works on a show up and be seen basis, the interviewer may not have a
completed application form prior to the interview, and may not even be able to get individuals to complete one. The only candidate information would then be an individually
written, often creative rsum, from which it is harder to extract relevant information. In
the role plays in this section, we have assumed that an application form has been completed, and that this is the only information that the interviewer has.
The interviews will usually last between 10 and 30 minutes during which time the interviewer has to develop accurate first impressions of the candidates, and record these for
future analysis. Meticulous notes and immediate summary report writing is essential so
as not to confuse the president of the Debating Society with the chairperson of a less
august body when short-listing candidates for invitations to second interviews. The
impressions gained in these campus interviews are often very subjective due to the time
constraints and the lack of specific data available. The third main difference and challenge in these interviews is, therefore, that applicants are evaluated on their potential
promise rather than actual work experience.
Part of the interview time may be taken up in expanding on the organization, the nature
of the job, and opportunities for career progression. The interviewer has limited time and
must therefore be careful not to take up more than a small percentage of the time available. Sometimes, organizations arrange a general presentation to a large group using
23
high-quality graphics, brochures, annual reports, and general literature from the public
relations department. This enables the interviews to be more focused on the candidates, giving the opportunity to check their understanding of the general presentation
and confirm their understanding of the available entry-level positions.
Despite the obvious drawbacks and limitations to these interview situations, there are
several advantages to the company. They offer an opportunity to select the top graduates and develop the companys future management cadre. The public relations exercise of being seen and heard at the better schools can only enhance the organizations
image among future decision-makers and market-shapers. Even if there are not many
immediate opportunities, the organization can build up an internal database of potential
candidates for other positions in the future.
Often an organizations trained and experienced recruiters are joined on the campus
visits by its recently recruited young graduates, both to swell the numbers of interviewers, and to match the interviewees age and experience more closely. Although a panel
interview format may be used with the more experienced person taking the lead role,
given the large number of people to see, one-to-one interviews are usually necessary.
The organization is therefore fielding some inexperience in a critical area, both regarding ability to recognize good potential, and in the public relations aspects of the interview.
You may decide to carry out these role plays with a panel of two or three interviewers, if
that is common practice in the organization. In this case, more time may be required for
the interviews, but all interviewers will receive the same role play and they must be
attentive to coordinating their efforts.
In campus interviews, the objective is to decide whether to retain applicants for the next
step of the formal interview process or not. The interviewer should assume the candidate has little or no company information and use available company brochures and
documentation. It is important to maintain a balance between giving and receiving
information. This can be difficult when the interviewee is very interested, curious, and
enthusiastic. Feedback and review should address this balance of time.
The two different interviewee briefs provide an opportunity to address bias based on
gender or stereotypical factors. The first applicant role is written for a man who has
been an itinerant musician. The second applicant is a career-minded woman. The feedback and review should concentrate on these points as well as on the interviewers
ability to find and probe gaps in background, education, or experience, and evaluate
each applicants potential for retention.
The applicant role players can be given a blank Graduate Application Form (Exercise 1.4)
to be completed before the interview if that is normal practice for their organization.
Otherwise the prepared application forms enclosed with the interviewer and interviewee
role plays should be given to the interviewer and to the interviewee(s). As is common in
campus recruitment situations, the interviewer will have no other documentary information
24
Part A. Selection
Materials Required
1. Handout 1.1 and Exercises 1.2 and 1.3 and Exercises 1.1 and 1.4 (if required)
for Interviewer.
2. Handout 1.2 and Exercise 1.2 for Interviewee 1.
3. Handout 1.3 and Exercise 1.3 for Interviewee 2.
4. Handout A.1a for each participant.
5. Handout A.1b for each observer (if required).
25
Handout 1.1
27
Handout 1.2
ROLE PLAYINTERVIEWEE 1:
RODERICK STOHNER
You are making the rounds of the companies visiting campus to get some experience in
interviewing and try to find where the best jobs are. This organization is advertising for
new graduates in the business area to be financial analysts. Its information says that
these analysts go through an intense, highly visible management development program
where it intends to prepare tomorrows leaders within the company. It sounds great, but
of course theyll promise the moon.
You dont know much about the organization. It seems successful but low-profile.
Someone said it is very involved abroad. You couldnt find an annual report in the
library. There was a presentation last night, but you had a prior commitment and could
not attend. So you want to learn more about the organization, what it does, and what it
has to offer. You are looking at launching your career and you intend to do your homework very thoroughly. You dont intend to take the first job offer that comes along.
Youre a bit older than most of the class. It took you a couple of years to think things
through and really decide that you wanted to enter college. You were drifting around,
even thinking of becoming a musician and working at some pretty mundane jobs. You
have an edge over your fellow students, however. You have a bit more maturity and the
certainty that finance is really what you want. Youve earned the top grades in all the
finance courses.
Your work experience is not impressive. The odd jobs as a musician dont look very
good on an application form, and you have not done anything more substantive during
the long vacations. Spending time traveling was most important, so there were the usual
odd jobs to finance the trips. You think its probably best not to put anything down on the
application form, since theres such a contrast in your goals now.
This financial analyst job sounds exactly like what you want, but it could be a fancy title
for a backroom job with no management exposure. You expect to get into a job with
management responsibility quickly, as you are older than most graduates. You are also
interested in receiving an MBA, and there is often a possibility that a company will offer
tuition assistance.
29
Handout 1.3
ROLE PLAYINTERVIEWEE 2:
CASSANDRA CLARKSON
You are making the rounds of the companies visiting campus to get some experience in
interviewing and try to find where the best jobs are. This organization is advertising for
new graduates in the business area to be financial analysts. Its information says that
these analysts go through an intense, highly visible management development program
where it intends to prepare tomorrows leaders within the company. It sounds potentially
interesting, but of course they all look good on paper.
You have no intention of wasting any more time than necessary in moving into a senior
management position. You chose finance because you have always excelled in it and
you have had some exceptional opportunities for summer jobs through your fathers
friends. Also, the statistics have shown a clear trend that, increasingly, chief executives
come from the finance area. Its a field where many women have already made their
mark, and for you, it is a clear, calculated path to the top.
However, one cant be too careful about choosing the right company as a springboard
for a brilliant career, and you can afford to be selective. Youve got some rather unique
credentials thus far. You were the first undergraduate woman ever chosen for the
Deans Economics Research Round Table. You have spent two summers at the World
Bank and before going up to Redbrick, there was a year in a Swiss finishing school. You
are now completing a post-graduate degree in management. You dont want to compromise that potential with a company that cannot appreciate all you have to offer.
You dont know much about the company. It seems successful but low-profile. Someone
said it is very involved in joint ventures abroad, so youll want to learn more and check it
out carefully. Even if you might learn something through its management development
program, you cannot risk being too far away from the city, unable to make the right
contacts and keep up with your friends. There was a presentation last night that you
were invited to that was probably aimed at the hopefuls rather than the definites. You
didnt bother to attend.
The first step is to get past the first interviewer here on campus. Often it is someone
from personnel who does not have the specialist knowledge of your function to recognize potential. You must not be too aggressive, however, and from the interview skills
training, you know you must present yourself well, and to be pleasant but firm in stating
your opinions and expectations. Dont overstate the case.
31
Exercise 1.1
Personal
Name
College/University
Department
Major
Year of Graduation
Place of birth
Date of birth
Age
Home/permanent address:
Telephone: (
Telephone:
References
Personal
Academic
Name:
Name:
Address:
Address:
33
Education
Major Course Work
Dates
Achievements:
34
Job
Date
Career
What are your career plans? What factors have influenced them?
35
What abilities do you have that will enable you to succeed in this organization?
To the best of my knowledge and belief, the above information is true and I agree that it
may be verified should I receive a conditional offer of employment.
Date
36
Signature
Exercise 1.2
Personal
Name
Roderick Stohner
Department
School of Business
Year of Graduation
College/University
Major
Redbrick University
B.S. - Economics
2005
Age
25
Home/permanent address:
13 Main Street
Washington, D.C. 20007
N/A
Telephone:
References
Personal
Academic
Address:
Address:
Dept. of Economics
Redbrick University
Washington, D.C. 20007
37
Education
Major Course Work
Dates
2001 02
2002 03
2003 04
2004 05
N/A
Achievements:
38
Job
Date
Career
What are your career plans? What factors have influenced them?
39
What abilities do you have that will enable you to succeed in this organization?
To the best of my knowledge and belief, the above information is true and I agree that it
may be verified should I receive a conditional offer of employment.
Date
40
Exercise 1.3
Personal
Name
Cassandra Clarkson
Department
School of Business
Year of Graduation
College/University
Major
Redbrick University
2005
Age
22
Home/permanent address:
c/o B. L. Clarkson
1410 Madison Street
Washington, D.C. 20007
Redbrick University
P.O. Box 10
Washington, D.C. 20007
Telephone:
( 202 ) 276-4702
References
Personal
Academic
Address:
Address:
Dept. of Management
Redbrick University
Washington, D.C. 20007
41
Education
Major Course Work
Dates
2001 05
Achievements:
42
Job
Date
Clerical Assistant
2000/2002
Account Executive
2001
Financial Analyst
2003
The work with the World Bank and Baker Chemicals has given me a deep insight and
understanding of international business and financial management plus the opportunity to live and work in a multicultural society.
In Washington, D.C., the work with the advertising agency was creative and
brought me into contact with customer relations and quality in a fast-moving culture.
Career
What are your career plans? What factors have influenced them?
43
What abilities do you have that will enable you to succeed in this organization?
I have an excellent academic record and my business experience is now being supported
by a degree in Business Management. In all of my travels and work, I have been able
to build a rapport quickly, mix well, and grasp ideas quickly. I am ambitious and not
afraid of hard work and long hours in order to get what I want.
To the best of my knowledge and belief, the above information is true and I agree that it
may be verified should I receive a conditional offer of employment.
Date
44
Exercise 1.4
Professional appearance
Negative
Acceptable
Positive
Very
Positive
Dont
Know
Reason:
Motivation and drive
R
Reason:
Judgment
Reason:
Professional appearance
R
Reason:
Tenacity
Reason:
Leadership experience
R
Reason:
Creativity/adaptability
R
Reason:
Social skills/
communication
Maturity
R
Reason:
R
Reason:
45
Other Information
Ambitions and work plans:
Management potential:
Summary of Appraisal
Summarize your appraisal and its reasons. Please also record your impressions of likely
job performance, potential, and any areas that merit further probing at second interview.
Recommended Action
1.
2.
3.
4.
Interviewed by:
Name
Date
46
Trainer Guidance
While it is important to give an applicant adequate information about the company and
the position itself, the balance in this interview is in favor of getting more information
from the interviewee and probing in depth. The interviewer has an application form and
some general impressions from the applicants letter, rsum, and other supporting
documents.
In preparation, the interviewer will be able to review the application file and should be
highlighting any areas of confusion and any gaps or discrepancies in background data.
The objective of this interview is to decide whether to recommend hiring the applicant,
or whether to recommend a second, follow-up interview to look further into areas of
doubt or hesitation. The evaluation should be made on the basis of corporate norms, job
specification, and comparison with the qualifications of other candidates.
It may be assumed that the applicant has little or no company information, and for the
purposes of the exercise, the interviewer may use his or her own organization as an
example. It would be useful to have some company literature available for this purpose.
There are four different applicant role plays, and you may decide to do panel or one-toone interviews. The panel format will require members to agree to relationships and
responsibilities among themselves as well as preparing the content of the interview. In
either format, it is necessary to establish the decision criteria before starting the
sequence of interviews. The four separate applicant role plays can be done as individual interview case studies to practice interview technique, or they may all be used as
a full-scale selection exercise to check the interviewer(s) decision criteria and approach
to comparison and evaluation.
