Format

Example format

  1. Introductions
  2. Explanation of format of interview (s), any selection tests and anticipated timings
  3. Clarify details of application/CV  (if necessary)
  4. Structured questioning based on selection criteria for the post
  5. Questions about availability to start work, expectations of salary (if any), and any job specific requirements such as flexibility to work irregular hours, etc.
  6. Time for candidate to ask questions
  7. Explanation of any pre-employment screening (health questionnaire or security screening)
  8. Explanation of next steps and anticipated timescales for selection decision to be made

If selection tests are to be used they may take place either before or after the interview, as long as candidates are clear about the arrangements.

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Panel/sequential interviews

Taking into account the general recommendation that more than one person should be involved in any decision to appoint, the panel should agree whether the candidates should have one interview with a number of interviewers (a panel); or whether the candidate should meet the interviewers sequentially, either individually or in smaller groups. In choosing an approach consider the nature of the job, the time/rooms available and whether any interviewees have special requirements. If sequential interviews are to be considered consider the effect on the interviewee i.e. will he/she find him/herself repeating comments at each interview and become bored/worried/confused?

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Questions

While discussions in different interviews for the same post may take different directions depending on the candidate's interests and responses, it is important that there is consistency in the type of questions asked, and that candidates are not selectively asked questions depending on their age, gender or other characteristic.

For example:

  • If there is a requirement to travel as part of the duties of a post, each candidate should be made aware of this requirement and to asked how he or she would be able to undertake those duties - candidates should not be asked about domestic circumstances or childcare arrangements.
  • If flexibility over hours is required this should be explained and all candidates and each should be asked whether this would cause a problem, and if they would be prepared to work late on occasion if required.

It is also very important that the selection criteria remain the same for all candidates and are not allowed to change as the interviews proceed.

Candidates must be assessed solely on their qualifications, relevant knowledge, experience, and personal qualities in the light of the job-related selection criteria for the post. Care needs to be taken with questioning in this area to avoid the impression that, for example, marital status or domestic responsibilities are being taken into account in the decision as to whether or not to appoint. Interviewers should take particular account of the University's Code of Practice on Staff Recruitment and Selection, which prohibits the asking of questions relating to marital status, children, domestic obligations, marriage plans or family intentions.

Care should also be taken in the phrasing of questions on communication skills and the candidate's ability to get on with colleagues, since in some circumstances they could be construed as implying stereotypical judgements of ethnic minority candidates.

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Styles of questioning

It is useful for interviewers to be aware of the different types of question they may be asking, and of the contexts in which certain types of question may be most appropriate.

1. 'Open' questions are useful to begin the process of probing the candidate, and should be based on the selection criteria for the post. These should be followed up by various types of probing questions, which may include the following: For example:

  • 'What ... ?' 'Tell me about ...' (i.e. questions which cannot be answered with a 'yes' or 'no'); or
  • 'Why did you do/choose ... ?', 'Can you give me an example to illustrate/ support what you have just said?' rather than using leading or assumptive questions imposing the questioner's assumed answer.

2. 'quantifying' questions, for example to assess how much experience, how many staff managed, how often a task performed, how big a budget managed, how much sick leave;

3. 'behavioural' questions, inviting the candidate to give specific examples from his or her own experience;

4. 'hypothetical' questions, asking the candidate to describe his or her reaction to an imagined situation. These are useful for candidates with limited experience;

5. 'closed' questions (inviting a short answer, usually 'yes' or 'no'), which should be avoided at the beginning of the probing, but which are useful for checking information towards the end.

Certain types of question are less useful but are often inadvertently used, especially if the interviewer is nervous or inexperienced. These include

'multiple' questions, for example 'What do you think makes a good administrator, do you consider yourself to have those qualities and what evidence can you show us in support of this?' Candidates will often answer that part of the question with which they feel most comfortable: it is better to ask each part separately. Similarly,

'multiple-choice' questions (for example, 'Did you leave that job because you wanted to widen your experience or because you wanted promotion?') invite answers from a restricted range, possibly excluding what may be the real answer.

'Leading' and 'rhetorical' questions both tend to be signalled by an exposition of the interviewer's point of view and expect either the answer 'yes' or no answer at all. Such questions are commonly, and appropriately, used in a teaching or other academic context but are less useful in an interview, where some candidates may not feel able to challenge the point of view being put forward by the interviewer. Since what is being sought are the candidate's views or experience, an open question followed by probing is likely to be more effective.

The self-confidence or otherwise of candidates will to some extent determine how they answer leading and rhetorical questions; it will also affect their response to 'self-assessment' questions such as 'Do you think you are good at ...?' or 'What are your greatest strengths?' Self-confidence may or may not be one of the qualities sought and in the latter case questions of this kind may be best avoided; in either case, it will be essential to follow up any self-assessment questions with effective probing.

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