More Than

a Gut Feeling II

Tr a i n i n g L e a d e r ’s G u i d e
©1998 Coastal Training Technologies Corp.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of Coastal Training Technologies Corp.

This publication is designed to provide accurate and authoritative information in regard to the subject
matter. It is sold with the understanding that Coastal Training Technologies Corp is not engaged in rendering
legal, accounting, or other professional service. If legal advice or other expert assistance is required, the
services of a competent professional should be sought.
ABOUT
PAUL C. GREEN, Ph.D.
This behavioral-based interviewing program was developed by Dr. Paul C.
Green, president of the consulting firm Behavioral Technology, located in
Memphis. Dr. Green created this selection process through his human resources
experiences with a broad range of organizations. The approach reflects his
strong belief that scientific research can be combined with practical experience
to provide a meaningful way to conduct employee selection.

The American Media video More Than a Gut Feeling II reflects the highlights
of the behavioral-based interviewing system and is designed to help organizations
instruct line managers and personnel interviewers on how to use a structured,
legally defensible interviewing system.

Dr. Green received his Ph.D. in Industrial and Organizational Psychology from
Memphis State University in 1970, with his degree emphasis in management,
leadership, and employee selection. On completion of his degree requirements,
Dr. Green developed a full-time consulting practice, eventually providing
services in selection and development for several hundred different organizations.
As an experienced consultant, he has worked with high-tech, manufacturing
and service industries, providing a wide variety of individual and organizational
development services.

As a trainer, Dr. Green has taught thousands of people how to apply psychological
principles to solve real-world problems. He has evaluated over 5,000 applicants
for positions in sales, aviation, accounting, engineering, and others.

At present, Dr. Green continues to deliver training seminars himself, along

with the licensees and associates of Behavioral Technology.
Table of Contents
More Than a Gut Feeling II

Preparation Introduction....................................................................................................................8
Training Session Checklist...............................................................................................9
Materials
Trainer’s Instructions for Using the Book
Interviewing: More Than a Gut Feeling ...............................................................10
Tips for Transferred Learning ........................................................................................11
Possible Session Agendas ...............................................................................................12
Trainer’s Personalized Session Agenda............................................................................13
Invitation Memo to Participants ...................................................................................14
Trainer’s Instructions for the Pretraining Survey............................................................15

Training Introducing the Session to Participants .........................................................................18

Materials The High Cost of Turnover Discussion.........................................................................20
Who Wins When You Choose the Right Person? Exercise ............................................21
Show Video and Review Questions...............................................................................22
Gaining Behavioral Examples Discussion ......................................................................23
Exercise from the Book Interviewing: More Than a Gut Feeling ..............................24
Open-Ended vs. Closed-Ended Questions Exercise.......................................................25
Preparing for the Interview: Designing Questions.........................................................26
Interviewing and the Law Discussion............................................................................27
Is It Legal to Ask…? Exercise ........................................................................................30
Role-Play Exercise .........................................................................................................31
Posttraining Survey .......................................................................................................32
Follow-Up Memo..........................................................................................................34
Skills Checklist..............................................................................................................35

Pretraining Survey
Participant Note Page
Materials The High Cost of Turnover
Gaining Behavioral Examples Handout
Open-Ended vs. Closed-Ended Questions Worksheet
Common Interviewing Questions
Interviewing and the Law
Is It Legal to Ask…? Worksheet
Observer’s Guide
Posttraining Survey
Session Evaluation Form

Overheads 1 and 2: Learning Objectives

Overheads
Overhead 3: Interviewing and the Law
Overhead 4: Interviewing and the Law
Overhead 5: Interviewing and the Law
 More Than
a Gut Feeling II

P r e p a r a t i o n M a t e r i a l s
● Preparation Materials

Icon Key Introduction

The video training program More Than a Gut Feeling II was designed to educate
interviewers on how to make the right hiring decisions by using Dr. Paul Green’s
behavioral-based interviewing program’s successful combination of scientific research
and practical experience, emphasizing that the best predictor of future behavior is past
behavior.
Flip Chart
The Training Leader’s Guide and the video program, More Than a Gut Feeling II,
provide the tools you need to institute a training program on behavioral-based
interviewing that will immediately improve your selection efforts.

Managers have a very important job in today’s business environment. Interviewing and
selecting the right personnel are two of the most critical things they must do to reach
Read or organizational goals. The hiring decisions made today will influence their organization
Paraphrase for years.

Upon completion of the video training program, participants will be able

to do the following:

• Plan a logical, structured interview that includes preplanned interview questions.

