Recruiting Work Study and Non-Work Study Students Work Study and Non-Work Study Students Guide to Fair and Bias-Free Interviewing August 2009 Copyright © 2009 Ryerson University Human

Copyright © 2009 Ryerson University Human Resources Department

Recruiting Work Study and Non-Work Study Students

Guide to Fair and Bias-Free Interviewing

August 2009 Human Resources


Recruiting

Guide to Fair and Bias-Free Interviewing

Acknowledgements

Notice to Participants

The University is committed to the enhancement of a diverse workforce and when hiring our students, you have an important role to ensure fairness and objectivity in the hiring decision.

This guide is designed to provide you with best practice models to help you at each stage of the interviewing process and help make your hiring decision.

Developed by:

Laurie Shemavonian, Sr. Consultant, Recruitment & Retention


Recruiting Guide to Fair and Bias-Free Interviewing

Table of Contents

Interviewing: Legal Framework ......................................................................................... 1

Ontario Human Rights Code ................................................................................................... 1 Prohibited Questions ............................................................................................................... 1 Employment Equity .................................................................................................................. 2

Objectives of Ryerson's Employment Equity Program .......................................................... 2 Freedom of Information and Protection of Privacy ................................................................ 2 Occupational Health and Safety .............................................................................................. 3

DEVELOPING SELECTION CRITERIA .................................................................................... 4

PREPARING QUESTIONS AND EXPECTED RESPONSES ................................................... 5

Three Types of Interview Questions ....................................................................................... 6 Knowledge based ................................................................................................................. 6 Opinion/Situational ............................................................................................................... 6 Behavioural .......................................................................................................................... 7 Other methods of questioning: .............................................................................................. 7

CONDUCTING INTERVIEWS ................................................................................................... 9

Do’s and Don’ts ........................................................................................................................ 9 Candidate Personality Challenges ........................................................................................ 10

Interview Sequence .......................................................................................................... 11

Recording Responses ........................................................................................................... 11

Evaluating Candidates ..................................................................................................... 11

Five Point Scale ...................................................................................................................... 12 Interview Pitfalls ..................................................................................................................... 13

Gut Reactions ..................................................................................................................... 13 Just Like Me! ...................................................................................................................... 13 Halo Effect .......................................................................................................................... 13 First Impressions ................................................................................................................ 13

CLOSING THE DEAL ............................................................................................................. 14

Reference Checking (if applicable) ................................................................................. 14

Criminal Reference Checking ......................................................................................... 15

Informing Candidates of the Hiring Decision ................................................................ 15

Job Offers ............................................................................................................................... 15 Delivering Good News ........................................................................................................ 15 Delivering Bad News .......................................................................................................... 15


APPENDIX 1: DEFINING SELECTION CRITERIA APPENDIX 2: SAMPLE INTERVIEW QUESTIONS Introductory Questions Behavioural Questions Standard Job-Related Questions Prohibited Questions APPENDIX 3: TEMPLATE – REFERENCE CHECKING

Recruiting Guide to Fair and Bias-Free Interviewing Page 1

Notes


Interviewing: Legal Framework

Ontario Human Rights Code

http://www.ohrc.on.ca/en

The Ontario Human Rights Code is intended to promote equal employment opportunity without discrimination. Human Rights legislation is grounded in the principle that employment decisions should be based on criteria relating to the candidate‟s ability to do the job rather than factors that are unrelated to job performance. Ryerson is committed to equality of employment for all individuals without regard to:

Race or colour

Ancestry

Place of Origin

National/Ethnic origin

Religion

Age

Creed

Family/marital status

Sex (including pregnancy or childbirth)

Sexual orientation

Record of Offences

Disability (either physical or mental)

Prohibited Questions

As an employer, you are not permitted to ask questions related to:

Applicant‟s birthplace.

Applicant‟s religious affiliations, holidays observed or name of church.

Names of clubs or organizational memberships to which he or she belongs.

Criminal record

Number of dependents or children

Child-care arrangements

Whether a person prefers Miss, Ms., or Mrs.

Second income/spouse's occupation

Maiden name or birth name

Garnishment or credit rating

Height, weight, or age

http://www.ohrc.on.ca/en


Notes


Tip: If a candidate volunteers information about themselves on any of these grounds it is recommended that you thank them but advise them that the information is not relevant for consideration for the position. Redirect the candidate back to the interview questions.

Employment Equity

http://jobs-emplois.gc.ca/centres/definitions-eng.htm

Objectives of Ryerson's Employment Equity Program

Ryerson will enhance employment equity by revising employment practices and policies which have a discriminatory effect on designated group members.

Ryerson will increase the number of designated group members in occupational categories where they are under-represented.

Ryerson will encourage the promotion or upward mobility of designated group members by identifying and enhancing their skills and potential.

Ryerson will actively monitor, evaluate, and modify the employment equity policy, work plan, and numerical goals.