One of the coaching points is the use of probing questions to get sufficient depth of
information. There are some gaps in the background data on application forms for interviewees 1 and 3. Interviewee 2 has some good job titles in the work experience, but
there is a need to clarify and define what work was actually done in each of the jobs.
The same applicant is also involved in a potentially dangerous sport and this provides
an opportunity to test corporate rules or personal bias against excessive risk-taking in
external activities. Interviewee 4 is nervous and insecure and will require an empathetic
approach.
Included in the interviewers documents is the job description for the job (Exercise 2.1)
and an Interview Rating Summary form (Exercise 2.2) that can be used for recording
the interview. If the organization has forms for application and appraisal, these can be
substituted.
47
Materials Required
1. Handout 2.1 and Exercises 2.1, 2.3, 2.4, 2.5, 2.6 and Exercise 2.2 (if required)
for Interviewer.
2. Handout 2.2 and Exercise 2.3 for Interviewee 1.
3. Handout 2.3 and Exercise 2.4 for Interviewee 2.
4. Handout 2.4 and Exercise 2.5 for Interviewee 3.
5. Handout 2.5 and Exercise 2.6 for Interviewee 4.
6. Handout A.1a for each participant.
7. Handout A.1b for each observer (if required).
48
Handout 2.1
49
50
Handout 2.2
51
Handout 2.3
53
Handout 2.4
55
Handout 2.5
57
Exercise 2.1
Department:
Location:
Head Office
1.
2.
Statistics
3.
325
6 (excluding job holder)
$350,000
Principal Accountabilities
Provide the organization with a high-quality service in designing, sourcing,
purchasing, warehousing, and shipping of promotional articles.
4.
5.
Job Content
Coordinate the design and specification of items; purchasing and qualitycontrol; inventory and warehousing; publishing catalogues; processing orders
and coordinating shipping so that client needs are met in a timely fashion.
59
Exercise 2.2
Position:
Interviewer:
Rating of Factors as
Related to This Position
Date:
Negative
Acceptable
Positive
Very
Positive
1.
Professional appearance
2.
Drive
3.
Motivation
4.
Initiative
5.
Maturity
6.
Personality
7.
Self-confidence
8.
Stability/stress tolerance
9.
Communication skills
10.
Interpersonal skills
11.
Relevant education
12.
Professional experience
13.
Achievements
14.
Leadership capacity
15.
Management potential
16.
Interest in position
17.
Knowledge of company
18.
Adaptability/compatibility
19.
20.
Comments
61
GENERAL QUESTIONS
How (through what means) did the candidate approach the company?
What was the candidates reaction to the company and the position?
What are the candidates reasons for leaving his or her present position?
Does the candidate have interests and values that are suitable for this position, are
compatible with its functional structure, and adapt to corporate culture?
Additional observations:
62
R
R
R
R
Below Average
Average
Above Average
Outstanding
Recommendations:
R
R
R
R
Hire
Reject
Second Interview
Hold
Signature:
Date:
Please return this form to Human Resources as early as possible after your interview.
Thank you.
63
Exercise 2.3
APPLICATION FORMINTERVIEWEE 1
Position applied for:
Personal
Name:
Steve Lovern
Address:
47 London Road
Milwaukee, Wisconsin 53210
California
Date of Birth:
1/21/77
(Work)
( 414 ) 555-1111
Age: 28
References
Name: Rev. P. J. Brook
Milwaukee, WI 53210
Milwaukee, WI 53211
(Do not contact before job offer)
Military Experience
Service Branch, Duties, Rank, and
Special Training
Location
Dates
None
65
Education
High School:
From:
To:
1991
1995
From:
To:
1995
2000
Other Interests
What are your principal interests?
Employment
Please start with your present or most recent employer
Employer 1:
Job Title
Dates
P.O.S.
Manager
2004 Present
Initial Pay
Final Pay
$26,560
$27,550
66
Employment (continued)
Employer 2:
Job Title
Dates
Sales
manager
2002 - 2004
Initial Pay
Final Pay
$22,000
$26,560
Job Title
Dates
Promotion
manager
2000 - 2002
Initial Pay
Final Pay
$18,500
$20,000
To take up field sales position with engineering company in my home town (I married
that year)
Employer 4:
Job Title
Dates
Initial Pay
Final Pay
67
Employment (continued)
Employer 5:
Job Title
Dates
Initial Pay
Final Pay
What qualifications, abilities, and strengths will help you succeed in this job?
I have the academic background in marketing and have held positions of increasing
responsibility in the promotion, sales, and marketing functions. I am a hard worker
and have some clear ideas on improvement of the whole P.O.S. process from design
to shipping. I have experience managing a group.
What are your career plans? What has motivated you to apply for this job?
I applied for this job because it is in an area where I have both the functional and
industry knowledge and it gives me the opportunity to obtain a position with higher
responsibility.
My short-term plans would be to be successful in the position of Merchandising
Support Manager, and then progress further in the sales and marketing functions.
To the best of my knowledge and belief, the above information is true and I agree that it
may be verified should I receive a conditional offer of employment.
Date
68
Exercise 2.4
APPLICATION FORMINTERVIEWEE 2
Position applied for:
Personal
Name:
Lee Reddy
Address:
Wisconsin
Date of Birth:
3/5/76
(Work)
( 414 ) 000-5555
Age: 29
References
Name: Jane Smith
Milwaukee, WI 53210
Milwaukee, WI 53210
Military Experience
Service Branch, Duties, Rank, and
Special Training
Location
Dates
None
69
Education
High School:
From:
To:
1990
1994
From:
To:
1995
1997
None
Other Interests
What are your principal interests?
Employment
Please start with your present or most recent employer
Employer 1:
Job Title
Dates
Operation
Manager
2004 Present
Initial Pay
Final Pay
$25,000
$25,000
70
Employment (continued)
Employer 2:
Job Title
Dates
Transport
manager
2002 - 2004
Initial Pay
Final Pay
$22,000
$25,000
Job Title
Dates
Intl. strategic
business analyst
2001 - 2002
Initial Pay
Final Pay
$22,000
$22,000
Job Title
Dates
Operations dist.
executive
1999 - 2001
Initial Pay
Final Pay
71
Employment (continued)
Employer 5:
Job Title
Dates
Management
trainee
June 1999
Dec. 1999
Initial Pay
Final Pay
Internal promotion.
What qualifications, abilities, and strengths will help you succeed in this job?
What are your career plans? What has motivated you to apply for this job?
72
Exercise 2.5
APPLICATION FORMINTERVIEWEE 3
Position applied for:
Personal
Name:
Leslie Kean
Address:
Tower Building 3
16 Walker Road
Smithfield, WI 53210
Michigan
Date of Birth:
2/6/74
(Work)
( 414 ) 222-1111
Age: 31
References
Name: M. Pyre
Name: P. R. Jones
Smithfield, WI 53210
Military Experience
Service Branch, Duties, Rank, and
Special Training
Location
Dates
New University
1992 1994
73
Education
High School:
From:
To:
1988
1992
From:
To:
1992
1996
Other Interests
What are your principal interests?
Employment
Please start with your present or most recent employer
Employer 1:
Job Title
Dates
Logistics
Manager
2003 Present
Initial Pay
Final Pay
$26,000
$28,200
74
Employment (continued)
Employer 2:
Job Title
Dates
Sales
promotion
2002 - 2003
Initial Pay
Final Pay
$25,000
$26,000
Job Title
Dates
Marketing
coordinator
2000 - 2002
Initial Pay
Final Pay
$20,000
$22,000
Employer 3:
Employer 4:
Job Title
Dates
Initial Pay
Final Pay
75
Employment (continued)
Employer 5:
Job Title
Dates
Initial Pay
Final Pay
What qualifications, abilities, and strengths will help you succeed in this job?
What are your career plans? What has motivated you to apply for this job?
After a couple of years in the high-tech business, I would like the stability of a more
established industry and the opportunity to use my engineering and sales promotion
experience to the fullest.
To the best of my knowledge and belief, the above information is true and I agree that it
may be verified should I receive a conditional offer of employment.
Date
76
September 9, 2005
Exercise 2.6
APPLICATION FORMINTERVIEWEE 4
Position applied for:
Personal
Name:
Morgan Stern
Address:
12 Spenser Hill
Milwaukee, WI 53210
Telephone: (Home) (
Place of Birth:
Virginia
Date of Birth:
8/14/79
(Work)
Age: 26
References
Name:
Name:
Address:
if needed.
Military Experience
Service Branch, Duties, Rank, and
Special Training
Location
Dates
N/A
77
Education
High School:
From:
To:
1996
1999
From:
To:
Other Interests
What are your principal interests?
Employment
Please start with your present or most recent employer
Employer 1:
Berwick Machines
Primary job responsibilities:
Job Title
Dates
Purchasing
officer
2003 Present
Initial Pay
Final Pay
$25,000
$26,000
More responsibility.
78
Employment (continued)
Employer 2:
Berwick Machines
Primary job responsibilities:
Job Title
Dates
2001 - 2003
Initial Pay
Final Pay
$23,000
$25,000
Job Title
Dates
Various
1999 2001
Initial Pay
Final Pay
$17,500
$23,100
Internal promotion.
Employer 3:
Employer 4:
Job Title
Dates
Initial Pay
Final Pay
79
Employment (continued)
Employer 5:
Job Title
Dates
Initial Pay
Final Pay
What qualifications, abilities, and strengths will help you succeed in this job?
What are your career plans? What has motivated you to apply for this job?
Several colleagues suggested that I should apply for the job since I have the right
experience.
To the best of my knowledge and belief, the above information is true and I agree that it
may be verified should I receive a conditional offer of employment.
Date
80
September 8, 2005
Trainer Guidance
The second and subsequent follow-up interviews are aimed at both parties obtaining
more specific information, before final approval and the decision to hire a candidate is
made. These interviews can be carried out by a panel, or as a series or sequence of
one-to-one interviews. Many organizations prefer the one-to-one format because its
focus can be specific and more personal.
The initial interviews should have covered basic, general information about the applicants background, qualifications, and experience as well as information about the
company and the position. The purpose now is to probe more deeply and to focus on
specific points where there are still uncertainties or lingering concerns. Less attention
will be paid to the events and experiences of the past and more on realities of the
present and a projection into the future. Initial screening interviews use a telescope
technique to get a big-picture overview; follow-up interviews apply a microscope to
explore issues in detail.
Interviewers will have to make a final recommendation to hire or reject, evaluating the
candidate against corporate norms and the job specification. The evaluation will consider earlier interview information and the specifics identified in this round. The evaluation and decision criteria must be refined, reviewing what specific elements are absolutely critical: musts as opposed to wants. The interviewer will have to distinguish
between which qualities, characteristics, abilities, experience, or skills that the finalist
will need to have and which might be nice to have. Decision criteria may also come from
the reasons that have led to elimination of other finalists.
The interviewer or panel now has the application form and interview rating summaries
from the first interviews. They will be highlighting specific areas for further questions.
More detailed company and job information must be available because applicants will
also be refining the focus of their questions. For training purposes, participants should
use their own organization when appropriate for examples, where necessary.
The interviewer or panel members must be more alert to building rapport through
attentive listening, encouraging tone, and gestures. The objective is to probe gaps and
superficial, unsatisfactory answers obtained in the first round, and it is most important to
get the applicant to share information, attitudes, and feelings openly, without defensive
reservations. It is also critical to check and ensure full understanding by the applicant
before you reach the point of commitment or it will become an expensive process for
both parties to have to go back and cover the same ground. The specific information
required for a decision should be clear.
81
If a panel format is chosen, roles and responsibilities must be clearly identified, and it
must be established how the decision will be reached and who will make it.
The roles and situation continue from the previous role play about first job interviews.
