MIBS: Business Communication

Lecture 6 The interview as a communications process

1.0 Introduction
From the day people apply for their first positions, even for a place at University, they may be
involved in interviews. Nowadays on the job interviews also include exit interviews where
leavers are requested to give valuable work related feedback to employers. Although the
interviewer normally leads the conversation, the interviewee may also take the opportunity to
accomplish a personal purpose, for example, obtain or provide useful information, create
goodwill or persuade the interviewer to take action. In effect, if well conducted, the interview
can enable both parties to reach their objectives.

An interview is planned as any other form of communication. As owner or manager and

interviewer, the planning of the session is your responsibility e.g. to schedule the interview and
ensure that it is conducted in a convenient location. The skills of the interviewer reside in
listening, collecting information and probing. In general, interviewers have a plan, although one
may have to deviate from the plan depending on circumstances during the interview.

Thill & Bovée (2017) define interviews as planned conversations with a predetermined purpose
that involve asking and answering questions. The interviewer asks a series of often
predetermined questions in order to elicit feedback (or verify C.V information) from the
interviewee. One or several interviewers (panel) may be involved.

Depending on the purpose of the interview, it is normally the interviewer who establishes the
structure and style of interview. For example in selection interviews, the employer wants to learn
about the applicant’s abilities, experience and predisposition. The candidate, on the other hand,
wants to learn about issues concerning the job and details on the organisation’s HR policies and
practices.
Conversely, in an exit interview, the employer wants to know why the employee is leaving. One
can find clues about whether the business is handled properly and if any improvements can be
made to retain key employees.
Qu: List down a few reasons for conducting interviews.

1.1 Types of Interviews

Rotating
Like one-to-one with different interviewers

Group
6-8 candidates
Group observed while discussing topic
Be aware of group interaction

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Panel
2-5 interviewers, or as many as 13!!
Try to identify different roles
Respond to interviewer, include others through eye contact

2.0 Getting started

To obtain the best results from an interview, the interviewer must put the applicant at ease. Even
for a brief interview it is worth, creating the right communications climate by building rapport.
For the applicant to feel at ease, the interviewer must himself/herself be at ease and feel
comfortable about the interviewing process. Ideally, a private room, comfortably furnished and
aerated will be necessary with minimal interferences from phone ringing etc.
The interviewer should personally go to the reception area to fetch interviewee. Introduce
yourself and accompany the applicant to the interviewing room.

When welcoming the applicant, use his/her full name. “Hello John Smith. I’m Nagarajan
Kripalani.” This gives the applicant the feeling that you identify him/her as an individual, not
just as another candidate. Dale Carnegie is reported to have said, “Remember, a person’s name
is to that person the sweetest and most important sound in any language.”
By similarly using both the first and the last name in addressing the applicant and in introducing
yourself, you are putting both of you at the same level. If you call yourself Mr or Mrs and call
the applicant “John” it sounds condescending.

The opening question should be related to the interview, but should not put the applicant on the
defensive or upset him/her. Don’t start with such questions as “What makes you think that you
could handle this job professionally?” or “Why were you dismissed from your last job?”

A more sensible approach would be to select an innocuous area from the application and
comment on it. It may be based on something in the background that you relate to. For
example, “I note you went to Royal College of Port Louis. Did you know Mr Naraidoo, the
drama teacher?” or “I see you live in Highlands. The area is growing rapidly.”

2.1 The Applicant: What creates a bad impression?

 Poor personal appearance
 Negative attitude – evasive, using excuses
 Lack of interest and enthusiasm
 Lack of preparation
 Poor knowledge of role
 Failure to give concrete examples of skills
 Over emphasis on money/rewards

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3.0 Interview guidelines

To get the most out of the interview, some guidelines are to be followed when asking questions:
 Refrain from asking questions that can be answered with a simple “yes” or “no”. This
reduces feedback. Instead of asking, “Do you have any experience in HRM?” ask, “Tell me
something about your experience in HRM?”
 Do not put words in the interviewee’s mouth. Instead of asking, “You’ve called on other
prospective employers, haven’t you? Ask, “What companies have you called on?”
 Don’t ask questions that are not related to your objectives. It might be interesting to follow
up on certain extraneous information the interviewee volunteers, but it rarely leads to useful
information.
An effective way of striving for full information is to use the “W” questions: “What”,
“When”, “Where”, “Who” and “Why”.
For example:
“What computer software was used?”
“When did you design the program?”
“Where was the program installed?”
“Who was responsible for supervising that project?”
“Why did you make that decision?”
With the addition of “How”, you can draw out most of the information needed.
“How did you implement the new system”