Ryerson is updating their employment systems review and as these changes are implemented, they will be communicated to the Ryerson community.

Tip: Be aware of diversity when selecting resumes and conducting interviews. Resume formats and communication styles will be as diverse as our student population.

Freedom of Information and Protection of Privacy

http://www.ryerson.ca/about/generalcounsel/infoprivacy/

The Freedom of Information and Protection of Privacy Act was enacted to introduce a minimum standard of privacy protection. Virtually every activity in the human resources field requires that we collect, use, and disclose personal information about individual employment history.

At Ryerson, we collect personal information when we receive applications for employment or resumes in response to a job advertisement. After the vacancy has been advertised or the job posted, we collect additional personal information when we interview candidates.

You may collect personal information directly from the individual to whom it relates (from a candidate's resume or interview, for example) if the personal information you are collecting is necessary to properly administer the selection process. If, however, you want to collect personal information indirectly – that is, from someone other than the individual to whom it relates (such as a reference) - you must have the candidate's written consent.

http://jobs-emplois.gc.ca/centres/definitions-eng.htm

http://www.ryerson.ca/about/generalcounsel/infoprivacy/


Notes


You must not disclose personal information unless:

the candidate has given consent for such disclosure; or

the disclosure is consistent with the purpose for which the information was collected (e.g., information obtained during an interview may be shared with other employees on a "need to know" basis).

In every instance, we must maintain and protect the confidentiality of all information about candidates however obtained, via their application forms or resumes during the interview. Any use or disclosure of this information must be appropriate and consistent with the spirit of the legislation.

For further information, please refer to Ryerson's "Guidelines on Freedom of Information and Privacy Protection," March 1996.

Occupational Health and Safety

http://www.ryerson.ca/cehsm/ehs_resp/students.html http://bsa.canadabusiness.ca/gol/bsa/site.nsf/en/su07105.html

Consistent with the intent of the Student Code of Conduct, each student must take all reasonable care to ensure a healthy and safe learning environment. Their responsibilities, therefore, are the same as those for all University employees.

Where students are paid to perform work they become workers under the Ontario Occupational Health & Safety Act (OHSA) and, therefore, have the same rights and responsibilities outlined in by the Ryerson Centre for Environmental Health, Safety, and Security Management (CEHSM) and the OHSA.

Please make students aware of the orientations offered. For further information, contact CEHSM

http://www.ryerson.ca/cehsm/ehs_resp/students.html

http://www.e-laws.gov.on.ca/DBLaws/Statutes/English/90o01_e.htm


Notes


Developing Selection Criteria

Selection Criteria are used to:

Prepare job postings

Screen Resumes

o Since our students come from diverse backgrounds, resumes formats will vary. Promote employment equity by considering a variety of resumes.

Create questions and expected responses

Rank candidates

Achieve employment equity commitments

Make selection recommendation decisions

Selection criteria are job-related factors that are derived from critical requirements of position responsibilities. They provide a common framework for those involved in the selection interviews and are the benchmarks against which all candidates are measured.

Selection criteria are expressed as observable, measurable facts and behaviours. They describe the qualifications that are needed for competent performance in all critical areas of responsibility.

Tip: Develop your selection criteria with your selection panel before posting or advertising the position and before any candidate screening or interviewing begins. In this way, the selection criteria provide objectivity and solid evidence of a fair and equitable approach to the staffing and selection process. They will serve you well should you ever be challenged to defend your hiring recommendation or decision.


Notes


Preparing Questions and Expected Responses

The interview is used to determine how well the candidate meets the requirements of a particular position. To meet this goal, your focus is on planning the strategy for the interview.

Selection Criteria

o Interview Questions

Expected Responses

The appointment/selection committee develops interview questions and expected and appropriate responses which form the content of the interview.

Both questions and responses should be derived from your selection criteria. This will ensure that your interview questions are relevant, meaningful, and position related and will give you a clear set of references for evaluating a candidate's responses.

Competency-based interview questions examine how candidates reacted or behaved in specific situations. Candidates draw on their own real life experiences to discuss how they handled various issues. It is the panel‟s job to determine if the candidate‟s previous behaviours are desirable and will meet your standards for the position.

Effective questions and questioning techniques should elicit the kind of information that helps you compare each candidate's knowledge, skills, and abilities against the factors outlined in your selection criteria.

Tip: Be aware of diverse response styles that may result from different cultural norms. e.g. Comfort with self promotion, being talkative, language styles, non verbal differences such as handshaking or eye contact. When faced with a situation where you do not feel that you are getting the whole story, use probing (see section on probing) to encourage the candidate to expand on their ideas.


Notes


Three Types of Interview Questions

Knowledge based

General questions to elicit or clarify factual information about issues such as the candidate‟s past work experiences.

Addresses the candidate's knowledge base and tend to have right or wrong answers.

Provides information about what the applicant has done in the past.