The training session could therefore use the first and second interview process in
sequence, or the second interview only. The decision will be based on the objectives of
the training session. If the interviews are carried out in sequence, the review forms and
summaries from the first interviews in the previous role play can be used. The completed interview rating summaries are included within the interviewers information. The
interviewer and interviewee should read both the relevant role information for this interview and for the first interview to get a total picture. The interviewee roles in the second
interview relate as follows:
Leslie Kean
Morgan Stern
Second Interview
First Interview
Interviewee 1
Interviewee 2
Interviewee 3
Interviewee 4
Materials Required
1. Handout 3.1, and Exercises 3.1 and 3.2 (and Handout 2.1 and
Exercises 2.1, 2.5, and 2.6 for information) for interviewer.
2. Handout 3.2 (and Handout 2.4 and Exercise 2.5 for information) for
Interviewee 1.
3. Handout 3.3 (and Handout 2.5 and Exercise 2.6 for information) for
Interviewee 2.
4. Handout A.1a for each participant.
5. Handout A.1b for each observer (if required).
82
Handout 3.1
You should be alert to any defensive or evasive behavior by the applicants. They must
be ready to talk openly and freely. The decision should be made by a full exploration
and understanding of pertinent facts, not simply on interpretation or inference or
clouded by assumptions, perceptions, and feelings. The applicants will also have more
specific questions about the company and the job, so you must be prepared to give
detailed responses. You may use your own company organization, rules, and procedures as a model.
(Refer also to Handout 2.1, and Exercises 2.1, 2.5, and 2.6 contained in Role
Play 2.)
The trainer may ask you to play this interviewer role as a member of a panel. If so, the
role play remains the same. However, you should devote part of your preparation time
to working with the other panel members. You need to agree to what the objectives are,
who will ask what questions, who will lead the panel, and how you will analyze the
results and make your final recommendations.
83
Handout 3.2
85
Handout 3.3
87
Exercise 3.1
L. Kean
Interviewer: T. L. Manners
Rating of Factors as
Related to This Position
Date:
8/30/05
Negative
Acceptable
Positive
Very
Positive
Comments
1.
Professional appearance
2.
Drive
3.
Motivation
4.
Initiative
5.
Maturity
6.
Personality
7.
Self-confidence
8.
Stability/stress tolerance
9.
Communication skills
10.
Interpersonal skills
11.
Relevant education
B.S. Eng./MBA
12.
Professional experience
Engineering
13.
Achievements
14.
Leadership capacity
15.
Management potential
16.
Interest in position
17.
Knowledge of company
18.
Adaptability/compatibility
19.
20.
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GENERAL QUESTIONS
How (through what means) did the candidate approach the company?
Advertisement
What was the candidates reaction to the company and the position?
Could do with more experience in purchasing and supply of gifts and point-of-sale
materials.
What are the candidates major accomplishments?
Relative age.
What are the candidates reasons for leaving his or her present position?
Yes
Additional observations:
90
T
T
T
T
Below Average
Average
Above Average
Outstanding
Recommendations:
T
T
T
T
Hire
Reject
Second Interview
Hold
Signature: T. L. Manners
Date:
8/30/05
Please return this form to Human Resources as early as possible after your interview.
Thank you.
91
92
Exercise 3.2
M. Stern
Interviewer: T. L. Manners
Rating of Factors as
Related to This Position
Date:
8/30/05
Negative
Acceptable
Positive
Very
Positive
Comments
1.
Professional appearance
2.
Drive
3.
Motivation
4.
Initiative
5.
Maturity
6.
Personality
7.
Self-confidence
8.
Stability/stress tolerance
9.
Communication skills
Soft spoken
10.
Interpersonal skills
Nervous
11.
Relevant education
12.
Professional experience
13.
Achievements
14.
Leadership capacity
15.
Management potential
16.
Interest in position
17.
Knowledge of company
18.
Adaptability/compatibility
19.
20.
Nervous
Quietly confident
Applicable
Dont know
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GENERAL QUESTIONS
How (through what means) did the candidate approach the company?
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What was the candidates reaction to the company and the position?
Very interested. Job as explained began to interest him more and more.
What job requirements does the applicant meet completely?
All.
What specific criteria or factors are lacking?
Job knowledge.
What are the candidates self-admitted weaknesses?
Opportunity to progress.
Does the candidate have interests and values that are suitable for this position, are
compatible with its functional structure, and adapt to corporate culture?
Yes
Additional observations:
94
T
T
T
T
Below Average
Average
Above Average
Outstanding
Recommendations:
T
T
T
T
Hire
Reject
Second Interview
Hold
Signature: T. L. Manners
Date:
8/30/05
Please return this form to Human Resources as early as possible after your interview.
Thank you.
95
Trainer Guidance
The objective of these interviews is to get the right person in the right place at the right
time. This involves looking to the future, although it may be a very near or immediate
future. The interviews qualify a specific candidate for the next step in the planned promotion and development process. Many organizations have promotion and succession
planning systems in place to ensure that potential replacements are identified in
advance to fill key positions with the least disruption.
Organizational plans for promotions should be continually reviewed and compared with
individual career interests, aspirations, or potential, and can be carried out together with
performance appraisals and development reviews (see Part A). An individual may have
been identified for a specific promotion or career development move and this is typically
validated by reviewing the individuals performance history and readiness to move on to
the next position. This final evaluation is often done through an interview, possibly with
a panel who is familiar with the requirements of the new position, including some members who already know the candidate.
The outcome of the interview is a decision whether or not to recommend the individual
for the next step. Evaluation criteria come from corporate norms and specific requirements of the new position. Often, needs for training or development activity may be
identified to complete the candidates readiness to assume the new job.
The interviewer or panel has the individuals personnel files, job history, and some notes
and comments from the candidates present manager. A job description and personal
qualifications for the new position should also be available, and in this role play, the
details are included in the interviewers role play.
Obtaining sufficient depth of information about the candidate and probing for gaps or
superficial competencies that are assumed but have not been tested are important
points to consider in this interview. There should also be verification that the candidate
understands the dimensions and scope of the new job, and this can be done by hypothetical what if questions.
In this role play, the candidate has shown excellent ability in accounting positions, but
has had little exposure to senior management and supervision. There is no record of
training in presentation skills, report writing, or supervisory management, and these are
necessary for this new position. The interviewer notes these potential weaknesses and
suggests possible solutions through training or coaching.
If a panel is used, the respective roles, relationships, and responsibilities between the
members should be agreed to and planned in advance.
97
Materials Required
1. Handout 4.1 and Exercises 4.1 and 4.2 for Interviewer.
2. Handout 4.2 and Exercise 4.1 for Interviewee.
3. Handout A.1a for each participant.
4. Handout A.1b for each observer (if required).
98
Handout 4.1
99
Handout 4.2
101
102
Exercise 4.1
Personnel Record
Confidential
Degree
B.S.Accounting, 1997
Employment History
Previous Employers
Northwest Bank
Capel Insurance
Job Titles/Dates
Accounts clerk
Accounts analyst
Senior analyst
Dates
2000 2001
2001 2003
2003 present
Training Record
Courses Attended (in house)
1. Orientation
8. Cash management
9. Management: Part 1
2. Basic accounts
3. Advanced accounts
4. Supervisory introduction
12.
5. Writing reports
13.
6. Making presentations
14.
15.
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Accounts clerk
Accounts clerk
Accounts analyst
Accounts analyst
Senior analyst
Senior analyst
12/00
6/01
12/01
12/02
12/03
12/04
Appraisal Ratings
Comments
5/01
Terry is proving to be an excellent clerk and will progress far in the department.
7/01
Opportunity for accounts analyst. Suggested Terry and job accepted. Terry will do
well.
5/02
Terry suggested a new system to streamline the internal payment system. This will
bring in savings of approximately 13K per year, and the new computer system is more
flexible. Commendation placed on record.
10/02 Agrees with Controller to promote Terry to senior analyst when Arthur retires in
November. Terry was eager to progress.
8/03
Introduced new system of issuing travelers checks and currency for foreign trips.
Saving in external costs of 5K and good PR for the department.
104
Exercise 4.2
MEMORANDUM
Private and Confidential
TO:
Human Resources
FROM:
RE:
105
Trainer Guidance
The project team selection interview is held to evaluate and decide whether a specific
candidate will fit into a project team. The team may already be established or be in the
process of being assembled. In this role play, the team exists already, but the departure
of one of its members has created an opening.
Here again a panel may be used to assess the candidates potential, or one or more
individual interviews can be held. The criteria should derive from the teams needs and
requirements. In this case, an already established team has lost a key member whose
skills and competencies need to be replaced. If a team leader were setting out to build a
new project team, he or she would likely want to consider a blend of skills and various
contributing roles to enable the team to function optimally (e.g., Meredith Belbins model
of team roles).
The interviewer or panel has certain subjective source data available including job
history, track record, verbal references from colleagues and the current manager
indicating the candidate has good interpersonal skills and has been a catalyst on
previous projects, though may be weak in the area of technical competence.
Among the points to watch for is obtaining sufficient depth of informationprobing for
gaps in background or experience and exploring superficial areas of qualification.
Hypothetical what if questions should be used to assess whether the candidate has
sufficient understanding of what is required and adequate depth of technical knowledge
to suggest viable solutions.
The purpose is to get the right information about the candidate. The candidate may also
require some information about specific tasks and expectations of responsibility to be
able to give a valid self-assessment. Any plausible frame of reference within the participants organization may be used to provide details.
The interviewer must avoid attaching too much importance to the success of previous
contributions. There is a serious question regarding the candidates ability to deal with
the technical issues, and that is crucial for the team at this stage.
If a panel is used, time must be devoted to planning and coordinating respective roles,
relationships, responsibilities, and final decision-making.
R. Meredith Belbin, Management Teams: Why They Succeed or Fail, Heinemann, 1981.
107
Materials Required
1. Handout 5.1 for Interviewer.
2. Handout 5.2 for Interviewee.
3. Handout A.1a for each participant.
4. Handout A.1b for each observer (if required).
108
Handout 5.1
109
110
Handout 5.2
111
Part B: Appraisal
Introduction
The role plays in this part deal with the interviewing process as applied to a formal
appraisal situation. Many organizations now use a formal staff appraisal system as part
of their total human resource management strategy. Those that do not have a formal
system usually employ an informal system, where managers will review individual
performance sporadically. Formal systems are often based on the completion of a performance appraisal form, and then reviewing the content with the individual concerned
at an appraisal interview. The role plays that follow can be used to help train the manager in the effective use of the organizations assessment form, but their main purpose
is to help managers and supervisors conduct the interview.
If an organization has its own formal system of staff appraisal, then it will probably have
its own definitions and policies. If so, you should follow these guidelines when introducing and debriefing the role plays. A handout follows that provides general notes on the
purpose and conduct of performance and staff appraisals for the guidance of trainers
where no such organizational policies exist, or where the training covers people from
more than one organization. You should be prepared to highlight the main points about
appraisals before conducting any role plays, and the following handout could form the
basis of a presentation or information input.
Method
Each of the role plays contains information on the situation and separate information for
the interviewer and interviewee roles. There are five different role plays, Chapters 6
through 10, each addressing a common situation or a common problem for interviewers.
They are:
6.
7.
8.
9.
10.
After deciding on the learning objectives and selecting the appropriate role play(s),
distribute the roles and allow each person some time to prepare for the interview. Given
the amount of information in the roles, the interviews should last between 20 and 45
minutes, depending on the depth of discussion. The interviewees should be encouraged
to expand their roles within the role play, and to respond with the approach and style
outlined. The interviewers should plan to respond in the most appropriate way to the
situation, given the information in the role play, the approach favored by the organization or training, and their personal style.
113
Time
For each role play, the minimum time allowed for preparing, conducting the interview,
and reviewing should be 1 hours:
The role plays should run for not more than 45 minutes. Exceeding this time will usually
mean that either the role players are inventing too much material, or the interview has
become deadlocked. In the latter case, the role play can be stopped and the effectiveness of the appraisal can be evaluated using the observations to that point, which will
probably be sufficient. In the former case, the role play should be stopped to prevent its
usefulness from being lost.
