Interviewing Tools: Conduct & Complete Interviews

Conduct Interviews

Interview Question Do’s and Don’ts

What kind of questions should I avoid asking during an interview?

Avoid asking questions related to protected class info:

  • Do you have a spouse/partner?
  • Making assurances about job security;
  • Statements that employment will continue as long as the employee does a good job;
  • Are you a U.S. citizen? (This can adversely impact national origin.)
  • Do you have a visual, speech, or hearing disability?
  • Do you have any health related issues?
  • Are you planning to have a family? When?
  • Have you ever filed a workers compensation insurance claim?
  • How many days of work did you miss last year due to illness?
  • In what off-the-job activities do you participate in?
  • Would you have a problem working with/for a (female/male) (younger/older) coworker?
  • Older applicants should not be asked about their ability to take instructions from younger supervisors.
  • Where did you grow up?
  • Do you have children? How old are they?
  • What year did you graduate from high school? (This reveals age.)
  • Religion-based questions
  • How old are you?

At times interviewers may need to ask a candidate additional questions to help clarify a candidate’s response to a question. Panel members are allowed to ask follow-up questions if necessary. For instance:

  • Initial answers are vague, ambiguous, evasive, or do not fully address the lead question.
  • The candidate’s tone changes drastically or word choice becomes negative.
  • The candidate seems to have difficulty forming an answer or takes extensive pauses.

Possible follow-up questions that can be asked:

  • Can you give me an example?
  • Please clarify what you mean by…
  • Please give me more details about…
  • Explain your role in detail?
  • Tell me in detail what you did, the steps you took?
  • Tell me more about the result?
  • You explained to us the situation; tell us more about the action you took and the outcome.
  • Did you consider other options at the time?
  • How did you react to that situation?
  • Tell me about the obstacles you faced in getting it done.
  • Describe in sequence the steps you took to get to that point……
  • Why do you think you reacted as you did?
  • Were you satisfied with the outcome of your actions?
  • What was going through your mind when you took that action?
  • Looking back on the experience, how do you see things now?

Can I ask the candidate about gaps of employment?

Yes; you can ask about gaps in employment. However, ask all candidates same question about gaps in employment, if applicable. *Make sure to read candidates cover letter, resume or application for this information.

Can I ask all of the job candidates to complete a writing sample or critical thinking test/assessment?

Yes. You can also request candidates to complete this before you schedule interviews and base your interview selection off the responses.

How many questions should I ask my candidates during an interview?

Roughly 10-15 questions that address all areas you are looking for. Do not bog your candidate down in questions. Include questions about inclusivity, building relationships, collaboration and the applicants values. Look for skillsets, learning mindset and how they respond to change.

Accommodation Questions

Question panel asks during interview: “Can you perform the essential functions of the job with or without special accommodations?”

*Let the candidate tell you what they need, do not make assumptions or state assumptions. If candidate states “yes” they do need an accommodation, panel can ask, “What does that accommodation look like” if the candidate does not provide that information.

What if candidate includes health or accommodation information on resume?

Reach out to your HR representative and make them aware of this information.

Interview Question Generator

To create an interview template with recommended questions and an optional scoring rubric, click here for an interview question generator.

Note Taking

Interviewers must listen closely and take clear and accurate notes of observable behaviors and verbal responses during each interview to reduce the burden on the interviewer to remember details about multiple candidates.  Additionally, these notes should:

  • Use short-hand or key phrases to summarize the content and delivery of respondents’ answers. You do not have to capture everything that is said. It is encouraged to write down key words, phrases or anything that will help you recall what was said.
  • Balance your note taking while maintaining eye contact and engaging in conversation.
  • Avoid judgment in your notes.
  • Help interviewers focus on pertinent information during the interview.
  • Be of sufficient quality and quantity to document and support the interviewer’s competency rating.
  • Serve as documentation to support the employment decision.
  • Ensure your notes support and justify the employment decision.

What do I write down, what do I not write down?

Do not write any information down from a protected class category (sex, race, color, national origin, religion) or political views. Use short-hand/key phrases to summarize content; avoid judgement in notes. If using a rating scale- avoid writing your score down while candidate is present and ensure notes justify ratings.