Examples:

o Tell me more about the kinds of projects you completed using Dreamweaver

o Describe the steps involved in planning an event.

o Tell me about your responsibilities in your last job.

Pros:

Produces a “big picture” of what the applicant has done in the past.

Cons:

Used by themselves, they do not give information on how well the applicant performed the task. Even if candidate performed the task, it may have involved different behaviours from those required for Ryerson.

Tip: Look for specific responses. Probe for detail to ensure candidate possesses sufficient personal knowledge and experience.

Opinion/Situational

May indicate the candidate's skills, abilities, and behavioural strategies in meeting work-related challenges.

Suggests what a candidate thinks about a given topic. These questions may include self-evaluations, strengths, personal preferences, suggest future behaviours, goals and philosophies.

Examples:

o You are working at reception, and a student arrives demanding to speak to your manager, but the manager is on vacation. The student wants to speak to someone now. What would you do?

o What are your strengths and weaknesses?

Pros:

Gives a general understanding of what the candidate thinks about a topic


Notes


Cons:

Does not provide evidence about what the candidate does. Just because s/he likes or dislikes something, does not indicate that s/he will perform it or whether s/he is competent. Candidate may know how and have the skill, but may choose not to do it when actually faced with the situation.

Tip: Use to determine candidates’ approach/philosophy regarding issues

Behavioural

Draws on past experiences to predict future performance

Allows you to observe a candidate's skills, abilities, and behavioural strategies in action under simulated circumstances.

Asks candidates to recall and describe a specific event.

Examples:

o Describe a recent conflict you resolved with your friends or at work. What did you consider and what was the outcome?

o Give us a recent example of a time where you provided excellent customer service?

Pros:

May help predict future performance because candidate‟s demonstrated behaviours from recent real life situations will suggest how they respond.

Cons:

Takes more time. More skill and effort is required to ask and probe these questions well.

Tip: Look for a specific instance/example, not general thoughts and statements A good behavioural response will cover: Situation - What was the situation/context? Behaviour- What specific actions did the candidate take to address the situation or complete the task? Outcome - How did it turn out? What was the result of the candidate’s actions? Probe if necessary to whether the candidate performed the behaviour or observed it on a team

Other methods of questioning:

Probing Questions: Clarifies responses and give the candidate an opportunity to provide additional information or rationale behind actions and motivations.

Examples:

o Tell us more about your past responsibilities


Notes


o Can you tell me more about that

o Can give me a specific example

Tips:

Build questions from easy icebreakers at the beginning to more challenging ones.

Group several questions under a selection criterion.

Determine sequence of interview questions


Notes


Conducting Interviews

Do’s and Don’ts

Do Don’t

Ensure you introduce the members of the selection panel, explain their level /role and why they are participating in the interview.

Explain the interview process and what can be expected.

Meet in a private setting with no interruptions.

Make the candidate feel comfortable, offer water to drink.

Take as close to verbatim notes of the candidate‟s responses, if possible.

Turn your office/cell phone off.

Ask follow-up questions to ensure you have sufficient information to evaluate the candidate

Be honest about the job; don‟t oversell

Neither agree or disagree – express curiosity and interest – ask more questions if necessary to gain a better understanding of their perspective

Treat the candidate as an equal – don‟t talk down to or intimidate them

Stay focused on the candidate – avoid talking about yourself

Maintain control of the interview – don‟t allow the candidate to take control

If a student cannot think of a work-related example, encourage them to provide examples from placements, volunteer work, school, or personal relationships

Write your opinions or impressions of the candidate in the interview notes.

Answer phone calls.

Use your previous knowledge of the candidate in evaluating the interview results.

Don‟t interrupting the applicant, as long as they are providing relevant information

Don‟t use jargon or Ryerson-specific terminology

Never ask unrelated questions – all questions must be relevant to the position

Don‟t allow first impressions, stereotypes, or comments from others influence your decision – stay objective in your evaluation of candidates


Notes


Candidate Personality Challenges

Shy, timid or nervous candidate – allow them time to „warm up‟. Ask a few close-ended questions that are likely to make them feel comfortable. Be sure that the first few questions are within the candidate‟s area of expertise. Use words of encouragement, if appropriate. Ask probing questions to find out more detail.

Overly-talkative candidate – maintain control of the interview. When you have enough information, say something like “Everything you have told me is very interesting,” and then segway into closing the interview, or moving to the next question. If the candidate has „overstayed their welcome‟, stand up, extend your hand to shake, and guide them gently to the door (offering a thank you for their time, etc.)

Dominant candidate – if the candidate tries to take control of the interview (i.e. changing topics, discussing photos or books in the room, asking questions about you), then indicate that you‟ve strayed off topic and would like to get back to the question

Aggressive or upset candidate –remain calm and objective. Try to find out why the applicant is upset and, if necessary, indicate to them that you don‟t think it appropriate to continue the interview under these conditions. If they begin to cry, offer them a moment of privacy to regain their composure. If they began to cry as a result of one of your questions, come back to that question later in the interview when they‟re more at ease


Notes


Interview Sequence

Introduction.

