Planning and Preparation for Selection Interview

Defining your goals:

The most difficult part of finding employment is figuring out what you actually want to do.
Earning a degree in a particular field or working many years in a specific industry should not
limit your options. When choosing or changing careers, there are two very important questions
to consider: first, while a particular industry or job title may seem glamorous or enticing, are
you really prepared to take on the day-to-day duties that such a position entails? Ask yourself
whether you are actually ready and willing to meet the demands of this job or whether it is just
a job title you think you could impress your friends with. Second, are you prepared to live the
lifestyle that this job demands? For example, while the idea of becoming a talent agent or a
personal assistant to a celebrity sounds like a dream job, are you willing to be at somebody’s
beck and call twenty-four hours a day? Are you ready to deal with belittling comments and the
occasional difficult personality? Many high-profile and/ or high-paying jobs do not leave you
much free time. If you are not sure of the customary duties and tasks of a position, try to speak
with someone in the field or to a career counselor so that you can learn more about them.
Career Tests:
Although some people may ridicule the idea of career tests, sometimes taking a test may benefit
knowing the career you may be inclined towards.
Job seeking techniques:
There are several different job-seeking techniques that you may employ. They include the
following:
Answering an advertisement: Advancing technology has paved the way for literally
thousands of job-hunting Web sites. Infact, on the Internet, today‘s job seekers can access
millions of job openings worldwide with just a few clicks of the mouse.
Calling on personal contacts (networking): Ask professionals how they got their current
position, and chances are at least one will say through a friend, family member, or business
contact. No matter what profession you‘re interested in, chances are that you know someone
in that field, or you at least know someone who knows someone. The point is, you should be
able to find someone in your desired field who can help you somehow.
Sending unsolicited resumes directly to the employer (also known as the direct contact
method): One of the biggest frustrations job seekers face is browsing through a company‘s
available opportunities only to find that there are no jobs available to suit their skills. So what
should you do if the company of your dreams is not actively recruiting people now? The answer
is simple: Send a resume anyway.
Creating resumes: Your resume is the piece of information that lets a potential employer know
what your skills are and whether you would be a good fit for the available position and/or the
company. For this reason, your resume must be as detailed and informative as possible, without
reaching too far beyond a one-page limit. A second function: You want to create an attractive
resume that will draw as much attention as possible.
Preparation on self: One can perform SWOT analysis to understanding one’s self and their own
strengths and weaknesses.
Introducing yourself:
o Introduce yourself to whoever is in the reception area.
o Speak loudly enough to be heard and do not forget to smile.
o Introduce yourself to the interviewer.
o Maintain eye contact.
Use the interviewer's name if possible. E.g., Good morning, Mr. Brown. I am Ted Marshal‖.
o Do not offer to shake hands unless the interviewer offers first. Let your handshake be firm.
o Do not sit until you are offered a seat.
Do not place your belongings on the employer's desk.
Do not read or give the impression you are reading items on the interviewer's desk.
Prepare the commonly asked questions:
In any career, there are commonly asked questions. Prepare a list of the questions and prepare
the answers beforehand.
Skills and attributes most employers look for:
The following is a list of the skills and attributes most employers look for in prospective
employees.
Technical skills: The candidate’s subject knowledge suitable for the post he/she has applied
for.
For example, for a ‘programmer-analyst trainee’the company may look for the candidate’s
ability to plan, develop, test, and document computer programs, and apply knowledge of
computer
techniques and systems. Interview Situation 4 in the CD demonstrates the importance of
indepth
subject knowledge.
Analytical skills: The candidate’s ability to examine and assess a situation, look at it from
different perspectives, improve upon, and streamline it. For example, there may be a complex
process that one may be asked to analyse critically.
Career objective: The candidate’s goals and aspirations—what the candidate wants to pursue
in his/her life and whether he/she is clear about it, whether the candidate’s background and
aptitude matches his/her career objectives.
Mental agility: The candidate’s ability to quickly grasp things/mental alertness.
Communication skills: The candidate’s skills in listening, speaking, reading, and writing.
Interpersonal skills: The candidate’s skills to build relationships with colleagues, seniors, and
subordinates, and ability to move with team members.
Flexibility/adaptability: The candidate’s multi tasking skills or ability to adapt himself/herself
to the changing situations or environment and handle multiple concurrent projects. The
candidate’s ability to adapt himself/herself to culturally diverse work environment.
Management/leadership skills: The candidate’s ability to plan, organize, motivate, inspire,
manage, and lead the colleagues to achieve the organizational goal.
Creativity: The candidate’s out-of-the-box thinking and ability to innovate. For example, if
others suggest imposing fine for an employee for violating a rule and you suggest appointing
him as the guardian of rules, and justify your solution, you are creative.
Positive/can-do attitude: The candidate’s positive way of looking at things and people. For
example, if one thinks of and projects good aspects of one’s college/organization/parents/
employers/job, one has a positive attitude.
Social skills: The demeanour in public or with strangers/employers or how a person conducts
himself/herself with others—the way one meets and greets others, stands, sits or moves in
front of others, shakes hands, reacts to opinions, eats or drinks, etc.
Honesty and integrity: The candidate’s candidness and trustworthiness
Determination/steadfastness: The candidate’s ability to accomplish the given assignment
despite several odds.
Professionalism: The candidate’s maturity and fairness in handling business activities
Inclination for learning: The candidate’s willingness to learn with an open mind.
Areas of questioning
o Academic/Technical