• Recognize the importance of developing an interview plan based on thorough
Overhead
knowledge of the job.
• Understand that a behavioral example is a specific life-history event that
can be used to determine the presence or absence of a skill.
• Use interviewing techniques that allow for interviewer control.

Worksheet • Explain why it is important to make selection decisions based on facts and
information, not on a gut feeling.
• Explain why the concept of “the best predictor of future behavior is past
behavior” is so important in the behavioral-based interview process.
• Recognize why some questions cannot be legally asked in the interview process.
Video
Before conducting this training session, we encourage you to view the video and read
through this guide at least twice to become comfortable with the format and subject
matter. This will ensure that your participants get the most from their training.

Ask and Discuss

8
8
 Preparation Materials ●

Training Session Checklist

This checklist should be used to help you gather all necessary materials for the training session.

Meeting Preparation
❏ Determine your training objectives.
❏ Measure the current status of your participants, using the Pretraining Survey.
❏ Choose different ways to train to ensure transfer of information.

Location
❏ Create a relaxed environment.
❏ Make sure all seats have a good view of the visuals.
❏ Make sure there is enough light to take notes when participants view the video
More Than a Gut Feeling II.
❏ Provide an adequate writing surface for participants.
❏ Check for good acoustics.
❏ Make sure that your room is accessible and equipped for participants with disabilities.

Video Equipment
❏ Make sure the VCR is properly connected to the monitor.
❏ Test the VCR, and check monitor for proper picture, color, and volume.
❏ Make sure the tape is rewound and ready to play before beginning your session.
❏ Check all other equipment for proper operation.

Materials
❏ Training Leader’s Guide
❏ Videotape—More Than a Gut Feeling II
❏ AMI How-To Book—Interviewing: More Than a Gut Feeling
❏ Overheads
❏ Paper and Pencils
❏ Additional Equipment
❏ Participant Worksheets

9
● Preparation Materials

Trainer’s Instructions for Using the Book

Interviewing: More Than a Gut
Interviewing: More
Than a Gut Feeling
by Richard S.Deems, Ph.D.
Feeling
Training Session
Interviewing: More Than a Gut Feeling, part of AMI’s How-To Book Series, is an
excellent complement to your group training session. Throughout this guide, we have
included several exercises from Interviewing: More Than a Gut Feeling. To use the
book effectively, you may:

• Use the exercises we have developed for this course, incorporate other
exercises from the book that you feel better meet the needs of your
organization, or use a combination of both.
• Assign reading of an entire chapter of the book that covers an area you
wish to emphasize in your session.
• Assign reading of the entire book and completing of assigned exercises.

Self-Study
No time to call everyone together for training? No problem—American Media has
made training even easier with its self-study programs. By combining the effectiveness
of the video More Than a Gut Feeling II and AMI’s How-To Training Book
Interviewing: More Than a Gut Feeling, your employees can improve their skills
through self-guided study.

Written in a user-friendly, easy-to-understand style, the book includes interactive exercises

in each chapter to help the reader process the information and put it into action-ensuring
that the information makes an impact.

On-the-Job Reference Tool

Providing copies of the book to each training participant allows you to continue
instilling the importance of improving workplace performance after your session is
completed. The book is an excellent tool for continued learning and provides an easy,
hands-on reference for use on the job.

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 Preparation Materials ●

Tips for Transferred Learning

Keep in mind the following tips when conducting any adult training. You may wish to
review these tips and incorporate them into your session planning.

1. Adults learn when they feel they need to learn.

Discuss ways your training will help participants improve job performance by learning
how to interview prospective employees.

2. Adults learn by doing.

Use the exercises found in this Training Leader’s Guide, or create your own to give
participants an opportunity to practice skills they can take back to their jobs. Also,
provide reinforcement tools, such as copies of the How-To Book Interviewing: More
Than a Gut Feeling, for your participants to take back to their jobs for continued and
reinforced learning.

3. Adults learn by solving realistic problems.

Discuss and analyze actual on-the-job situations. Allow the trainees to solve these real-
life problems by using what they have learned.

4. Adults learn in an informal environment.

Design your training room to be as informal as possible. Avoid classroom-style seating.
If appropriate, encourage training participants to wear casual clothing. Encourage
discussion and interaction to make participants feel more comfortable.

5. Adults learn by different training methods.

Vary your training methods. Combine discussions, role-plays, case studies, self-
evaluations, and action planning in your training session. Using a variety of methods
reinforces your message and promotes audience involvement.