Establish candidate‟s understanding of position.

Determine candidate‟s reasons for wanting the position.

Review education/work experience.

Assess candidate‟s skills and abilities by asking questions.

Communicate departmental vision, mission and expectations.

Determine candidate‟s career plans.

Encourage candidate to ask questions.

Close interview and communicate next steps.

Recording Responses

Recording candidates' responses to every question gives you legal evidence should your hiring decision be challenged.

Record main points as quickly as possible as the candidate speaks.

Capture the candidate's actual words as much as possible and resist the temptation to interpret and record your judgments about what was said.

Evaluating Candidates

A scoring methodology or rating scheme is a standardized evaluation system which enables you to measure and compare candidates for a vacant position.

After assigning a numerical value to each selection factor so that its weight reflects its importance to the performance of the job, the scores for each candidate can be totalled, placed in a matrix, and compared with others. The candidate with the best score may be deemed the best candidate for the position. Any valid measuring system may be applied to selection criteria. The key is to use the same scheme consistently for all candidates so that comparisons are fairly and equitably applied. This approach will provide a foundation of strong evidence should your hiring decision be challenged for any reason.


Notes


Scoring methodologies are used to:

decide who will be interviewed

decide who to recommend or hire

Five Point Scale

The five-point scale enables the selection committee to order or rank factors along some dimension. This system would be used to evaluate each selection criteria.

The selection committee would determine each candidate‟s rank on the scale dependent on the answers provided in the interview.

Example:

1 Little or none of the expected responses identified in answers

2 Few of the expected responses identified in answers

3 Some of the expected responses identified in answers

4 Most of the expected responses identified in answers

5 All of the expected responses identified in answers

You may wish to use the Interview Scoring Sheet to assist in your process.


Notes


Interview Pitfalls

When conducting interviews, some natural reactions to meeting a candidate for the first time can result in a poor hiring decision. Recognizing potential interview pitfalls and personal biases is the first step in avoiding them. It‟s important to ask additional questions to avoid making decisions based on these pitfalls.

You may want to view the video More Than a Gut Feeling (2000) available at the Library.

Gut Reactions

Do not make a hiring decision based on your gut reaction to a candidate.

Just Like Me!

Beware of the tendency to prefer candidates who are similar to you in education, hobbies or interests.

Halo Effect

Watch for the halo effect, which occurs when one outstanding trait makes all other characteristics seem better. This can also work in the opposite way.

First Impressions

There is a strong tendency to evaluate candidates on your initial impressions, whether positive or negative.


Notes


Closing the Deal

Reference Checking (as applicable)

Reference checks can be an important part of the selection process as they can validate and/or explore areas of weakness or strength identified in an interview. Ryerson has an Employment Reference Check Policy. http://www.ryerson.ca/about/vpadministration/assets/pdf/EmploymentReferenceCheck.pdf. Please review it for information. Some areas that hire Students have particular hiring criteria and do not conduct reference checks. A candidate may not wish to provide you with references from his/her present employer until an offer has been made. You do not want to place the candidate in jeopardy by contacting a current employer who may be unaware that s/he is job searching. Ryerson will make offers of employment conditional upon receipt of a satisfactory reference. This is not an ideal situation because an offer of employment is legally binding; to revoke it you must explain how the reference influenced your decision, which places both you and the reference giver in a legally difficult position.

Important Note Make sure that the candidate knows that you will be conducting reference checks and has given his/her consent in writing.

Obtaining a telephone reference is essentially the same as conducting an interview. At the beginning you build rapport, put the referee at ease, and create an environment for open conversation. During the middle phase you ask your planned questions, following the flow of conversation as a guide to sequencing. At the end you thank the referee for his/her time and help in providing you with valuable information that you will weigh in your hiring decision.

Plan your reference questions and record both the questions you ask and the responses you receive. This documentation will serve as evidence should a candidate take legal action.

Be prepared to give a brief description of the position. This will help the referee relate what the candidate has done in the past to the responsibilities of your vacancy and perhaps provide you with an indicator of future performance.

Referees often tend to say only good things about the candidate. Be prepared to probe for clarification and more details.

Review the committee's evaluation report and highlight any concerns it may have raised or any specific areas of interest so that you remember to focus on those areas during the call.

Reference checks with supervisors, peers, and subordinates (360 degree reference checks) are encouraged because they give you various perspectives on a candidate's performance.

Complete at least three relevant reference checks on the final candidate.

http://www.ryerson.ca/about/vpadministration/assets/pdf/EmploymentReferenceCheck.pdf


Notes


You may wish to use the Reference Checking Template in the Appendix to assist in the process.

