S.T.A.R.

INTERVIEW METHOD: A Resource for Interviewers Situation Task Action Results The purpose of this information is to let alumni interviewers know what the students have been learning about interviewing and to provide a resource for you. You should feel free to draw from your experience and ask the types of questions you prefer. However, if you would like to use some of the questions below, that is fine. The interview workshop for students trains them in using the STAR method for answering behavioral interview questions. The STAR method works well for the questions below. Students are encouraged to use the STAR method for other behavioral questions, also. STAR stands for the following: 1. Situation 2. Task 3. Action 4. Results The student should describe a particular situation from his or her experience. The next step is to specify the task or goal to be achieved (sometimes the goal is implied by the question; this is the least important of the four elements). Students should then describe specific actions they took in that situation. Finally, they should tell the positive results of those actions. The most important elements are actions and result. Describing a particular situation ensures detail to show the interviewee in action. POSSIBLE QUESTIONS Some or all of these questions were asked during the workshop, but students were deliberately not given a list of questions to discourage memorizing answers. Alumni should feel free to ask their own behavioral or other questions and only use these questions as they wish. A rating sheet follows just to give you an idea of how one might rate the questions. You do not have to use it; just consider it a resource. Planning & Organizing 1. 2. 3. 4. How do you plan your week to accomplish all the activities in which you are involved? Give a specific example of one week. Describe your method of study for major tests. Give an example of when you had too much to do. How did you prioritize your schedule? Were all occasionally late for class or miss a due date. Give an example of when this happened to you.

Initiative 1. 2. 3. 4. Tell me about your toughest subject and what youve done to handle it. What extracurricular activity have you worked the hardest at and are most proud of? Please explain. Give me an example of a school or work event where the originating idea was yours. How have you prepared yourself for this job?

Influence 1. 2. 3. 4. Describe a situation in which you strongly disagreed with a professor, coach or supervisor. How did you handle the situation? In your extracurricular activities, what was your most prominent leadership role? What were your major accomplishments here? Can you site an example when you had to negotiate or mediat a dispute between two persons or groups? How did you handle it? Have you ever had to help another student at school or in extracurricular events? Please describe what you did.

Source: Interview Workshop materials from former ES210w guest speaker Dr. Bruce T. Murphy

Judgment 1. 2. 3. Can you describe how youve researched the job market? Describe the alternative jobs that you have considered and the reasons for the consideration. Each of us must occasionally make a tough decision. Describe your most recent tough decision and how you went about reaching a solution. If you could take back one tough decision in the last 2 years, what would it be? Why?

Source: Interview Workshop materials from former ES210w guest speaker Dr. Bruce T. Murphy

Example of Rating Sheet

RATING

Applicants Name ___________

INTERVIEWERS RATING SHEET FOR TARGETED DIMENSIONS

____ INITIATIVE: the discipline that requires attempting to influence events to achieve goals; self-starting rather than passive acceptance. Taking action to achieve goals beyond those called for; originating action ________________________________________________________________________ ________________________________________________________________________ ____ PLANNING & ORGANIZING: the ability to establish a course of action for self or others to accomplish a specific goal; planning proper assignments of personnel and appropriate allocation of resources ________________________________________________________________________ ________________________________________________________________________ ____ INFLUENCE: the art of using appropriate interpersonal styles and methods in guiding subordinates, peers, superiors, or groups toward task accomplishment ________________________________________________________________________ ________________________________________________________________________ ____ JUDGMENT: the ability to develop alternate courses of action and make decisions based on logical assumptions that reflect factual information ________________________________________________________________________ ________________________________________________________________________ ____ ORAL COMMUNICATION SKILL: the ability to express oneself effectively

in individual or group situations; includes gestures and other nonverbal communication

[Put a + for a favorable impression; a - for a ngative impression; leave blank for no impression]

Clarity ( ) Grammar ( ) Tone ( ) Brevity ( ) Volume ( ) Nonverbal ( ) Rate of Speaking ( )

Inflection/Modulation ( ) Emotion ( ) Organization ( )

Enthusiasm ( ) Confidence ( ) Eye Contact ( )

________________________________________________________________________ ________________________________________________________________________

___ CAREER MOTIVATION: the desire to achieve promotion to higher level career
positions, which is reflected in personal satisfaction gained from successful performance of the required tasks Rate career motivation by checking one of the following three categories:

Oriented ( ) Questionable ( ) Not oriented ( )

Source: Interview Workshop materials from former ES210w guest speaker Dr. Bruce T. Murphy