6. Trainers learn through follow-up methods.

Follow-up methods are crucial when determining the success of transferred training.
Feedback from your participants’ managers; follow-up surveys or training sessions;
three-, six-, and nine-month skill-testing sessions, etc., can help you evaluate the
information being used on the job site.

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 ● Preparation Materials

Possible Session Agendas

Two session agendas have been provided to help guide you through your More Than a Gut Feeling II training
session. You can modify these agendas to meet the needs of your participants. A blank agenda sheet is also
provided if you wish to create your own agenda.

2-Hour Session
Activity Time Page
Introducing the Session to Participants 10 minutes 18
The High Cost of Turnover Discussion 5 minutes 20
Show Video and Review Questions 40 minutes 22
Break 10 minutes
Gaining Behavioral Examples Discussion 10 minutes 23
Exercise from the Book Interviewing:
More Than a Gut Feeling 15 minutes 24
Role-Play Exercise 30–35 minutes 31
Posttraining Survey 5 minutes 32
Session Evaluation 5 minutes

4-Hour Session
Activity Time Page
Introducing the Session to Participants 10 minutes 18
The High Cost of Turnover Discussion 5 minutes 20
Who Wins When You Choose the Right
Person? Exercise 15 minutes 21
Show Video and Review Questions 40 minutes 22
Break 15 minutes
Gaining Behavioral Examples Discussion 10 minutes 23
Exercise from the Book Interviewing:
More Than a Gut Feeling 15 minutes 24
Open-Ended vs. Closed-Ended Questions Exercise 10 minutes 25
Preparing for the Interview: Designing Questions 15 minutes 26
Interviewing and the Law Discussion 15 minutes 27
Is It Legal to Ask…? Exercise 10 minutes 30
Break 15 minutes
Role-Play Exercise 30–35 minutes 31
Posttraining Survey 5 minutes 32
Session Evaluation 5 minutes

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 Preparation Materials ●

Trainer’s Personalized Session Agenda

You may want to plan a session that is different from the agendas provided on page 12. Below is a blank agenda to
assist you in outlining your session.

Activity Time Page

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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● Preparation Materials

Invitation Memo to Participants

This memo can be sent to your participants approximately one to two weeks prior to
your training session. Modify the memo to fit your specific needs.

(Today’s Date)

TO: (Participant’s Name)

FROM: (Trainer’s Name)
RE: More Than a Gut Feeling II Training Session

An integral part of your job at (Company Name) is the selection of new hires. To help
assure that we are hiring the most qualified individuals, we have designed a training
session to introduce you to the concept of behavioral-based interviewing, a technique
that will positively impact our selection process.

On (Session Date), we will be holding a training session to explain behavioral-based

interviewing and to give you an opportunity to try it out personally. During the session
you will learn:

• The definition of a behavioral example

• Why it is important to have an interview plan based on thorough
knowledge of the job and a preplanned series of interview questions
• Techniques to conduct a behavioral-based interview
• To use interviewing skills such as:
-asking open-ended questions
-note taking
-seeking contrary evidence
-using rapport building questions
-allowing silence
-controlling the interview

Please mark your calendar now so that you can attend this important training session.
It will be well worth your while! If you will be unable to attend, please contact me at
(Number).

Hope to see you (Session Date).

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 Preparation Materials ●

Trainer’s Instructions for the Pretraining

Survey
1. Complete the Invitation Memo to Participants and enclose a copy of the
Pretraining Survey (included with Participant Materials) to each of the
participants. Ask them to complete this survey and return it to you at least
five days before the training session.
2. Use the Pretraining Survey to evaluate the needs of your participants. This
survey will allow you to design the training session to emphasize areas or
topics of importance.
3. A Posttraining Survey is also provided for use at the end of the training
session, to determine if your training goals have been met, or if further
education and training are necessary.

____________________________________________________________________

Pretraining Survey

INSTRUCTIONS: The questions below highlight key interviewing points. Consider

the questions and write your answers in the space provided.

1. What are two things you may look for when reviewing resumes?

Possible Answers:
• Overall structure and appearance • Related volunteer/civic
• Gaps in employment history involvement
• Career progression • Accomplishments/Results
• Experience relating • Education
to open position

2. Why are job descriptions important?

Job descriptions detail the essential functions of the job on which interview
questions must be based.

3. What can you do at the beginning of your interview to put your candidate
at ease?

Usually the most successful technique is to enter into a general conversation

about the weather or something about the candidate. People feel comfortable
talking about things they’re familiar with, and are probably most comfortable
talking about themselves.
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● Preparation Materials

4. (T or F) If candidates get off the subject, you should allow them to continue
because they could tell you something you may not have been able to solicit
using your preplanned questions.