Criminal Reference Checking (as applicable)

Criminal Reference Checks are conducted in accordance with the University‟s policy on Criminal Reference Checks, and apply only to employees who are working with individuals under 18 years of age, or vulnerable persons. Please see the applicable policy for further information. http://www.ryerson.ca/about/vpadministration/assets/pdf/1-Criminal-Reference-Check.pdf

Informing Candidates of the Hiring Decision

When you are the individual who is authorized to make the employment offer, wait until the candidate accepts the position before informing the other candidates that they were not chosen. Your preferred candidate may refuse the offer, in which case you may wish to extend it to your second-choice candidate or perhaps start the search again.

Job Offers

Delivering Good News

Initial offer is made by telephone and followed up with documentation

Congratulate the successful candidate and confirm the date of appointment and salary.

Candidate may want to consider an offer prior to making a decision.

Delivering Bad News

Thank candidates for taking the time to meet with the committee. Provide candidates with rationale as to why they were not chosen. The reason should be framed as a broad statement that relates their qualifications only to the requirements of the position.

Sample Script: "Unfortunately, although we thought you have a lot of great skills, we had many candidates and have selected a candidate whose skills and experience more closely match the requirements of the position. Once again, thank you for taking the time to meet with us. We all wish you success in your studies.

Some candidates may require more information than others and may probe your reasons for not selecting them. Keep your comments about the competition general. Specific comments should be directly related to the candidate themselves, as below.

When you are asked for more information by candidates who are unsuccessful in the job competition, you may highlight the strengths and weaknesses of the unsuccessful candidate with respect to the selection

http://www.ryerson.ca/about/vpadministration/assets/pdf/1-Criminal-Reference-Check.pdf


Notes


criteria. You may provide examples of what the candidate stated in the interview in response to a question, and then inform him/her of the expected appropriate response.

Recruiting Guide to Fair and Bias-Free Interviewing Appendix 2: Sample Interview Questions


Appendix 1: Defining Selection Criteria

Following is an example of selection criteria for a client service reception position. These selection criteria have been developed from the position responsibilities that were identified during the position review. Please note that the example below is illustrative only. Your own selection criteria should be tailored to your particular position.

Sample Selection Criteria: Client Service Reception

Selection Criteria

“What will we assess?”

Indicators

What factors (knowledge, skills, and abilities) are required to perform competently? Under which important conditions? How well?

Technical Office Skills

Knowledge and experience of Microsoft word

Telephone and reception experience

Organizational Skills

Plan, co-ordinate, and implement the requirements associated with the organization of large group activities

Set priorities so that work is completed on time

Problem-Solving Skills

Help resolve client issues by identifying the problems and potential causes, generating alternatives, considering pros and cons, making decisions

Act within parameters of own level of decision making and advise supervisor of potential problems as they arise

Client Service Skills

Provide quality service to Ryerson‟s internal and external clients by responding to inquiries and concerns in an expedient manner, disseminating accurate information, resolving problems, making appropriate referrals, and creating an environment that may help the client feel satisfied with the interaction.

Provide a welcoming approach to internal and external clients by initiating a verbal greeting, focusing attention on them, and addressing their needs

Provide accurate information to students, faculty, and general public by verifying facts when uncertain

Defuse an angry client by active listening, showing empathy, paraphrasing, and providing options to resolve the problem

Say no to a client in such a way that s/he is satisfied with the interaction even though s/he may not be satisfied with the answer

Take the initiative to help clients solve problems by contacting another department before sending clients there

Written Communication Skills

Draft letters and correspondence by stating the main points in the opening paragraph, providing supporting information, and closing with specific actions to be taken

Proofread to ensure accuracy of spelling and grammar

Interpersonal Communication Skills

Display and deliver appropriate interpersonal or other intervention skills to maintain desired working relationships and service orientation with people inside and outside the department/school.

When own deadline work is completed, take the initiative to help co-workers with their priorities to ensure that everyone is able to meet departmental deadlines

Resolve interpersonal conflicts by communicating directly with the parties involved

Build constructive relationships with co-workers and immediate supervisor by actively listening, providing positive and constructive feedback as situations arise.



Appendix 2: Sample Interview Questions

These questions are offered as a guide. You can also generate your own list of questions, custom-tailored to your vacant position to generate the information you need for an optimal hiring decision.

Although many of these questions are designed for candidates who have some work history, most will also be suitable for those with little or no work experience. Select, modify, or create questions that apply to your situation. Probe about placements, classroom experiences, projects, and groups, and volunteer work. Design position related questions that relate to your specific selection criteria, vary the types of questions you want to ask, and determine the approximate number of questions you think will be needed in the time frame you have scheduled for the interview.

Remember – you are not permitted to use questions related to prohibited grounds under the Ontario Human Rights Code. Refer to Appendix 3: Prohibited Interview Questions for more details.

Introductory Questions Can you tell me a little about yourself?

(summarizes education/relevant experience and future goals – should not include personal details)

What interests you about this position?