o Job experience
o Interests and activities
o General awareness
o Career goals
o Personality
o Background
If you‘ve done your homework and researched the company, position, and industry, you
should have no problem demonstrating your knowledge to a potential employer.
Types of questions:
Rapport questions: Questions at the beginning of the interview that will relax the candidate
and get him or her to speak freely.
The direct question or close-ended question: This kind of question permits the interviewee
very little, or no freedom in selecting their response. There is usually one specific answer.
‗What ―A‖ level subjects did you do?‘
Bipolar questions or yes/no questions: If the interviewer wants to limit the potential
responses beyond the limitations already imposed by direct questions, they can ask a bipolar
question, which limits the answer to one of two possible answers or simply yes‘ or no‘. Were
you actually there when the accident happened? (yes/no) Are you happy in your job?‘
(yes/no) Would you be able to start work by the first of March?‘ (yes/no).
The open-ended question: Unlike the previous questions, this type of question allows the
interviewee maximum freedom in responding. Tell me about yourself.‘ How do you see the
problem?‘ What are your feelings on this?‘ How do you think a course in business education
or training can help you do the job better.‘
Probing question: Frequently, the initial response given to a question may be lacking in
detail or may indicate the need for a follow-up question. Could you give me an example of
what you mean by poor workmanship?‘ When you say you haven‘t been late very often how
many times would you say you‘ve been late during the last month, say?‘ I‘m not sure I really
understand what you mean by that. Can you give me some examples?‘ Which of those causes
is the most serious, do you think?‘
Hypothetical or „what if‟ questions: Questions that ask the candidate to indicate what
she/he would do in a certain situation. Let’s assume that you have discovered one of your
subordinates is drinking heavily and that it is interfering with their work. What would you
do?‘ Imagine I had to introduce a new piece of equipment or process which would affect my
employees' work routine. How would you advise me to go about it?
Sell me question: This is one in which the interviewer, asks the candidate to show how
he/she would sell a product to a prospective customer. For example, the interviewer might
say, pointing to an imaginary motorcycle, Sell me this motorcycle.‘ Or, Sell me this pen‘, or
Sell me this watch.
Illegal or improper questions: Many countries are giving guidelines on legal and illegal
questions in an interview to prevent discrimination. Questions that involve race, creed, caste,
sex, national origin, marital status, number of children, and the like are increasingly being
held as illegal in many countries. They are being seen as invasions of privacy and as forming
the basis for claims of discrimination They are just as inappropriate in the interview as they
are on the application form.
On the day of the interview:
Dress for Success: Prospective employers will judge you on how you dress. This does not
mean that if you wear do not meet dress expectations, the job will go to someone else. It
simply means that the interviewer looks at your exterior as representing your interior. If it is
obvious that you took the time to choose the right clothes for this interview, you will likely
put the same amount of thought into your work. Arriving for an interview too casually
dressed tells the interviewer that you don‘t care enough about the job or the company to put
your best self forward.
Grooming: Taking care of the shoes, nails, and appropriate makeup helps set the interview's
tone.
Other points:
• Have everything you need at the interview ready to take with you.
• These include a lD card, black pen and pencil, an extra copy of your resume, and
references.
 • Place your resume and references in a file folder or envelope to keep them fresh.
• Hair should be styled and combed, clothes crisp and pressed, and shoes polished.
• Arrive at least 15 minutes before your scheduled interview.
INTERVIEW TECHNIQUES:
*Application of these techniques in answering frequently asked questions
• STAR: Situation, Task, Action, Results
• SPARE: Situation, Problems, Action, Results, Evaluation
• CAR: Challenge, Action, Result
• SOAR: Situation, Obstacles, Action, Results
WASP Technique:
Welcome
Settles candidate in (e.g. refreshments; permission to remove jacket)
Generates small talk (e.g. Introductions; "How was the journey?”; “Did you find us okay?”;
“What are your first impressions of us?”)
Explain the interview structure/ duration
Mentions own note taking (so will be giving less eye contact to the candidate)
Encourages candidate questions and explains at what stage they can ask
Ask(Acquiring Information)
Refers to points from application form/c.v. (areas requiring expansion; anomalies and
clarifications)
Uses competency-based questioning where appropriate
Avoids potential discriminatory questions unless necessary and provides clear reasoning for
question
Explores candidate’s motivation for job/ organisation
Demonstrates active listening (e.g. eye contact, listening noises)
Explores other information (e.g. desired salary, any hols booked, notice period)
Demonstrates positive body language
Supply Information
Describes vacant role enthusiastically
Supplies positive, inspirational information about the company and benefits to employee
Asks for candidate questions
Answers questions positively
Parting
Confirms the candidate’s interest in the position
Explores candidate’s other job applications to test out ‘competition’ (e.g. “How are your
Other job applications going?”)
Informs of the next stage with timescales
Check for any further candidate questions
Thanks for attending
Knowledge, Skills and Attitudes in Interviews
These are the unique requirements that the hiring agency wants to find in the person selected
to fill a particular job. A primary purpose of KSAs is to measure those qualities that will set
one candidate apart from the others. KSAs are defined as the factors that identify the better
candidates from a group of persons basically qualified for a position. How well an applicant
can show that he or she matches the position’s defined KSAs determines whether that person
will be seriously considered for the job.In interviews, having the right combination of
knowledge, skills, and attitudes can make a significant difference. Here's a breakdown of
each:
Knowledge: Knowledge statements refer to an organized body of information, usually of a
factual or procedural nature, which, if applied, makes adequate performance on the job
possible. A body of information applied directly to the performance of a function.