If video recording is used, then the review time will be between two to three times the
length of the interview.
114
Handout B.1a
APPRAISAL INTERVIEWS
Performance appraisals, objective setting, and reviews are among the oldest management tools available and have been used, adapted, and abused almost everywhere.
They have been studied extensively, and most of the problems associated with them
have been well established. Interviews are a key element in their implementation, and
the interviewer must have strong listening, questioning, and exchanging information
skills.
Some organizations have standard appraisal forms, which can be extensive and complex, with links to salary and compensation programs, training and development needs,
and career development and succession planning. Other organizations ask for a freeform memo or evaluation letter, being careful to specify the minimum content, feeling
that this free-style approach leads to more thought and personal involvement on the
part of the appraiser.
When these systems have been found unwieldy or inflexible, it is often because organizations have put more emphasis on the process, structure, form, and format than on the
content. While systems give us a certain consistency and empirical approach to measurement, they do not necessarily lead to individual growth, motivation, involvement,
development, or performance achievement. The potential deleterious effects of nonevaluative reviews, skirting confrontation or avoiding conflict, are discussed elsewhere
in the handouts on counseling, discipline, and exit interviews. They are important
enough to bear mention here again. It is often the attitude and the approach of the
appraiser that has the most impact.
Norman Maier identified three different types of appraisal interview styles with specific
and different objectives: Tell and Sell, Tell and Listen, and Problem-Solving. These
styles have been studied and taught for over 30 years and research articles on the
appraisal process and the appraisal interview continue to appear regularly in the leading
management journals.
This handout is designed to help develop skills in appraisal interviewing, but first it is
useful to summarize the reasons behind the attraction of the appraisal. The value of the
appraisal system can be examined under three headings:
Among authors who have done important study and research on the topic of performance appraisal are
Michael Beer, Marion Kellogg, Douglas McGregor, Herbert Meyer, Marshall Sashkin.
115
To assess performance.
To survey talents and skills for staffing decisions.
To provide information for salary administration.
To determine who to promote and whose contract to terminate.
To audit potential.
116
Is it the proper type of equipment for the job it is being used for?
Is it being effectively used?
Has it any shortcomings? If so, how well will they be overcome?
By what standards is equipment performance measured?
The objective of holding an interview is to review job performance. The employee needs
to know:
What is expected?
How am I doing?
Where am I going?
What can I do to improve?
Based on these four questions, its quickly apparent that the role is to appraise performance in the job, and this appraisal is conducted against the background of the job
description, standards of performance, and objectives set previously. What is also
apparent is that the employees perception is as important as the managers perception
when arriving at an overall assessment, so the appraisal needs to be a discussion.
So how do interviewers successfully promote discussion? Assuming they have made all
the correct preparations regarding reviewing performance and completing the paperwork, how do they actually begin the interview and promote reasonable discussion?
First, it is worth restating objectives and how the interview is to be conducted at the
beginning of the interview. Interviewers should also inform the interviewees that notes
will be taken. In classic interview style, interviewers should encourage conversation by
the use of open-ended questions. These are questions that avoid the yes and no
response and help promote conversation. By creating a conversational atmosphere,
they will help the interviewees relax. This will aid a freer exchange of views, opinions,
and facts. Open-ended questions should be directed to obtain facts and opinions from
the employees on how they have seen their job and their performance during the period
under review.
Some of the answers given may need more probing. The interviewer should be
prepared to react to statements made to obtain more information, or to cut through
generalities.
117
Summary
Points to remember when conducting an appraisal interview:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
118
Handout B.1b
Role Play
Observer
Date
Observed
Comments
1. Preparation
Review of standards and performance.
Completion of appraisal forms.
2. Opening
Setting the scene and climate.
4. Skills
Open-ended and probing questions,
listening, encouraging, summarizing.
5. Flow
Control, pace, verbal and nonverbal
behavior.
6. Closure
Agree to future standards and objectives. Summarize interview. Complete
documentation.
Giving Feedback
Immediate:
Impact:
Personal:
Descriptive:
119
Alex Sainsbury:
An Underperforming Young Graduate
TRAINER GUIDANCE
Alex Sainsbury is a high-potential person who is underperforming in his current job and
expects an automatic promotion or move. This is a common problem and can often be
traced back to unrealistic impressions made at the initial interview to attract good candidates into a job. It is also typical of another problem area where individuals have little
job experience and are working for large organizations where they can observe their
colleagues following different career paths.
First, the manager needs to avoid a confrontation. The styles of the manager and Alex
are different, and there is a potential personality clash. So it is important that the right
atmosphere be established at the outset.
Second, Alex needs some help to understand that it is good performance on the job
now being performed that is the criteria for recommendation for promotion, not promises
that were made a couple of years ago, or comparison with colleagues. This is the most
important point, and success can be determined by the degree of commitment and
motivation that Alex has to putting in the extra effort in the future.
There are some differences between the information given to each party that will identify
the skill of the interviewer in listening and probing. First, Alexs own assessment of his
effort is not accurate, especially since getting married. Second, Alex has the underlying
feeling that the manager is old school, only interested in performance. Both pieces of
information should make the manager think about his overall assessment and comments, if these points surface, and if they are listened to, personally consider the following points: Could the manager have done more to coach and counsel Alex during
the year to get higher performance? Has there been total candor in the past on the
standards expected? The manager is looking for targets to be exceeded; Alex seems to
think that merely meeting them is sufficient.
Feedback and review of the role play should reflect the behaviors and skills shown by
the interviewer, and the investigation of the deeper insights into the situation as outlined
above.
121
Materials Required
1. Exercise 6.1 and Handout 6.1 for the Interviewer.
2. Exercise 6.1 and Handout 6.2 for the Interviewee.
3. Handout B.1a for each participant.
4. Handout B.1b for each observer (if required).
122
Exercise 6.1
SITUATION
Alex Sainsbury has been a member of the sales team for two years, having joined direct
from his six-months initial training. Alex joined the company directly from college, with a
bachelors degree in geography and economics. Alex has been moderately successful
in meeting his objectives over the past couple of years, and had an adequate assessment this time last year. This will be the second review of his performance in this job.
123
Handout 6.1
125
Handout 6.2
127
Chris Handy:
Eager but Has a Behavioral Problem
TRAINER GUIDANCE
This case centers on the managers ability to maintain the enthusiasm and motivation of
a young person, but making her accept that enthusiasm is only one attribute necessary
for the next step. Some behavioral issues need to be addressed before any consideration can be given to a career move.
Handled well, Chris should be motivated to improve and be willing to make the effort to
conform. Handled badly, Chris could be totally deflated and become resentful. The
manager has to concentrate on a behavioral problem that is open to dispute and could
be seen differently by either party.
In the managers role play, there are several aspects of the behavioral issueimpatience and inability to accept criticism. These are affecting work performance, and a
successful approach to deal with this would be to refer to specific instances and
examples rather than hearsay or subjective criticism. Examining objective data and the
results of Chriss behavior will lessen the likelihood of a dispute caused by different
perceptions of the problem. The criticism will not be new to Chris, as the difficulties
experienced with customer contact have been the subject for discussion and disagreement in the past. A summary of these individual instances should show a clear trend
and a need for improvement.
The second main issue is Chriss expectation of a career move. Certainly the customer
contact skills will need to be improved in order for this to be a feasible option. There is
also an obvious reluctance among the sales force to accept this brash and impatient
person as a colleague. Chris needs to recognize that the existing sales force can provide some support and coaching to help develop the sales skills needed, but not if they
are feeling alienated. Again, the most successful approach is likely to be to refer to
factual situations rather than subjective opinion.
The final question is one of development. Chris has shown little interest in investing
personal effort and time, expecting the organization to contribute all. The manager is
willing to help Chriss development with some skills training. This should be on a quid
pro quo basis in return for effort and investment from Chris to accept the need for and
implement change.
129
Materials Required
1. Exercise 7.1 and Handout 7.1 for the Interviewer.
2. Exercise 7.1 and Handout 7.2 for the Interviewee.
3. Handout B.1a for each participant.
4. Handout B.1b for each observer (if required).
130
Exercise 7.1
SITUATION
Chris Handy joined Associated Medicals four years ago, at the age of 21, after three
years of college. Since leaving school, Chris spent several short periods in office work
with local insurance companies and sales firms. Chris is unmarried, has an enthusiastic
attitude toward life, is active and participates in sports, and always shows a positive
attitude at work. She started a degree program in business at night after the appraisal
interview last year.
131
Handout 7.1
133
Handout 7.2
135
Lesley Smith:
Overlooked for Promotion
TRAINER GUIDANCE
The Lesley Smith case should provide an interview in two distinct and very different
parts: the first, and relatively easy part, will be to reflect on another year of good performance; the second part, and main focus of learning for the manager, deals with
development and the future.
The situation is becoming increasingly commonexcellent employees who would have
been promoted into supervisory and management positions without hesitation some
years ago are now finding that the reducing numbers of positions and the increased
competition from other people with different qualifications are making that promotion
more difficult, if not impossible. The facts may be easy for people to seereducing
levels of management, increased automation, promotions going to younger and differently qualified peoplebut many would still be blind to the potential that this could also
mean to them. This is the situation with Lesley.
One approach that managers take when faced with this type of problem is to try to solve
it with insufficient data. The tendency will be to suggest retirement and then try to persuade Lesley that this is the best option, even in light of Lesleys resistance on practical
grounds. Another potential pitfall is avoidance of the main issue, with the manager
merely talking around options and possibilities and not confronting the issue.
A good approach would be for the manager to state the position in a clear but fair way
that there is likely to be no promotion, recognize that this information will be a shock,
and allow time for Lesley to express any concerns or anger he may have. The manager
should probe options and opportunities with Lesley and listen carefully to the responses
so that appropriate solutions can be developed. There is no one right solution to the
case since it will depend on how the Lesley role and manager role are read and played,
but the outcome should be that Lesley has heard a clear statement and has accepted
that promotion is not possible, that some options have been discussed, and that there is
an understanding of the position on both sides.
Other issues to watch for will be the age factor and other discriminatory tendencies by
the manager. Also watch for the manager putting the blame for the decision on the
company or them, rather than taking ownership.
137
Materials Required
1. Exercise 8.1 and Handout 8.1 for the Interviewer.
2. Exercise 8.1 and Handout 8.2 for the Interviewee.
3. Handout B.1a for each participant.
4. Handout B.1b for each observer (if required).
138
Exercise 8.1
SITUATION
Lesley Smith has been a loyal and hard-working member of the Administration Department for 25 years, bringing a wealth of experience and expertise to the job. Lesley has
been the number one stand-in for the Administration Manager for the past five years,
covering for sick days and vacations, and recently, standing in for a longer period when
the manager was working on a prolonged study out of town. One result of that study has
been a reorganization of the administration activities with a subsequent reduction in the
number of local departments and positions. This department is one that will grow in
size, with people joining from other areas, needing to be trained and integrated into the
group.
139
Handout 8.1
141
Handout 8.2
143
Pat Jones:
An Excellent Performer
TRAINER GUIDANCE
Many managers find it difficult to appraise someone with no faults. Too often we are
conditioned to look for something wrong and give negative feedback. The Pat Jones
case study is one where the evidence is clearexcellent performance with no blemishesand will give managers the opportunity to test their attitude toward giving praise.
In observing and giving feedback, you should be alert to the problems of giving praise
and watch for managers picking on the very small amounts of negative information in
the role play information that relates to the possible lack of ambition in Pat. The reluctance of Pat to move or to take on supervisory responsibility could also be used to highlight another common perception that up is the only way and people with no ambition
have no value.
The interview with Pat should be positive, contain praise and appreciation for a job well
done, and refer to Pats standing with other managers and among peers.