3.1 For the Applicant: Qualities Employers seek

 Good all-round intelligence
 Enthusiasm, commitment and motivation
 Good communication skills
 Team work ability
 Ability to solve problems
 Capacity to work hard
 Initiative and self-reliance
 Balanced personality

3.2 Ask situational (or problem solving) questions

Present the interviewee with a hypothetical situation and ask how he/she would manage it. The
situation should be reasonably related to actual problems found on the job. Judge the response
by subject knowledge displayed and approach to the solution, value of the suggestions, and
clarity in communicating the answer. For example, the applicant may be asked to state how
he/she would proceed to resolve a conflict between two colleagues over poaching customers.

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3.2.1 For the Applicant

Give me an example of a problem you encountered.
How did you approach it?
What was the outcome?

 STAR response
S: Describe the situation
T: Explain the task/problem that arose
A: What action did you take?
R: What was the result or outcome?
What did you learn from this experience?

3.3 Summary questions

After you have asked the applicant about a phase of his/her background, ask another question
that will summarise what has been presented till now. For example “You certainly have
extensive background in procurement, briefly summarise how you can contribute to make our
firm more effective in that area”. This checks knowledge and skills in the area and application of
same in a new context.

3.4 Use of nondirective techniques

It is not always possible to obtain adequate information by direct questioning. Nondirective
techniques may help in these cases. Nondirective questioning uses open-end questions such as
“Tell me about….” The applicant then tells whatever he or she feels is important. Instead of
making comments about the response, you nod your head and say “yes”, “I see”. This motivates
the applicant to go on talking without your giving any hint as to what you are seeking exactly.

In this way, the applicant may talk about problems, personality factors, attitudes, or problems
that might not have been uncovered directly. On the other hand, it may bring out some positive
factors or strengths that might have been missed by direct questioning.

Another way of using nondirective approach is to choose to be silent. Most people can’t tolerate
long silence. The applicant is likely to keep talking if you voluntarily keep silent.

3.5 For the Applicant: Your answers

 Listen carefully, seek clarification
 Illustrate answers with real examples and evidence
 Be positive – constructive criticism
 Keep answers specific and succinct
 Take time to respond

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 Be alert to interviewer’s body language

 Speak clearly, smile and show enthusiasm
 Know what you want to say, and find the opportunity

3.6 Interview Rating Scale(Specimen)

 Rating: 0-5; 0=no response; 5=excellent
 Selection Criteria
Intelligence – Academic performance, Questions
Responsibility – Work roles, external activities
Appearance & poise – First impressions
Interpersonal relations – Interests, team-roles
Integrity – no inconsistencies
Self-confidence – Relaxed manner, responsible
Communication skills – Articulate, coherent, grammar, responsive
Interests – External interests, involvement

3.6.1 Interview Marking Sheet (Specimen)

Name Mark-max 100

Communication Skills Max 30

Problem Solving Max 20

Team Fit Max 20

Relevant Experience Max 20

Project Management Max 10

Total Marks

4.0 Giving feedback to the applicant

An important part of the interview is giving the applicant feedback about the organisation and
the job. All the work and investment to get good employees is lost if the applicants you choose
don’t accept your offer. By giving them a positive image of the job and the organisation, you’re
more likely to have a higher rate of acceptances.
The interviewer may take the opportunity here to “brand” the employer organisation by giving
information on the policies on equal opportunity recruitment, promotion and careers
management.

4.1 Giving information about the job

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Some interviewers start the interview by giving the job description. This includes the duties and
responsibilities related to the job.
The best way to give information about duties and responsibilities is to provide it to the applicant
throughout the interview. For a sales job that involves calling on supermarket chains, you might
first ask the candidate to state the types of shops he/she called on.
You should then ask specific questions about the applicant’s working experience in each of these
types of shops. If the sales background is satisfactory, you might then say, “I’m glad you have
such a fine background in dealing with store chains as they represent about 60 percent of our
customer list. If you’re hired, you’d be working closely with those chains.”