• Technical Knowledge: Pertains to specific skills and expertise required for

the job, such as programming languages, industry regulations, or software
proficiency.
• Industry Knowledge: Understanding of the company's industry, including
trends, challenges, competitors, and opportunities.
• Company Knowledge: Familiarity with the company's products/services,
mission, values, culture, and recent news.
• Meta-cognitive: Application of the knowledge and being aware of one’s own
thinking.
2. Skills: Skill statements refer to the proficient manual, verbal or mental manipulation
of data or things. Skills can be readily measured by a performance test where quantity
and quality of performance are tested, usually within an established time limit.
Examples of proficient manipulation of things are skill in typing or skill in operating a
vehicle. Examples of proficient manipulation of data are skill in computation using
decimals; skill in editing for transposed numbers, etc.
• Communication Skills and Interpersonal Skills: Clear and effective verbal
and written communication, active listening, and the ability to articulate ideas.
• Problem-solving: Analytical thinking, creativity, and the ability to approach
challenges with a solution-oriented mindset.
• Teamwork: Collaboration, cooperation, and the ability to work effectively in
a team environment.
 • Time Management: Prioritization, organization, and the ability to manage
tasks efficiently to meet deadlines.
• Adaptability: Flexibility, resilience, and the ability to adjust to changing
situations and learn new skills quickly.
• Leadership: If applicable, demonstrate leadership qualities such as decision-
making, delegation, and motivation.
• Technical Skills: Skills related to the allied field
• Technological Skills: Use of technology