I see you have had experience in…………. Could you tell me a little more about it?

How has your education and life experience prepared you for this position?

What are your 3 strongest technical skills that relate to this position?

What were the most rewarding aspects of your current job?

What were the most frustrating aspects of your current position?

What area do you need to improve and what have you been doing or would you like to do improve it?



Behavioural Questions

Competency Sample Questions

Client Service What makes excellent client service?

Describe a situation in which you provided outstanding client service. What happened? What specifically did you do or say? How did this affect your relationship with the client?

Describe a time when you had to handle an especially difficult client situation. What happened? What was the consequence of your behaviour?

Describe a situation where you had to deal with an upset person. What did you say to the person? What was the person‟s response? What was the impact of your actions?

Give an example of a situation where you had to deal criticism. How did you handle it?

How do you ensure that you have understood the needs of a client from a different cultural or racial background?

What would you say to a caller when you aren‟t certain of the correct answer?

Describe a situation where a customer got impatient with you or company procedures. What did you say to the customer? What was the outcome? How did the customer finally react?

Tell me about a time when a customer was not totally satisfied with your work/service because you had not understood their needs fully. Why did you fail to understand their needs? What was the outcome? What did you learn from this experience?

In this role, you may be required to communicate information to a customer that they may not wish to hear. Can you describe a time when you had to do this? What did you say? How did you demonstrate tact and sensitivity? What was the customer‟s reaction?

Active listening is key in this job. Describe a recent time where you had to listen actively. How do you know you listened carefully? What was the outcome?

Describe a recent project you worked on that you were particularly happy with. How do you know the customer was satisfied? What did you do to find out?

Generally customers want things immediately and quick turnarounds on their requests. Describe a recent situation that demonstrates how you responded quickly to a customer request. What was your reaction to the customer? What other things did you not get done as a result?

Commitment to the Position

Is there anything that would hinder you from getting to work on time?

Do you feel that you have to adhere to a schedule for starting and quitting times and breaks? Why?

If you had to miss work or be late, what would you do?

Communication (Oral and Written)

What type of information do you believe you should share with other employees and departments? What type of information do you believe should be kept confidential? Why?

Would you say that you are most effective in communicating face to face, by telephone, or in written form? Why?

What in your judgment are the most important elements of effective communication?

Think of something you recently communicated. How did you ensure your communication was clear and accurate? What communication methods did you use?

Sometimes explaining technical or difficult concepts to a friend, customer or co-worker is




frustrating because of their lack of understanding. Give me an example of when this has happened to you? What did you do? What did you learn from this?

Describe a presentation you recently gave. What did you do to ensure your audience understood you? Did you adapt your information/style during the meeting/presentation? What was the outcome of the meeting/presentation?

Describe a report you recently completed that you delivered both in a written format and verbally. What did you do to ensure that both forms of communication were successful? What feedback did you receive?

We sometimes miss what the customer really wants because we make assumptions about their needs. Describe a situation where this happened to you. What did you miss or fail to understand? How was the issue resolved? What did you learn?

Think about a project you recently worked on. What did you do to keep team members informed? How regularly did you do this? How did you ensure you were receiving adequate information from team members?

Conflict Resolution/ Negotiating

When people work closely together, it is inevitable that conflict will arise. Tell us about the most serious disagreement you have had with a friend or colleague. How did you handle the situation? How did it affect your relationship in the long term?

What would you do if you were asked to do something you felt was someone else's responsibility?

How would you handle a challenge to your judgment?

Experience What are/were your main responsibilities at your present/previous position?

What kind of experience have you had that has prepared you for this position? (e.g., volunteer work, student placements, etc.)

What were some of the assignments in your previous position that you did particularly well/found difficult to do? Why?

Describe your most important achievement.

Why do you want to leave your present position?

What was the best position you ever had? Why?

In what ways do you feel your present position has developed you to take on even greater responsibilities?

Flexibility In a service-oriented position, it is sometimes difficult to maintain a positive attitude and to act as if you want to be at work when there‟s a heavy workload or things are stressful. Using a specific example, describe a stressful period and what you did to rise above it.

Because of the nature of our business, change is constant and you will be expected to regularly adapt to new things. Describe a time when you were frequently asked to do things differently. How did you resolve the situation and what was the outcome?

Describe a situation where you were initially feeling negative about some feedback you received. What was the feedback? How did you turn it around to a positive experience?

Human Relations

What would you do if one of your peers made an inappropriate racial joke?

Reliability and commitment are often important factors in building strong human relations. Tell us about a situation in which you demonstrated reliability and commitment.




Initiative, Creativity and Responsiveness

What was the most creative idea you have ever had?

Would you describe yourself as a creative person? Please give an example of your most creative work.

Describe an instance where you demonstrated initiative in getting a task accomplished.

Describe a project where you took the initiative to make things more effective.

Tell us about the last time you faced a slow period in your workload. What did you do? What was the impact of your behaviour?