Materials Required
1. Exercise 9.1 and Handout 9.1 for the Interviewer.
2. Exercise 9.1 and Handout 9.2 for the Interviewee.
3. Handout B.1a for each participant.
4. Handout B.1b for each observer (if required).
145
Exercise 9.1
SITUATION
Pat Jones has been employed for five years as a Customer Service Assistant. In that
time Pat has attended several training courses and has helped train new staff members
to the department in procedures and activities. In previous appraisals, carried out annually, Pat has been rated highly for work quality, work quantity, and personal skills.
147
Handout 9.1
149
Handout 9.2
151
10
Bobby Martin:
Developmental Needs Analysis
TRAINER GUIDANCE
In the Bobby Martin case, the manager is confronted with a new employee (three
months) who seems to be doing the technical side of the job well, but something is not
quite right. The need therefore is to find out what the problem is, if indeed there is a
problem, and then develop some way of dealing with it.
The first step for the manager is to build confidence. The technical content of Bobbys
work is goodhe has successfully completed the training program and moved into the
new area. These, and the other positive notes in the role play, such as the previous
manager comments, can be used effectively to build the right climate for a discussion
about current problems and the future.
The next issue for the manager is to identify any issues that are causing Bobby
problems with any aspect of the job. Here the skills to develop and observe are those of
active listening and asking open-ended questions. Bobby will be reluctant to open up
too much, and the skills of the manager can be judged by the extent to which Bobby
discloses the true nature of the difficulty, and the embarrassment that it causes. Only
when all this information is obtained through careful and empathetic questioning can the
manager then progress to the final stage of developing a plan of action.
The action planning stage should be one where there is joint development of an
appropriate solution to help Bobby develop the interpersonal skills necessary to cope
with the Bigtown operation. There are many options, and no guidance is given in the
role play. The tone of the discussion thus far, and personal style of the interviewer will
therefore be determining factors in how this stage develops. Points to observe will be
the extent to which the manager involves Bobby in the development of options and
solutions, and the extent to which they are listened to and acted upon. At one extreme,
Bobby might resign due to feelings of inadequacy and lack of support. At the other
extreme, there might be the agreement to personal coaching from the manager on a
more direct and assertive style of approach.
Materials Required
1. Exercise 10.1 and Handout 10.1 for the Interviewer.
2. Exercise 10.1 and Handout 10.2 for the Interviewee.
3. Handout B.1a for each participant.
4. Handout B.1b for each observer (if required).
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Exercise 10.1
SITUATION
Bobby is a graduate who has been working as a management trainee for two years.
This period has included many assignments in supervisory and management positions
as well as a series of courses on technical knowledge training and management skills.
For the past three months, Bobby has been in a permanent management position in
your department and, while showing excellent motivation and technical knowledge, has
seemed to dislike the content and environment of the job. It is normal in the company to
conduct an appraisal interview after the first three months in a new position, and annually after that. This interview is designed more as an opportunity to review any immediate problems in the job rather than as a serious attempt at performance appraisal
because there is little actual or comparative data on which to make assessments.
155
Handout 10.1
157
Handout 10.2
159
Part C: Counseling
Introduction
These role plays concentrate on the manager or interviewer in a counseling situation.
They are not designed to train professional counselors, though the situations could be
developed for such use. They are written from a perspective of using counseling techniques in a work environment to deal with issues that affect the individual. Greater
emphasis of social changes on behavior in the workplace, and greater demands for
more participation in decision making come together in the counseling interview. Often
the need for counseling is identified through the behavior of people at work, signs of
stress, performance problems, or unacceptable actions. Also, changes in attitudes to
authority have placed the emphasis on more self-responsibility, and social legislation
has limited the arbitrary power of management. In this environment, the development of
the manager as a counselor and coach is seen by many as a key issue.
Later in this introduction we explain the purpose, approach, and skills of counseling.
Any training in counseling skills should involve some discussion on the difference
between this form of helping and the more common forms that are associated with
advising, telling, or manipulating.
Method
Each role play consists of a brief for the interviewer and for the interviewee. There are
five different situations, Chapters 11 through 15, depicted in the role plays, and each
has its own particular emphasis and pitfalls for the interviewer. All are drawn from reallife situations and can be used in any environment and within any given set of legislative
and company rules and procedures. The situations are:
11.
12.
13.
14.
15.
Eliminating Jobs
Suspected Alcohol Abuse
Performance Problem
Sick Leave Absences
Career Guidance
With each role play, some guidance notes are provided to explain its main features and
to indicate some of the points to watch for in the interview. They will also examine and
test the different skills of the interviewer, such as asking probing questions, establishing
the right climate, etc. The interviewee should be encouraged to build on the brief given,
staying within the guidelines on approach and style. The interviews should last between
30 and 45 minutes.
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Time
For each role play, the minimum time allowed for preparing, conducting the interview,
and reviewing should be 1 hours:
Counseling interviews are typically of a longer duration than other types. If time permits,
the role plays could be allowed to run for more than 45 minutes. Exceeding this time
should only be allowed by the trainer if the interview is still meeting its purpose and
effective use of counseling skills is being demonstrated. There is little benefit in allowing
a role play to continue where the interviewer is not using the skills effectively. It is better
to stop the role play, discuss the experiences so far, then try again with the benefit of
feedback and coaching.
If video recording is used, then the review time will be between two and three times the
length of the interview.
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Handout C.1a
COUNSELING INTERVIEWS
Purpose
The purpose of counseling interviews is to enable individuals to talk about a situation or
problem with someone else in a constructive and helpful way so that they can:
Choose the most relevant action and develop their capacity to meet future
situations or problems
Approach
The interviewer/counselor must take a non-judgmental, non-critical, and non-evaluative
approach. The objective is to help people help themselves. The emphasis on this
process objective identifies counseling as different from other types of interview where
the interviewer has the objective of imparting a decision or information. In a counseling
interview, the emphasis is on the interviewee rather than the interviewer.
The interviewee is encouraged to talk about the situation or problem, and the interviewer listens carefully and avoids any arguments or conflicts. The interviewer helps the
individual clarify and accept his or her own feelings, and make his or her own decisions.
This approach has two important implications:
1. The need to develop responsibility for ownership and solution of the problem by
the interviewee
2. The need for acceptance of the other person by the interviewer
An attitude of acceptance by the interviewer will encourage trust, which in turn will allow
the interviewee to talk about important issues such as feelings and problems they might
wish to avoid discussing. In this way, individual responsibility for problems is increased;
dependency and tendencies to blame others are reduced. Solutions, goals, and judgments are largely defined by the interviewee, not the interviewer. Giving advice and
information or using authority may be appropriate in individual situations, but they are
not counseling.
To understand more clearly what a counseling interview and approach is like, consider
a professional counseling situation such as marriage counseling. Here spouses have
identified problems and are seeking professional help. They have already taken the first
steps to accepting responsibility for their problem, although they are probably expecting
to be given a solution. The professional counselor will not give a solution, but will work
163
Skills
Behaviors to Cultivate:
164
Active
Listening
Encouraging
Attending
Immediacy
Goal
Orientation
Handling
Silences
Give both parties time to think and also express empathy and
understanding. Usually the interviewer should not break a
silence. However, silence can also be threatening or convey a
strong sense of resentment, in which case it may be important
for the interviewer to check out what is going on to feel confident
in allowing the silence to continue.
Changing
Language
Interviewees will often avoid issues through their use of language, using we, you, it, the company, rather than I; and
cant and shouldnt rather than wont. Changing the language may help focus on individual responsibility.
Disclosure
Confronting
Advice Giving
Persuading
165
Problem
Solving
Further Reading
Robert de Board, Counseling People at Work, Gower, 1983.
166
Handout C.1b
Role Play
Observer
Date
Observed
Comments
1. Preparation
2. Opening
Setting the scene and creating a
relaxed climate.
4. Skills
Non-directive questions, active listening, encouraging, summarizing.
5. Flow
Control, pace, verbal and nonverbal
behavior.
6. Closure
Summary, analysis, next steps.
167
11
Eliminating Jobs
Trainer Guidance
In this interview, the decision to eliminate jobs has been madethis is therefore a
counseling interview, not an interview to deliver the initial notice of the need to reduce
the size of the work force (see Role Play 21).
Some points to watch for in this role play include:
1. The interviewee may not relate immediately to the interviewer, who represents
the same organization, and therefore could be associated with the eliminating
process. It is very likely that the interviewer will not be viewed as impartial, and
it is therefore vital that he or she makes efforts to build rapport and credibility at
the outset.
2. For the same reasons, the interviewers empathy may not appear to be genuine. Despite experiencing similar difficulties on mortgage payments, the scale of
problems that the interviewee has is much greater. Often staff and specialist
departments have the appearance of being cushioned from the real effects of
business failure.
3. There is a strong tendency for interviewers to be too ready to offer financial
help. The counseling interview is designed to help individuals help themselves,
and therefore the emphasis should be to allow the interviewee to express anger
and acknowledge the actual problems faced before trying to give advice and
solve the problem. When the interviewee has managed to think through options
and has come to a decision, then is the time to offer appropriate help and financial assistance. To do so before will only delay the real issues coming to the
surface. The interviewer should also be careful not to make promises that cannot be kept, such as a commitment to discretionary assistance.
4. There is a bias in the role plays toward speed and treating the interview as a
negotiation. The interviewer is on a tight schedule; his/her line manager is
pushing for results and has indicated willingness to agree to extra support. The
interviewee is pushing for further financial assistance, and thus a quick settlement is possible without any consideration of the underlying problems of the
family, finances, schooling, job opportunities, and the like.
5. Depending on the initial briefing, you can check for possible sexual bias in the
interview. For male interviewers, there is often an assumption that the stable
income is the male income in the family, and that relocation assistance is similarly weighted toward the male party.
169
Materials Required
1. Handout 11.1 for the Interviewer.
2. Handout 11.2 for the Interviewee.
3. Handout C.1a for each participant.
4. Handout C.1b for each observer (if required).
170
Handout 11.1
171
172
Handout 11.2
173
174
12
Trainer Guidance
The purpose of this interview is to establish the main cause of an individuals decline in
performance, persistent lateness, and increased sick leave absences. Are these issues
symptomatic of no discipline, or are they alcohol related? The interviewer needs to have
clear judgment on this after the interview. During the interview there needs to be an
atmosphere of trust; an acceptance that there are some problems that need to be
addressed and agreement to follow up, probably with a second counseling meeting
soon. These are the expected outcomes, given the way the role plays are constructed.
It would be unrealistic to expect in this first interview that the interviewee will admit to an
alcohol-related problem and accept treatment.
There are several red herrings in the role plays, such as the new policy on alcohol
abuse. This policy should not form a central part of the discussion. The interviewer
should concentrate on the behavior of the interviewee and how it falls below acceptable
standards, and probe for the reasons behind this progressive decline. Getting drawn
into side issues such as discussion on the effectiveness or relevance of the policy, or
how it applies to other departments will increase the possibility of the interviewee
avoiding the main topic.
There is an indication in both role plays that the interviewers style is usually fairly directive and therefore does not fit immediately into a counseling mode. He or she must
therefore spend some time and effort building rapport and trust to allow open discussion
of the background to the behavioral problems and gain sufficient respect for the interviewee to be willing to return fur further discussions. There is every likelihood that the
interviewee is expecting a disciplinary interview, so a different style will be unsettling
and could be threatening, and therefore be construed as manipulative. Equally, if the
interviewer treats it in a disciplinary style, there is little chance that the real causes of
the problems will surface and be discussed.
There is also a possibility that an astute interviewee could use the new policy in defense
against a disciplinary measure by claiming to be an alcoholic and citing the no disciplinary action rule. On the surface, that admission of alcoholism might appear to be
achieving the objective and therefore a success. In reality, using this tactic allows the
interviewee to question the managers procedure, divert attention to this away from the
real issue, and claim at some future date that the admission was false.