Otherwise, if the background in this area was lacking, you might say, “As much of our business
is with store chains, if you are hired, we would have to provide you with training in this area”.
Before the end of the process, the interviewer has a fairly complete knowledge of the applicant’s
background and the interviewee should have a fair idea of the nature of the job.

4.2 Answering applicant’s questions

Interviewers must give the applicant an opportunity to ask questions about the job and the
company, usually at the end of the interview. The questions asked can give some insight over the
applicant’s personality and help the interviewer in the general evaluation exercise.
If the questions are primarily of a personal nature, such as vacations, time off and similar
queries, people are only concerned about personal aspects. They are less likely to be as highly
motivated as job-oriented applicants. Their questions can also give clues as to their real interest
in the job. From these questions, a prospective candidate might not appear too enthusiastic about
the job. This gives the interviewer another chance to sell the prospect on the advantages of
joining the company.
One is always “selling” in an interview. It is important that you present your company and the
job in a positive and enthusiastic manner. This doesn’t mean that you should exaggerate or
mislead the applicant. Show the applicant how the positive aspects outweigh the negative ones.
Remember that you, the interviewer, will be working with this candidate. An honest interview
discussing positive and negative aspects helps to build trust and credibility.

4.3 Taking notes

Taking notes may have a negative effect on interviewees. Some may get very nervous when they
see you write down everything they say. They may refrain from talking freely and retain
important information.

Taking notes also may have a negative effect on you, the interviewer. You’re so busy writing
what the applicant just said, that you miss what is being said currently.
The interviewee normally writes brief notes during the interview. Immediately after the
interview, the notes are reviewed and a summary is written, while the interview is still fresh in

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your mind.

List the reasons for accepting or rejecting each candidate. Stating a reason helps overcome
intuitive decisions based on some vague like or dislike.

Some companies have special forms/grids designed for interview record keeping. Otherwise you
may make notes on the application form or on a paper and attach to the form after the interview.
In any case, a summary form should be completed immediately after the close of the interview.

5.0 Closing the interview

When you have all the information you need, and you’ve told the applicant about the job and
given him/her an opportunity to ask questions, it’s time to bring the interview to a close.
All interviews should end on a positive note. The applicant should be told what the next step
would be: Another interview? Testing? A final decision? By when? How?

6.0 After the Interview

Review own performance

what went well
what went badly
what you wished you had said
prepare for next stage
Invitation to second / final round interviews
assessment centre
psychometric testing
panel interview
Rejection letter

6.1 Remembering the applicant

You may be given to see a dozen the applicants for the open position. Unless you take notes, it is
unlikely that you remember what each one has told you and your reactions to them.

With accurate records of the interviews, it is easier to compare candidates with the set criteria,
for example, demonstration of knowledge, application of knowledge in context, experience etc.

By rereading your notes, you are more likely to make sounder judgements rather than depending
on memory. With several people interviewing the same candidate, a consistent system of

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recording information will facilitate an in-depth analysis of the applicant’s qualifications.

Good records are also useful when you face legal problems. In case of a Court investigation,
good records of the interview can be your most important defence. Where inadequate records
have been kept, the Court will have to rely on the company’s word against the applicant’s.
Good, accurate records provide evidence.

6.2 For the Applicant: Follow-Up after your interview

Fewer than 10% of applicants send a thank you letter
May be the most important letter you write
Provides another contact with the employer
Sets you apart from those who didn’t send one
Should take place within 24 hours after the interview

Follow-Up Letter Should:

State your appreciation
Explain what you liked about the position
Sound enthusiastic about working for the company

7.0 Skills Workshops (Based on HRM Communication issues)

7.1 Workshop 1: Assessment Grid
Design an assessment grid for use in a selection interview for a post of Marketing Manager in an
SME. You will have to justify selection criteria and decide weightage of each in relation to the
requirements of the post. You may wish to write the job description and the person
specifications first.

7.2 Workshop 2: Selection Interview

Organise and run a selection interview for the post of Marketing Manager in an organisation of
your choice. Decide roles among your group and appoint a Chairperson. One student will take
the role of applicant, the others will be specific panel members as assigned (for example HR
Manager, Finance Manager etc.).

Documents to be prepared:
- Job description
- Person specifications
- Assessment grid
- Proposed list of questions for each panel member.

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