Think of a new initiative you or your team had recently. How did you measure its level of success? Why did you choose this particular system or method of measurement?

Describe a project or task that didn't go as well as you wanted. How did you manage to overcome the obstacles and deliver on your commitments?

We all set out to deliver upon our commitments but unexpected events happen and sometimes things slip or miss a deadline. Tell me about a deadline that you missed. What did you do to resolve the issue? Do you have another example?

Generally customers want things immediately and quick turnarounds on their requests. Describe a recent situation that demonstrates how you responded quickly to a customer request. What was your reaction to the customer? What other things did you not get done as a result?

Please describe an experience where you were not sure how to handle something and went to someone else for help/advice. Who did you refer to for help? What did you do to ensure the issue was resolved?

Interpersonal Relationships and Teamwork

Describe a situation in which you had an extremely difficult problem with a co-worker. How did you handle it? What was the impact on your work relationship?

How do your peers see you?

What do/did your supervisor or teachers compliment you?

What do you expect from your immediate supervisor? What arc some of the things that your immediate supervisor has done that you really liked/disliked? Why?

In what ways has your immediate supervisor been able to help you to develop your capabilities?

How do your contacts with people outside your department affect your ability to get your job done?

What kind of person do you most/least like to work with? What kind of people do you find difficult?

How would you handle it if your supervisor told you to do something that you knew was incorrect?

How would you handle a situation where someone asked you to do something you don't particularly like doing? In your view, what interpersonal skills are necessary/important when working as part of a team?

Describe an occasion when someone criticized your work. How did you respond? What kind of committees have you worked on? What did you contribute?

Cross-functional relationships are critical to this department‟s success. Being specific, describe some of the ways you have built relationships with people across campus.




To be an effective team member, it's important to build personal relationships at work. Unfortunately, not everyone is easy to get along with. Thinking of someone like this, describe some of the efforts you have made to nurture a relationship with him/her. What was the outcome?

In this job, you may be required to work with a number of different teams with very different styles. Describe how you have adapted to being on a variety of different teams. What were your challenges?

Knowledge of Position, Department/ School, and Ryerson

Why did you apply for this position? What attracted you to Ryerson, this department/school, this position?

What do you know about this department/school and its role in the University?

What do you know about the responsibilities of the position for which you are applying?

Based on the position description/posting/advertisement, what do you see as the most important aspects of the position? What attributes do you have to accomplish them?

What strengths do you feel you can bring to this department/school and this position?

How does this position relate to what you have planned for the future?

Is there any reason why you would not be able to perform the essential duties of this position?

If you were to be hired for this position, in what areas do you think you would need professional development/training?

Planning, Prioritizing, Organizing and Time Management

In the past, how have you established priorities among the things you have to do on a given day?

What do you consider to be important factors in establishing goals and priorities?

Tell us about a time when your schedule was upset by unforeseen circumstances. What happened? How did you behave? What was the result?

We have all been challenged by deadlines in our work. Recall the most challenging deadline you had to meet and describe what you did to meet it.

Think about a time when you had to extend an important deadline. What happened? What would you do differently if you were in a similar situation again?

Describe a situation where you completed your assigned work and it was still early in the day what did you do to fill in the time?

How do you make sure that you obtain all the information you need to do assigned work correctly?

What would you do if two people you work for gave you "priority' assignments at the same time?

Have you ever had to plan, implement, and evaluate a project from start to finish? Describe the project and your role in it.

Thinking of your last major project, walk me through the types of things you considered when preparing the project time-lines. What were your contingency plans? Did you need them?

Walk me through last week, describing any steps you took to plan or organize yourself




and maximize your efficiency. What plans did you not stick to? Why?

Think of a major project you had to do recently (at school or work). How did you fit this in? What planning tools did you use? What happened to other routine tasks?

Describe a time when you were able to anticipate potential obstacles or demands. What did you do to prepare for them?

In this role, you would be required to follow up with students and co-workers. Being specific, describe how you have kept track (at work or school) of any follow-up that was required.

From time to time, projects slip. Describe a situation where this has recently happened to you. What did you do to get things back on track? What did you do to keep others informed?

Tell me about some recent projects you've worked on where you set challenging goals. Why were they challenging? Were they realistic? Did you achieve them? How did you ensure quality was maintained?

Problem Solving, Judgment, and Decision Making

Describe a recent issue you resolved at work. Tell me the different angles you considered while working through the issue. What consideration did you give to the customer's perspective? What was the outcome?

Customers present us with all sorts of requests. Some are reasonable, others are not. Describe a situation where you had to weigh up whether a (customer) request made to you was reasonable. What things did you consider? What was your solution?

Sometimes customers are not happy because they disagree with the way we set our policies. Think of an example where you had to explain why things were a certain way, even though the person did not necessarily want to hear it. What did you say? Was the problem resolved?