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Materials Required
1. Handout 12.1 for the Interviewer.
2. Handout 12.2 for the Interviewee.
3. Handout C.1a for each participant.
4. Handout C.1b for each observer (if required).
176
Handout 12.1
177
178
Handout 12.2
179
180
13
Performance Problem
Trainer Guidance
This interview is designed to be a one-to-one discussion where the emphasis is on
obtaining information. The interviewee has a lot of information and a brief time to share
it in response to the development of a feeling of empathy from the interviewer. This role
play is therefore ideal for testing interview skills in building rapport and active listening.
The obvious problem that has necessitated this interview is the individuals performance
level that has been declining for a period of time. It is possible therefore that the interviewer could hold a disciplinary interview, demanding an improvement or the imposition
of sanctions. If this is treated in this way, there is little likelihood that any of the extenuating circumstances will be revealed, and little hope that a long-term improvement in
performance will be affected. A more likely outcome will be that the interviewee will
retreat deeper into his or her depression and problems, perform at a lower level as a
result, and might even leave the organization in frustration or get fired.
There are therefore definite benefits in dealing with this type of situation in a counseling
manner, and this can be discussed with the trainees. It might even be possible to test
what would happen in a very short role play of the situation using a disciplinary
approach, and compare it with a counseling interview. By using a counseling approach,
it can be determined that the situation requires understanding, time, and supportive
help, not disciplinary action.
The role play for the interviewee has instructions to limit the amount of information given
out dependent on the feeling of empathy and support that is shown by the interviewer.
In this way, comparison of the detail obtained by different interviewers could give further
data on which to base a post role-play discussion on effective and less effective behaviors and strategies. The number of stressful situations included in the role play may
appear to be many, but it is our experience that once someone has begun to feel overwhelmed with one or two issues, then they will continue to find and magnify problems
that add to their depression. Some may then appear to be very small-scale issues, and
often these are the ones presented initially in an interview. The interviewer must therefore resist the temptation to dismiss these as minor and insignificant, but continue to
probe empathetically for the largest issues that may remain hidden by the interviewee
for some considerable time.
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Materials Required
1. Handout 13.1 for the Interviewer.
2. Handout 13.2 for the Interviewee.
3. Handout C.1a for each participant.
4. Handout C.1b for each observer (if required).
182
Handout 13.1
183
Handout 13.2
185
186
14
Trainer Guidance
Many organizations monitor sick leave absences in detail, not just to reduce costs associated with long-term use and abuse of benefits payments, but also out of a genuine
concern for the health of their employees. In this role play, there is a question over the
motive behind the increase in sick leave absence, only some of which is covered by
doctor verification.
The interviewer, therefore, needs to collect as much data as possible, rather than forming an opinion before the interview or on the basis of limited amounts of evidence. The
interviewer could put too much emphasis on the apparent short-term problem, that is
undocumented absence at the beginning and end of the week, and reach an opinion
that this is evidence of malingering. The interviewee role is written so that an aggressive
approach is likely to receive a similar aggressive response, and the real background
and severity of an injury will not be uncovered.
An open, listening approach is more likely to uncover the real extent of the injury and,
through counseling, help the interviewee make a decision about taking further expert
advice on surgery. The importance of keeping an open-minded approach can be
emphasized by this.
Some of the difficulties faced by the line manager/interviewer can be identified in this
role play. The manager is under pressure to maintain acceptable standards for
absenteeism, often by a system and management that are more cost-biased than
people-biased. There may even be a prejudgment that undocumented absences are
always suspect and that back problems are simple enough to fake. As the interviewer,
the responsibility is to uncover any deeply rooted problems and help individuals make
decisions that will help solve them.
Finally, this interview would normally be carried out on a one-to-one basis. Some
organizational precedent might require, or allow the attendance of, a trade union or staff
representative with the individual to help protect his or her interests, as the initial perspective is that it is a disciplinary matter. The presence of a third party could change the
character of the interview toward a more formal disciplinary approach. If this is likely in
your organization, then the interviewers should be given an opportunity to practice with
a third party present and to develop effective behaviors to handle the situation effectively.
187
Materials Required
1. Handout 14.1 for the Interviewer.
2. Handout 14.2 for the Interviewee.
3. Handout C.1a for each participant.
4. Handout C.1b for each observer (if required).
188
Handout 14.1
189
Handout 14.2
191
15
Career Guidance
Trainer Guidance
This interview should be balanced between giving information and obtaining information. The interviewer has little information on the career aspirations of the interviewee
and could therefore be distracted by perceptions and prejudices caused by the role
description and comparisons with others.
Confronted by someone who does not know what he or she wants in the way of life or
career goals, many interviewers will not probe for deeper motivations and patterns that
could help in channeling energy; instead, they will use themselves or others as an
example and overload the interviewee with advice and information. The interviewer
should remember that this is a counseling interview, not an interview to persuade the
interviewee to accept a promotion or any other arbitrary plan.
The interviewer must listen to the interviewees needs and responses to build a clear
picture of the individual and then look for all the development optionsmoving up in the
organization is not the only way to develop. It is possible to move across to a similar job
in a different area to widen experience; move in to the job by developing greater expertise in the particular function; or move out into a totally different area, or even a different
organization. All of these are possibilities, and the information about these options
should be driven by the interviewee, not the interviewer.
The other opportunity in the interview is to concentrate attention on individual responsibility, not on specific opportunities or decisions. The interviewer can help by introducing
a process for life and career planning that will give the interviewee the opportunity to
make his or her own decisions better.
The role plays are written to be expanded upon by the players. The real life organization
of the interviewer should be used to describe options and opportunities. This will also
test the interviewers knowledge of what opportunities do exist in the organization. It
would be useful to agree to the actual job and function that the interviewee is starting
from before the interview. Again, using the real-life situation of the interviewee will
enhance realism. The interviewee is instructed to use his or her own feelings and motivations to guide the discussion.
193
Materials Required
1. Handout 15.1 for the Interviewer.
2. Handout 15.2 for the Interviewee.
3. Handout C.1a for each participant.
4. Handout C.1b for each observer (if required).
194
Handout 15.1
195
Handout 15.2
197
Part D: Discipline
Introduction
The effective handling of discipline is based on ensuring that all action taken is fair and
consistent with both organizational policy and precedent, and is regarded as such by all
parties concerned. Most organizations will have a disciplinary procedure and guidelines
for its implementation. However, it is the existence of this formal process and the associated punishments, leading ultimately to dismissal, that distorts the true meaning and
purpose of discipline. The definition of discipline in Websters New World Dictionary is
a branch of knowledge or learning; training that develops self-control, character, or
orderliness or efficiency. To punish is at the end of the list of definitions.
The principle of a disciplinary interview is that the interviewer should be concentrating
on correction through training and instruction. Too many managers see the interview as
an obligation to punish and as a result may not take appropriate action. In the handout
that follows, we outline some general features of disciplinary action, procedures, and
interviews. The role plays are all designed to test both the managers decision-making
in taking appropriate action in different circumstances, and to develop skills in handling
this type of interview. The emphasis is therefore placed on the process of establishing
the facts, identifying a gap between actual and expected standards, and taking action to
prevent reoccurrence.
Method
There is a separate role play for the interviewer and for the interviewee. The appropriate
legislative and company procedures should be used in the context of making decisions
on appropriate action to be taken. There are five different situations, Chapters 16
through 20, depicted in the role plays, each written from real-life situations with its own
particular problem. The situations are:
16.
17.
18.
19.
20.
Sexual Harassment
Unsafe Work Practice
Racial Discrimination
Interpersonal Conflict
Poor Punctuality
With each role play, some guidance notes are provided to explain its main features and
to indicate some of the points to watch for in the interview. The interviewee should be
encouraged to build on the role play given, responding to the approach and style of the
interviewer while staying within the role. In real work situations, interviewers often have
the right to be accompanied, and sometimes represented, by a colleague or trade union
or company representative. If this is the norm in your organization, the role play should
199
include such a third person to take on this role. The interviewee and his or her friend
should work from the same role play and agree to their plan jointly. You may wish to set
up parallel interviews with and without the third party to highlight any different needs in
preparing for, and conducting, the interview. The interviews should last about 30
minutes.
Time
For each role play, the minimum time allowed for preparing, conducting the interview,
and reviewing should be 1 hours:
If video recording is used, then the review time will be between two and three times the
length of the interview.
200
Handout D.1a
DISCIPLINARY INTERVIEWS
The principle of a disciplinary interview is that the interviewer should be concentrating
on correction through training and instruction. Too often, discipline is used synonymously with dismissal or other punishments associated with formal disciplinary procedures that exist in most organizations. This often results in managers opting out of the
disciplinary responsibilities contained within their jobs, or rushing in and starting formal
proceedings without adequate preparation, which may then have to be reversed.
The existence of legal safeguards on unfair dismissal for employees, grievance and
appeal procedures, and the protective nets provided by trade unions and staff associations have all helped both to limit the excesses of irresponsible management and to
concentrate attention on the top of the disciplinary iceberg (see Figure 1). Here, as is
typical of icebergs, the bulk is under the surface and managers should direct their effort
here where most cases of unsatisfactory performance occur. These cases are likely
either to be handled badly or ignored. Also at the base of the iceberg, managers could
carry out the training and instruction side of discipline and probably prevent many
issues from escalating into problems that have to be dealt with further up.
Legal Issues
Dismissals
Suspensions
Written warnings
Formal verbal warnings
Informal verbal warnings
Instances where action
should be taken, but is
not
201
The action in most formal disciplinary procedures will be progressive, from informal verbal warnings to formal verbal warnings to written warnings to dismissal. Sometimes the
seriousness of the misdemeanor is such that entry into the procedure is at a higher
level, including immediate dismissal for acts of gross misconduct. It is therefore important that managers understand the formal procedure, their own authority level, and any
precedents that will affect the decision in any particular case. This requires careful
preparation, and implies that disciplinary interviews are not carried out in the heat of
the moment.
Once again though, by spending too much time in the analysis of action in formal cases,
the manager will be deflected from looking at the base of the iceberg. Here, no formal
disciplinary punishment is required, but staff need to be trained in the achievement of
expected standards. The most effective way of handling discipline in any organization is
to ensure that problems never arise. The manager must therefore ensure that all staff
are made aware of the standards expected from their performance and behavior at
work. Often these are not clearly laid out and can vary between organizations, locations,
departments, and even between different managers within the same organization. Staff
members need to know what is expected of them so that they can comply in terms of
performance or behavior. Often a clearly expressed standard that is understood by staff
is sufficient to cause the change required. This is step one in the training for correction
process.
If the standard is known and performance still falls below an acceptable level, the manager must take further action. This should not be by an overreaction and rushing in and
invoking arbitrary punishments, nor by underreacting and ignoring the continued underperformance. In the latter case, the manager will allow a new, lower standard of performance to be established through custom and practice that will be a defense in the
event of future action. Conversely, overreacting omits the essential feature of making
decisions that are based on facts, not emotion.
The training approach involves the manager in investigating the breach of standards
from both perspectives, and establishing with the individual the gap that exists between
the expected and actual performance or behavior. This is done by establishing the facts
in a neutral manner and getting agreement to them. Once the gap is established, individual circumstances will guide the next steps that are to establish a process for closing
the gap and carrying out the action.
202
203
Handout D.1b
Role Play
Observer
Date
Observed
Comments
1. Preparation
Review of standards of performance,
precedence, and authority. Gathering
facts and preparing case.
2. Opening
Setting the scene and creating a
relaxed climate.
4. Skills
Open-ended and probing questions,
listening, summarizing.
5. Flow
Control, pace, verbal and nonverbal
behavior.
6. Closure
Agree to future standards and objectives. Summarize interview and next
steps.