3. Attitudes: Attitudes refer to the power to perform an observable activity at the

present time. This means that abilities have been evidenced through activities or
behaviors that are similar to those required on the job, e.g., ability to plan and
organize work. Attitudes are different from aptitudes. Aptitudes are only the potential
for performing the activity.
• Positive Attitude: A proactive and optimistic outlook, enthusiasm for the role
and company, and a willingness to take on challenges.
• Professionalism: Reliability, punctuality, integrity, and the ability to maintain
a professional demeanor in all interactions.
• Adaptability: Openness to feedback, willingness to learn and grow, and the
ability to adapt to different work environments and cultures.
• Resilience: Ability to handle setbacks, learn from failures, and maintain
motivation during difficult times.
• Emotional Intelligence: Awareness of one's emotions and the ability to
manage them effectively, as well as empathy and understanding of others'
perspectives.
• Organizational: Your attitude towards the organization
During interviews, it's essential to showcase your relevant knowledge and skills while
demonstrating a positive attitude and professional demeanour. Providing specific examples
from past experiences can also strengthen your responses and demonstrate your capabilities
effectively.

Stress-type of Interview and Case-type of Interview

Case-type Interviews: Includes case questions about hypothetical situations. Used to test
your analytical and problem-solving ability. Be sure to explain your thinking process in detail
to give them a good idea of the steps you take to solve a problem. The case interview is one
in which you are introduced to a business dilemma facing a particular company. You are
asked to analyse the situation, identify key business issues, and discuss how you would
address the problems involved. Case interviews are designed to scrutinize the skills that are
especially important in management consulting and related fields: quantitative skills,
analytical skills, problem-solving ability, communications skills, creativity, flexibility, the
ability to think quickly under pressure, listening skills, business acumen, keen insight,
interpersonal skills, the ability to synthesize findings, professional demeanour, and powers of
persuasion.
case: knowledge (domain-metacognitive) for problem-solving; case: for managerial and/or
technical roles. time/resource intensive, so practical for a small no. of candidates. often
written comm. so it can be evaluated asynchronously. written so it can be administered to a
larger no. of candidates.