Walk me through a recent technical problem you were presented with. What did you do to identify the root cause of the problem? How do you know you found the true cause? What alternative solutions did you suggest?

Tell me about a recent decision you made. How did you gather the information necessary for making the decision? Who did you ask for help? Why? What was the outcome?

Tell me about a potential problem that you helped to avoid. How did you anticipate the problem? What did you do to prevent it from happening?

From your recent experiences, tell us about a situation in which you exercised sound judgment under pressure. What were the circumstances? What was your role and what did you do? What was the outcome?

What is the most difficult task or responsibility you have had to carry out? How did you respond in the situation and what was the result?

When you encounter a problem in your job, how do you decide on the right course of action?

Describe an emergency you have experienced in which you took immediate action. What specifically did you do or say? How did others react?

What types of deadlines do you work under in your current job?

What types of problems do you enjoy solving?

Have you ever had to deal with a student theft/damage/security issue? How did you




handle it?

Your immediate supervisor has asked that telephone calls be held so that s/he is not disturbed. You receive a call from someone who asks, then demands to speak to your immediate supervisor. What would you do?

Self-Assessment: Skills and Abilities

Tell us about yourself. Where do you see yourself in five years? Ten years?

What barriers do you see that might prevent you from performing the essential duties of this job as effectively as you would like? Describe how you have developed your skills in (area of expertise).

What strengths do you feel you can bring to this department/school and to this position in particular?

What are your greatest assets?

What areas would you improve? Why?

Are you more comfortable leading or following? Why?

What is your definition of success?

What have you learned from your present/previous positions?

Why should we hire you?

What motivates you?

What is important to you in a position?

Specific Knowledge

Describe the steps to be followed in monitoring a project.

What experience do you have with multimedia technologies?

What technologies do you excel at?

Rate your knowledge level in (on a scale from 1-10).

Leadership

Describe your leadership style.

From your past experiences, describe your most effective strategies for motivating others.

Have you ever trained other people? How did you prepare for the training? How did you ensure that it was successful?

What characteristics do you feel make a good leader?

Work Environment

Describe the type and degree of supervision you receive in your present position.

What degree of flexibility do you have in determining which responsibilities to perform and when?

Would you describe your position as being repetitive or flexible? Why?

What occupational health and safety accountabilities do you think accompany the position for which you are applying?

You may be required to work overtime. How do you feel about this?

Do you prefer to work in a structured environment with well-defined procedures or in an unstructured environment with few established guidelines? Why?

Do you prefer working in an open concept environment or one in which you have your own office? Why?




Describe the most stressful work environment that you have experienced and how you handled it. What was the outcome?

Standard Job-Related Questions Where do you see yourself in 3-5 years?

What accomplishments are you particularly proud of? (personal/professional)

What are you looking to learn in your work study position?

Case Scenario “What would you do if” questions.

What qualities do you like and dislike in a supervisor?

Prohibited Questions

As an employer, you are not permitted to ask questions related to:

Applicant‟s birthplace

Applicant‟s religious affiliations, holidays observed or name of church

Names of clubs or organizational memberships to which he or she belongs

Criminal record

Number of dependents or children

Child-care arrangements

Whether a person prefers Miss, Ms., or Mrs.

Second income/spouse's occupation

Maiden name or birth name

Garnishment or credit rating

Height, weight, or age

Recruiting Guide to Fair and Bias-Free Interviewing Appendix 3: Template – Reference Checking


Appendix 3: Template – Reference Checking Name of Candidate:

Date Reference Completed:

Position Applied for:

Referee Name:

1. In what capacity do you know the candidate and for how long?

2. Describe the kind of work that is/was performed by the candidate in her current/former role.

3. How would you describe his/her overall work performance?

4. How did this individual‟s performance compare with other employees with similar job duties?

5. [Describe position applied for – required skills, personal attributes, political issues that exist etc.]

Given this brief synopsis, can you comment on candidate‟s suitability for the job, specifically speaking to the requirements?

6. Can you comment on her interpersonal/human relation skills (consider peers, superiors,

subordinates, clients and other external contacts)?



7. Can you comment on his/her verbal communication skills? Written communication skills? Examples?

8. Can you provide an example of when he/she had multiple demands on her time? How did she

handle it?

9. Can you recall a situation where he/she suggested/instituted a change which resulted in an

improved method or process for her job or department?

10. How did he/she handle conflict? How about pressure? Stress?

11. Can you comment on his/her reliability/dependability?

12. In your opinion, what are his/her strengths?

13. In your opinion, what are his/ her weaknesses/limitations/areas for improvement/development?



14. If given an opportunity, would you rehire the applicant? What type of position would you consider him/her for?

15. Is there anything else that you would like to add to assist us in our decision?

Recruiting Work Study and Non-Work Study Students Work Study and Non-Work Study Students Guide to Fair and Bias-Free Interviewing August 2009 Copyright © 2009 Ryerson University Human

Documents