What if candidate response includes personal information about their kids or health reasoning- what do I write down?

“Candidate volunteered {has children at home}, {is pregnant} or {personal health reason}” or do not write this information down. *We must make our hiring decision on if the candidate meets the job requirements, not if the candidate has children or a health issue.

Scoring

*Check with your Human Resources to see if your agency recommends or requires a scoring rubric.*

In order for the interview to promote an equal evaluation of job candidates, candidates must have the same opportunity to provide information and be consistently and accurately assessed on their interview performance.

A scoring rubric is a tool that scores candidates consistently and fairly.

If using a scoring rubric, all interview question responses must be evaluated on the same rating scale and determined standards for acceptable answers. To develop a rating scale, decide on one proficiency range for all competencies:

  • Label at least 3 levels (e.g., unsatisfactory, satisfactory, superior)

Use Established Job Skills to Develop a Rating Scale

  • Determine behavioral examples for each proficiency level
  • Collaborate with the subject matter experts who developed the behavioral questions
  • Subject matter experts discuss example responses and reach consensus on the most representative responses for each proficiency level
  • Use the behavioral response examples as a general guide to match the candidate’s response with a proficiency level

Develop a Rating Scale for Situational Questions

  • Determine how someone at each proficiency level might behave in each hypothetical scenario
  • Collaborate with the subject matter experts who developed the situational questions
  • Subject matter experts individually determine how employees at each proficiency level might respond to the scenarios and reach consensus on the most representative responses
  • Use the hypothetical response examples as a general guide to match the candidate’s response with a proficiency level

Make Individual Ratings

  • Interviewers should individually rate the candidate’s responses for each question or skill by:
    • Reviewing the skill and associated question
    • Reviewing the example responses (if provided) for each proficiency level
    • Reviewing notes for each question
    • Choosing the most appropriate rating
    • Signing and dating a rating form
  • After all interviewers have made the individual ratings for every interview question, you should do the following:
    • Interviewers transfer ratings onto a consensus form
    • Interviewers examine whether consensus exists, based on the previously established criteria
    • If consensus does not exist, interviewers should at a minimum provide you with their first, second and third choices (if applicable)
  • Consensus Discussion
    • Interviewers provide a rationale for their findings using their notes
    • The panel discusses the information until reaching the required level of consensus
    • Interviewers should initial any changes to the ratings
    • Interviewers should sign and date all forms
    • If required by your agency, you should collect all rating forms and sensitive materials and keep in a secure place
    • If required by your agency, you should provide all materials to the hiring authority, whether it be HR or another group.

Do I have to use a rating scale to determine my best candidate?

Up to you or your agency. Rankings are meaningless without knowing an acceptable or reasonable answer for each question you plan to ask.

I have finished interviews but I am stuck between 2-3 top candidates, what can help me choose my top candidate?

Ask your top 2-3 candidates to meet you one-on-one for a second interview; give a tour of the work area and more detailed job duties to see if they are still interested; send a writing or critical thinking/skills test to the candidates which can assess their skills more precisely.

Can I conduct second interviews?

Yes. If you want to, do so within two weeks. Second interviews can be formal, informal, roundtable discussion, or an office/lab tour. They should be 30 minutes or less (an exception to that can be made for a long tour).

Resources

ADA Information

The ADA prohibits discrimination on the basis of disability in employment. To be protected by the ADA, one must have a disability or have a relationship or association with an individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment.

Although there is not an exhaustive list of disabilities under the ADA, the regulations identify medical conditions that would easily be considered a disability within the meaning of the law. These medical conditions are:

  • Deafness
  • Blindness
  • Diabetes
  • Cancer
  • Epilepsy
  • Intellectual disabilities
  • Partial or completely missing limbs
  • Mobility impairments requiring the use of a wheel chair
  • Autism
  • Cerebral palsy
  • HIV infection
  • Multiple sclerosis
  • Muscular dystrophy
  • Major depressive disorder
  • Bipolar disorder
  • Post-traumatic stress disorder
  • Obsessive-compulsive disorder
  • Schizophrenia
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