Giving Feedback
Immediate:
Impact:
Personal:
Descriptive:
205
16
Sexual Harassment
Trainer Guidance
The interviewer is given many questions in this role play, including:
1. There is an uncorroborated complaint of sexual harassment:
Is it a genuine complaint or trouble making?
Is it possible to get corroboration without publicity?
Are there other potential complaints?
2. The two parties have had a previous relationship:
Does this indicate revenge?
Is one party trying to take advantage of the past?
3. The environment has been and is allowed to be relaxed:
Is it productive fun or just lax?
Is there an accepted and understood standard of behavior?
Has this action gone against that standard?
Does it offend his/her own behavioral standards?
4. The manager has been part of that relaxed environment:
Has he/she been compromised?
Does he/she now need to set himself/herself apart and set new standards?
Will he/she lose respect and friendships as a result?
Does he/she like the environment the way it is?
Has he/she been, or is now, a willing participant?
5. How close is the managers relationship with the interviewee?
Does this affect his/her approach?
Should he/she refer this to a third party who is not involved?
These individual problems will affect the way in which the interview is conducted, and
the interviewers attitude and decision making. You should be aware of these possible
biases and distortions and be prepared to challenge them during the planning or review
stages. As well as the problems listed above, there is one important distortion that will
affect most peoples ability to handle the interview in a neutral waythe genders
involved.
207
The roles have been deliberately written to be asexual, but in carrying out the role play,
the importance of gender and stereotyping will become evident. It is important to be
aware of potential bias and possible discrimination. It is also a very sensitive subject,
deeply rooted in behavior and value systems, and therefore you should take particular
care with feedback. There is likely to be an assumption that the complainant will be
female, making a complaint about a male. The roles could easily be reversed, or be
male/male or female/female. Investigating managers reactions to these different
scenarios will help in raising individual awareness as well as in facilitating equal opportunity and discrimination training.
The emphasis in the interview will be on fact-finding to compare the two perceptions of
the case, and then to carry out whatever action is deemed necessary. The actions
chosen by the interviewer might include:
Doing nothing.
Whatever the choice, this should be considered in light of the information discussed
during the role play; the procedures and policy of the organization; the social legislation
that might be applicable; and from the perspective of good management practice. From
the information about the environment and situation in the role play, a good outcome
would be to:
208
Part D. Discipline
This is not the only action that would be effective, and it is not suggested as the best.
As already stated, the actual decision will be dependent on the way in which the role
play is carried out, and the general social and organizational environment.
Materials Required
1. Handout 16.1 for the Interviewer.
2. Handout 16.2 for the Interviewee.
3. Handout D.1a for each participant.
4. Handout D.1b for each observer (if required).
209
Handout 16.1
211
Handout 16.2
213
17
Trainer Guidance
In this role play, there is a history of many minor breaches of rules and procedures and,
while no one particular incident will necessarily be sufficient for a disciplinary interview,
the combination suggests that there might be a deeply rooted attitude and behavioral
problem that does need attention.
This most recent incident provides an opportunity to look at performance over time and
establish the gap between actual and expected behavior in general, as well as in each
specific case.
There are some other features in the role play that might affect the supervisors/ interviewers approach and action, and will test ability in probing for underlying motivations
and feelings:
Does the fact that this incident was reported by a director have any influence on
the supervisors attitude, action, or decision?
Does the fact that the supervisor had to clear up the work have any influence on
his or her attitude, action, or decision?
Has the training and explanation of safe methods of work been sufficient?
Does the interviewee have any attitudes that are in conflict with good practice
that need to be addressed through coaching and training?
The interviewer should strike a balance between giving information and obtaining information. Giving information should be about standards of safe operation and behavior,
establishing the gap between actual and expected standards, and explaining the consequences of non-compliance. Obtaining information should focus on the other side of
the story, the opinions on safety and good work practice, and the general attitude to
rules and procedures.
This is probably the last opportunity the supervisor has to help establish personal
responsibility and motivation to achieve the acceptable standard of performance before
a formal disciplinary procedure is invoked. In the role play, individuals playing the interviewer role may feel that this stage has already been reached and that a formal
215
warning is appropriate. If so, you should review with them their reasons for that decision, and whether it is based in whole or in part on the intervention and perceived
expectation of a senior manager.
Materials Required
1. Handout 17.1 for the Interviewer.
2. Handout 17.2 for the Interviewee.
3. Handout D.1a for each participant.
4. Handout D.1b for each observer (if required).
216
Handout 17.1
217
Handout 17.2
219
18
Racial Discrimination
Trainer Guidance
The purposes of this disciplinary interview are to reinforce a known standard of performance with the individual, establish the gap between the actual and expected performance
against this standard, obtain acceptance of the need to conform, and understand the
consequences of non-conformance. The situation is made more complex by the subject
matter of racial discrimination. This is a subject that is often highly charged with feelings
and individual values that can cloud rational argument and action. The interviewer must
therefore prepare the case and conduct the interview on the facts of the situation.
The evidence of discrimination has been highlighted through a trend-monitoring process, not by direct observation or complaint. The monitoring information would not be
sufficient in itself to justify a disciplinary interview, but the additional evidence from
direct observation and from staff gives collaboration necessary to take action. The
supervisor concerned has more evidence of the actual discrimination. The skill of the
interviewer in probing and listening to the interviewee could uncover this extra information.
Again, the interviewer must decide what action is appropriate and whether the evidence
is sufficient to warrant punitive action, and if so at what level. (As a guide, participants
should use their own organizations policies and disciplinary procedures.)
Care needs to be taken not to put too much emphasis on a previous disciplinary case.
The resulting caution cannot be considered in determining action at this time, because it
is outside the two-year limit contained in the organizations rules. However, the interviewer can use the example as evidence of a trend in discrimination to probe the supervisor for evidence of values and actions.
Materials Required
1. Handout 18.1 for the Interviewer.
2. Handout 18.2 for the Interviewee.
3. Handout D.1a for each participant.
4. Handout D.1b for each observer (if required).
221
Handout 18.1
223
Handout 18.2
225
226
19
Interpersonal Conflict
Trainer Guidance
In this role play, the interviewer has to establish what happened and hear both sides of
the story. The ground rules should be that what occurred fell outside the acceptable
standard of behavior and that a recurrence is not expected. The most important action
then is to understand why it happened, and find ways of ensuring that there is no
repeat. Immediately handing out a punishment to both parties is unlikely to deal with the
cause of the conflict, which will then possibly flare up again in the future.
Depending on the choice of the interviewer, the interviews can either be carried out
individually or jointly. Considering that the subject is one of interpersonal conflict, having
an initial joint interview would probably put too much of a strain on the interviewer in
keeping the peace, and therefore not achieve the objective of understanding what
happened. Thus, initial individual interviews are favored, with the strong possibility of a
final joint interview to reinforce the message given to each individually.
The interviewer must be aware that conducting individual interviews can cause a bias,
either actual or perceived. Whoever gets the chance to put their side of the story first
can color subsequent descriptions and influence in their favor. The interviewer must go
to some length to be, and appear, impartial and neutral. A third party observer can be
very effective in ensuring that this takes place.
The interviewer must also decide the appropriate action to take, given the statement of
policy in the role play. As threatening behavior was reported, does this constitute summary dismissal? Is it not that serious, since no fight took place, but serious enough to
warrant a formal warning of some kind? Does it require a plan of action and improvement
in behavior? What does the staff who witnessed the event expect? Is that of any relevance? How will the disciplinary policy and procedure be viewed by all concerned after
the action is taken?
There is shared blame in this situation. Interviewee 1 started behaving aggressively, but
with provocation over a long period. This is still not an acceptable way to resolve differences. Interviewee 2 has a poor attitude about the quality of work. Neither are promoting good teamwork and cooperation, and neither help the bonus payment for the whole
group.
(Note: As there may be a series of interviews associated with this role play, more time
is required to complete the role play and to conduct the review. A guide would be to add
at least 50 percent to the time estimates identified in the introduction to this section.)
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Materials Required
1. Handout 19.1 for the Interviewer.
2. Handout 19.2 for Interviewee 1.
3. Handout 19.3 for Interviewee 2.
4. Handout D.1a for each participant.
5. Handout D.1b for each observer (if required).
228
Handout 19.1
and:
There are certain offenses that must be regarded as so serious as to render the
offender liable to summary dismissal; that is, without previous warning. These
offenses include:
You are a firm but fair manager, leaving people to manage their own tasks, work on a
day-to-day basis, and develop a feeling of team effort. However, while you are often
happy to be in the background, you are not afraid to take a clear stand when someone
breaches the rules and upsets the team.
Reproduced from 25 Role Plays for Interview Training by
Geof Cox and Chuck Dufault, HRD Press, Amherst, Massachusetts, 1993
229
230
Handout 19.2
231
Handout 19.3
233
20
Poor Punctuality
Trainer Guidance
The interviewer needs to strike a balance between giving information and obtaining
information in this role play. The interviewer role suggests an almost undercover operation to catch poor timekeepers, and a determination to believe that his or her own standards should be imposed in general. The tendency could be to introduce a penal
discipline element to the interview immediately, without giving an opportunity to listen
and understand the other side. The interviewer, therefore, must be aware of the possibility of jumping to conclusions, and the need to check out assumptions before taking
action.
If the interviewer decides to take an aggressive stance, there is a high probability that a
good worker will leave. The interviewee has already considered moving and is under
stress. If, however, the interviewer takes a more balanced approach, the background
information could be introduced to the situation and taken into account. Then clearly this
is not the time for punitive action, but the time to help the person overcome difficulties
by allowing some flexibility. It still might not work out in the end, but at least the manager will have made every effort to solve the problem.
The role play, therefore, tests the attitude of the interviewer in the planning stage and
his or her skills in the interview in being able to suspend judgment and listen and probe
for reasons and opportunities to help. Discipline in this example is all about establishing
the acceptable standard of behavior and finding ways to help the individual meet these
standards.
Materials Required
1. Handout 20.1 for the Interviewer.
2. Handout 20.2 for the Interviewee.
3. Handout D.1a for each participant.
4. Handout D.1b for each observer (if required).
235
Handout 20.1
237
Handout 20.2
239
Part E: Exit
Introduction
The role plays in this section deal with the interviewing process at the opposite end of
the employment spectrum to the selection interview, when for diverse reasons,
employer and employee are parting company. Trends in the workplace, new forms of
employment agreements, economic pressures, and other factors have made the separation scenario increasingly more common. Departures may be voluntary or involuntary,
amicable or traumatic, planned or unplanned, but in all situations they require effective
communication. There is a need for exchange of information and clarification to ensure
mutual understanding of terms and conditions, reasons and options, and this is typically
done through one or more formal interviews. The five role plays presented in this section will allow managers and supervisors to practice common types of separation interviews.
Many organizations have formal policies and procedures for exit interviews and these
will include guidelines, definitions, and codes of practice. This applies particularly where
there are legal issues and union requirements. Where such procedures exist, you
should use these guidelines and recommendations in introducing and explaining the
role plays. General considerations on the differences between various separation situations and the conduct of appropriate interviews are offered as a handout to present an
overview of the separation interview if no organizational policies are available. The
guidance notes with each of the typical situations form the basis for feedback and
review.
Method
Each role play consists of a brief for both the interviewer and for the interviewee. The
interviewers role play includes documents or information he or she is likely to have for
that particular type of interview. The organizations policy and procedure manuals and
any relevant guidelines, exit checklists, or separation interview record forms should be
available where these exist. Interviewers and interviewees may use their personal data
or plausible facts to fill out the background of their roles, keeping in mind that the objective of the exercise is to practice conducting a constructive interview. There are five
different interviews, Chapters 21 through 25, depicted in the role plays, each taken from
common situations and each within a specific focus and context. The situations are:
21.
22.