Stress-type Interviews: Designed to see how you react under pressure. Used in fast-paced
positions where quick decisions are needed. o Focus on how you solve the problem, not the
“right” answer. A typical question is designed to induce stress and can appear very
aggressive: “Was the stress of your last job too much for you to handle?” Stress interviews
are a deliberate attempt to see how you handle yourself. The interviewer may be sarcastic or
argumentative, or may keep you waiting. Expect this to happen and, when it does, don't take
it personally. Calmly answer each question as it comes. Ask for clarification if you need it
and never rush into an answer. The interviewer may also lapse into silence at some point
during the questioning. Recognize this as an attempt to unnerve you. Sit silently until the
interviewer resumes the questions. If a minute goes by, ask if he or she needs clarification of
your last comments.
stress: attitudes being checked; stress: across levels of seniority. ideal for unpredictable
situations/ uncertainty of occurrence. requires real-time observation for evaluation. Realtime
so not friendly for large no. of candidates/ simultaneously.
 GROUP DISCUSSIONS
A GD helps to achieve group goals as well as individual goals. The examiner can evaluate both
the personality traits and group skills of candidates participating in a G.D. It is basically a
situation test wherein a sample of a candidate’s group worthiness and potential as a worker
comes out quite explicitly.
The topic-based Group Discussion can be further classified as:
i. Controversial Topics
Topics are given to judge the participants' temper and how they can handle the
discussion without losing their calm. It shows how a candidate can represent his/her
views without arguing with other participants.
ii. Knowledge-based topics
The participants should properly understand the topic before proceeding with a
discussion.
iii. Abstract Topics
The abstract topics test the creativity and thinking of a candidate. It also tests
communication skills.
iv. Conceptual topics
It tests the knowledge, logic, and aptitude skills of a candidate.
The Case study-based Group Discussion is generally followed by the MBA Institutes, such as
IIM, etc. In such a discussion, a problem is given, and the participants are asked to resolve
them. The preparation time is also higher as compared to other discussions. The panellists test
the teamwork and decision-making skills of the participants.
The participants need to active and updated with the things around them. It also tests the
observation capability of the participants.
Importance of GD:
Increases confidence:
The GD allows the participants to speak in public, which increases their confidence to speak
without any hesitation.
Focuses on Deep thinking:
It tests the knowledge of a candidate. The participants get only a few minutes (3 to 5) for the
preparation. In such a small duration, they have to make a list of points to speak. The
participants in a group listen and understand other participants points of view, making them
think deeply about the topic.
Improves Communication Skills:
GD helps the students to represent their views and ask the questions. It not only increases the
confidence of a candidate but also enhances their communication skills.
Removes hesitation of speaking:
Some candidates usually have hesitation in speaking in public. At starting, such candidates
might face difficulty while speaking. But, after two or three Group Discussion, it improves.
Group Discussion helps such candidates to speak loudly and express their views on the topic.
It further removes their hesitation in speaking.
Team Work:
Group Discussion is also based on teamwork. In a company, it is very important to work as a
team for the assigned project. Due to this, the quality of working together with team members
is checked in the Group Discussion. The panellist also judges the cooperation of participants
in the group. It allows participants to share their views with other participants in the group.
Behaviour:
It helps to understand the candidates' attitude and behavior towards other group participants.
Listening Skills:
GD improves the listening skills of the candidates. For example, the panellist may ask any
candidate in a group to summarize the discussion. A candidate can only summarize if he/she
has good listening skills. Due to this, every candidate presents in the discussion listens
carefully. It further improves the listening skills of the candidates.
Diversity in the Ideas:
The Group Discussion involves sharing ideas with other participants in the group. Every
participant shares his/her thoughts in the group, which makes the diversities in the ideas.
Recruitments:
Group Discussion is widely used for the recruitment process. It helps panelist to select a few
candidates from the group. It also helps them to judge that the candidate is suitable for the
organization or not.
Evaluation of a GD:
A group discussion helps panelists to analyze the following traits in candidates:
• Communication skills
• Listening skills
• Understanding body language
• Leadership skills
• Analytical skills
• Team player
• Dealing with stress
• Group dynamics
• Problem solver

Role of a Leader in a group discussion

Efficient leadership is important in a group discussion. The leader possesses good knowledge
and experience. The leader’s role is as follows:
1. Initiating the group discussion – The leader starts the group discussion and places the agenda
of the discussion before the members of the group.
2. Maintaining decorum – It is the responsibility of the leader to ensure that decorum and
discipline is maintained throughout the group discussion. The leader will have to make sure
that members do not get unruly.
3. Motivating group members – The group leader encourages members to participate in the
discussion. By guiding and motivating members, the leader is a driving force behind the ideas
and solutions generated in the group discussion.
4. Developing rapport – The leader develops a good rapport with the group members. An
effective leader uses initiative and tact to get the group discussion moving forward. This helps
to reduce ego clashes in the discussion and ensure a fruitful discussion.
5. Time management – The leader assigns time for discussion and ensures that there is no
irrelevant discussion. Time wasted in a group discussion wastes time of group members and
does not lead to fruitful results.
6. Coordinating – The leader allows members to participate in the discussion and hence
coordinates it. Sorting out irrelevant arguments, managing disputed viewpoints, and developing
team spirit among the members are also other responsibilities of the leader.
Thus, the leader of a group discussion has an important role to play.