23.
24.
25.
Terminating Employment
Resignation
Voluntary Early Retirement
Dismissal
Closure/Relocation of Business
241
With each role play, some guidance notes are provided to explain its main features and
to indicate some of the points to watch for in the interview. The interviewee should be
encouraged to build on the role play given, responding to the approach and style of the
interviewer while staying within the role. The objective here is to practice and experience the skills and techniques of interviewing, not to try to argue, rebut, bargain, or
redress the situation, nor to attack, trap, or upstage the other. The interviews should last
about 30 minutes. Feedback should be focused on the use of skills and techniques as
well as on the balance of time allotted to information-giving and information-gathering.
Time
For each role play, the minimum time allowed for preparing, conducting the interview,
and reviewing should be 1 hours:
If video recording is used, then the review time will between two and three times the
length of the interview.
242
EXIT INTERVIEWS
The first objective of exit interviewing is to inform or confirm the decision to end an
employment relationship. The second objective is to explore and clarify the reasons,
conditions, options, and terms to reach the most satisfactory conclusion. When the
departure is voluntary, there is an implication that the employer is given the opportunity
to clarify the reasons for the employees decision to leave the job. In an involuntary
departure, it implies that the employee is given the opportunity to learn the causes and
reasons for the companys decision and any possible implications for the future (for
example, what type of references the employee may expect to receive, any outplacement assistance or continuation of certain benefits, effective date, severance payment,
remaining vacation entitlement, transfer of insurance coverage or pension funds, etc.).
In both cases, the employer and the employee should both have the opportunity to
explore and exchange information for mutual understanding of the terms, conditions,
and any possible options.
This handout reviews some general aspects and specific characteristics of exit interviews. The ideal outcome is to reach the most satisfactory conclusion possible of a
working relationship, given all the factors and circumstances involved.
In todays workplace, where nothing is permanent and the only constant is change,
leaving a company is becoming more common. New employment trends are toward
independence, self-development, self-sufficiency, freelancing, cottage industries, project
assignments, and term contracts. Companies rarely promise, and employees less
frequently expect, a life-long commitment to employment. However, the effective
manager and enlightened supervisor must not ignore the fact that a separation, even
when planned, desired, and expected, represents breaking a link or a bond. It can,
therefore, be a highly sensitive, stressful event.
Even when retirement is anticipated, carefully prepared through company-sponsored
workshops and initiated through the ritual ceremonies of farewell dinners, speeches,
toasts, and gold watches, it is still a traumatic shock to the system. It is a lesser shock
certainly than other types of separations, and with diminished reactions of denial,
bargaining, anger, and reluctant acceptance, but a real shock just the same. Countless
stories abound of people who could not adjust to this change after a lifetime of faithful
service, relating at least part of their identities to their jobs. The exit interview requires
careful, thoughtful preparation and sensitivity to the underlying issues.
When separation is sudden, unexpected, and misunderstood, such as in cases of involuntary termination or dismissal, layoffs, or company closure, the shock and trauma are
of far greater magnitude. Managers must then be prepared to deal with the emotional
reactions, the protesting or denial, the attempt at bargaining or renegotiating another
chance before resigned acceptance of the fact. The person is reacting to a break in a
Reproduced from 25 Role Plays for Interview Training by
Geof Cox and Chuck Dufault, HRD Press, Amherst, Massachusetts, 1993
243
244
Discussing the future conditions (details of separation payment, any terms and
conditions, transfer of benefits, final date, providing references, outplacement
assistance, etc.)
Exploring the employees reasons for leaving and his or her observations about
the job, the company, and the environment (particularly in resignation or voluntary retirement)
The interviewer needs to remain calm and not get caught up in any emotional reaction
or contradictory argument. There is nothing to be gained by dwelling on the past or
trying to attribute blame to anyone, including third parties. The divorce courts have an
expression that says it well: No fault divorce. It is best to strive for an acceptance of
the reality of the situation and look to the future on amicable terms. A constructive conclusion cannot be built on enmity or vindictiveness.
The interviewer must pay attention to clarity to preclude any possible misunderstanding
or potential problems. The interviewer needs to exercise empathy and use active
listening to verify complete understanding by the employee and to appreciate the
employees perception of future plans.
245
Handout E.1b
Role Play
Observer
Date
Observed
Comments
1. Preparation
2. Opening
Setting the scene and climate.
4. Skills
Open-ended and probing questions,
listening, summarizing.
5. Flow
Control, pace, verbal and nonverbal
behavior.
6. Closure
Summarize interview and any agreed
to next steps.
Giving Feedback
Immediate:
Impact:
Personal:
Descriptive:
247
21
Terminating Employment
Trainer Guidance
This exit interview takes place between a manager and a female subordinate, one-toone. The manager has made a decision to eliminate the administrative assistant position, so the purpose of the interview is to give the information: the facts, the reasons,
and information about possible future plans. It is not a counseling interview (see Role
Play 11).
The role plays describe the situation from both sides and no further materials or information should be needed. The interviewer and interviewee may supplement the information given by personal data to amplify the case, and refer to their organizations
policy or procedure guidelines, where appropriate, when positions are eliminated.
Among the points to watch for in this role play is the clear intention of the manager to
treat the employee with respect and deference. In fact, there is a considerable amount
of regret and discomfort on the part of the manager who has put off execution of this
decision for several weeks.
The interviewee may not hear the information as intended, nor perceive the managers
concern and solicitude, due to the shock of the situation. In feedback, it would be useful
to check the amount of information received by the interviewee and the level of understanding. Often, she will have totally misheard the content of the interview and misread
the context. The interviewee is unwittingly practicing a form of selective listening conditioned by her perception of the situation.
The interviewer should show empathy, but be aware of the real possibility of not
appearing to be genuine (again because of the employees prejudged conclusion of
what was about to happen).
Also be aware of the possibility of a gender discrimination claim that could be filed
against the manager because of the employees physical condition (pregnancy).
Materials Required
1. Handout 21.1 for the Interviewer.
2. Handout 21.2 for the Interviewee.
3. Handout E.1a for each participant.
4. Handout E.1b for each observer (if required).
249
Handout 21.1
251
Handout 21.2
253
22
Resignation
Trainer Guidance
The individual concerned has made the decision to resign, so this is an obtaining information interview, not an attempt to give information and try to persuade the person to
change his or her mind.
The emphasis here will be to explore the reasons behind the individuals decision, to
clarify his or her motivation, and understand the real reasons for leaving. If this person
is honest and forthright, it will enable the interviewer to gather information that could be
helpful in determining possible corporate policy changes to keep other key staff from
leaving.
The interviewer should use active listening techniques and probing questions with
empathy to try to see things from the other persons perspective.
The role plays can be expanded upon by the players, and their organizational structure,
policies, and procedures may be used to amplify certain points. It should be a positive,
constructive discussion aimed at the individual leaving the organization on good terms.
The interviewer should not be hypercritical for the sake of getting even or settling old
scores.
The interviewer may not be prepared to hear all the information available, due to a certain amount of personal bias based on assumptions and perceptions of the motivation
for leaving. Feedback and review can therefore focus on the risks of listening filters and
blocks to understanding that occur when we base our plans on inference and assumption.
Materials Required
1. Handout 22.1 for the Interviewer.
2. Handout 22.2 for the Interviewee.
3. Handout E.1a for each participant.
4. Handout E.1b for each observer (if required).
255
Handout 22.1
257
Handout 22.2
259
23
Trainer Guidance
This role play takes place between the manager of a department and an older person in
a support position. The department head is faced with the obligation to reduce the head
count before years end and believes that the older employee should be interested in
the companys generous package for voluntary early retirement.
The employee, being of the right age and level of service, could qualify for the package,
but has not given it any thought or consideration since he/she has substantial financial
obligations.
The manager has found a seemingly easy solution to get a head count reduction and
will interview the employee to explore his/her reaction to the possibility.
This is essentially an information-gathering interview, but the interviewer has a very
strong bias and personal interest to get the employee to accept the proposal.
Among the points to watch for is the projection of the interviewers strong bias. The
manager can give the impression through an assertive tone that the decision is already
made and the employee has no option but to accept. This can then appear to the
employee that he/she is effectively being dismissed.
The interviewer will have to use empathy and effective listening skills to be aware that
the employee may not even have considered the option. Having other priorities and
commitments, he/she may be shocked by the blunt proposal. The interviewer should
understand that security and financial obligations are the major concerns from the
employees perspective.
Participants may use personal details of hobbies or interests and company structure or
voluntary early retirement procedures for supplementary information.
Materials Required
1. Handout 23.1 for the Interviewer.
2. Handout 23.2 for the Interviewee.
3. Handout E.1a for each participant.
4. Handout E.1b for each observer (if required).
261
Handout 23.1
263
Handout 23.2
265
24
Dismissal
Trainer Guidance
This role play takes place between a Human Resources manager and a young management trainee.
The trainee has not performed adequately or consistently in three different assignments
over 18 months and has been absent or ill excessively in recent weeks. He/she is constantly asking for recognition of superior talent and abilities; however, he/she does not
understand that there will not be greater responsibilities assigned until the small jobs
are completed satisfactorily.
A decision has been made to dismiss the trainee. Because there are indications of
potentially serious social and attitude problems and the individual is leaving the third
employer in less than five years, there is an option in the interviewer role to offer external counseling services.
This is an information-giving case and the interviewer has to inform the employee of the
facts, reasons, and proposed actions for the future.
It is important that the interviewer verify the trainees understanding of the situation,
what has happened, and what will happen in the coming weeks. The only information to
obtain is confirmation of this understanding. It appears that there has not been understanding of the warnings and coaching given at monthly review meetings. The interviewer may perceive that the trainee will be expecting a dismissal interview due to the
warning issued at the last meeting. The attitude of the trainee has been to ignore
these warnings and continue the inappropriate behavior.
The interviewer should be empathetic, but should avoid getting caught up in the interviewees tendency toward a self-pitying, victim role. The interviewer has made several
attempts in the past to help the trainee see the problems and may react to an emotional
outburst with anger and frustration.
Materials Required
1. Handout 24.1 for the Interviewer.
2. Handout 24.2 for the Interviewee.
3. Handout E.1a for each participant.
4. Handout E.1b for each observer (if required).
267
Handout 24.1
269
Handout 24.2
271
25
Closure/Relocation of Business
Trainer Guidance
This interview would normally take place on a one-to-one basis, between a department
head and a member of staff. It may be possible to include a person from the Human
Resources Department to make up a panel. This would imply the need to clarify roles
and responsibilities of panel members.
The objective is an exchange of information, following the decision to close down and
move to a new location. The interviewer must give full information about the new location and the terms offered for relocation, as well as an explanation of the settlement
package for those who choose not to move. The interviewer also needs to get full information on the interviewees position, his or her willingness to move or wish to stay, and
on what terms.
The interviewer must be clear in giving the details about the two options so that the
interviewee can make an informed decision.
It is also necessary to listen carefully to the interviewees reactions and responses,
using clarifying questions, paraphrasing, and summarizing to ensure precise understanding of the interviewees desire to relocate or acceptance to leave the company,
and under what terms and conditions.
The interviewer must strive to keep an objective, but empathetic attitude. If the interviewer appears to favor one or the other solutions (oversell or undersell the relocation),
it may unduly influence the interviewee to make a decision that would be neither in the
employees nor the organizations interest.
Feedback should be directed to the balance between giving and gathering information
and a balanced presentation of the options. The interviewee should be questioned
during the review on whether any pressure was felt to adopt either one of the solutions.
Participants may need to include personal data or organization information to elaborate
on the roles.
273
Materials Required
1. Handout 25.1 for the Interviewer.
2. Handout 25.2 for the Interviewee.
3. Handout E.1a for each participant.
4. Handout E.1b for each observer (if required).
274
Handout 25.1
275
Handout 25.2
277