False. It is important for the interviewer to keep control of the interview.

Unnecessary talk not relating to the job is a waste of time.

5. Should you take notes in the interview?

Yes. It is very important for you to take notes in the interview. We are all human,
and therefore cannot be sure that we’ll remember everything. You can put your
candidate at ease by explaining that you will be taking notes to review later in the
selection process.

6. Is it legal to ask a job candidate where he or she was born if you detect an accent?

No. It may be viewed as discrimination if you ask someone where he or she was
born. You may ask candidates if they are legally employable in the United States.

7. What is the best predictor of future behavior?

Studies have shown that the best predictor of future behavior is past behavior.
There are always exceptions to any rule, but if done correctly, information
obtained about past behavior will help you determine if a candidate has exhibited
the skills needed for the job.

8. (T or F) If an applicant cannot answer a question immediately, you should break

the awkward silence by asking another question.

False. Silence must be permitted in the interview. When the interviewee is silent,
it usually means she or he is “replaying” a memory of a past event. Once he or she
has completed the thought, the candidate will be ready to communicate it to you.

9. Define contrary evidence as it relates to interviewing.

Interviewers look for contrary evidence when they seek information contrary to
their initial findings to determine whether their initial findings were correct.

10. Should you use open-ended or closed-ended questions in the interview?

Although at times you will need to use both open-ended and closed-ended questions,
it is better to rely on open-ended questions for gaining behavioral examples.

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 More Than
a Gut Feeling II

Tr a i n i n g M a t e r i a l s
● Training Materials

Introducing the Session to Participants

Time Required:
• 10 minutes

Material Needed:
• Overheads 1 and 2

Objective:
• To emphasize the importance of the topic and introduce participants to
each other in order to set the stage for the training session.

Trainer’s 1. Start the session by introducing yourself and paraphrasing the following point:
Instructions Managers have a very important job in today’s business environment.
Interviewing and selecting the right personnel is one of the most critical
things you must do to reach organizational goals. The hiring decisions
made today will influence your organization for years. Because of this,
organizations cannot afford to base hiring decisions on gut feelings. Managers
need a system to help ensure they make the right hiring decisions and rely
on “more than a gut feeling.”

2. Describe the agenda for the training session and outline any training goals
on the overhead.

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 Training Materials ●

3. Display Learning Objectives on the overhead. You may wish to revise these objectives
1 based on your session design. Read or paraphrase the following to the group:
Upon completion of this video-training program, you will be able to:
• Plan a logical, structured interview including preplanned
interview questions.
2 • Recognize the importance of developing an interview plan based on
thorough knowledge of the job.
• Understand that a behavioral example is a specific life-history event
that can be used to determine the presence or absence of a skill.
• Use interviewing techniques that allow for interviewer control such as:
a. Asking open-ended questions.
b. Taking notes.
c. Seeking contrary evidence.
d. Using rapport-building questions.
e. Allowing silence.
f. Controlling the interview.
• Explain why it is important to make selection decisions on facts
and information, not on a gut feeling.
• Explain why the concept of “the best predictor of future behavior is past
behavior” is so important in the behavioral-based interview process.
• Recognize why some questions cannot be
legally asked in the interview process.

4. Have participants answer the following questions individually:

• What is your name and what department do you work in?
• What interviewing role do you take in your position?
• What is one thing you would like to learn from this session?

(You may wish to write down their answers and review them at the end of your
session to determine if these needs were met.)

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● Training Materials

The High Cost of Turnover Discussion

Time Required:
• 5 minutes

Materials Needed:
• Flip Chart
• The High Cost of Turnover Handout

Objective:
• Help emphasize the high cost of turnover to interviewers.

Trainer’s
1. Review the handout and base discussion around the following questions:
Instructions • What is meant by the phrase “Turnover costs money”?
• What percentage of the salary of an exiting employee do you think it
costs to replace him/her? (Roughly 35 percent—explain breakdown and
the four areas on handout)
• Low Productivity/Poor Customer Service Cost Prior to Leaving
—What does this mean?
• Costs Associated with Replacements
• Costs of Hiring a Replacement
• Associated Costs of Turnover

2. Conclude by stating:
Bad hiring decisions can also generate other costs, such as litigation,
unemployment, compensation, etc. The point is, bad selection costs money.
To decrease the costs of poor selection, all interviewers must be proficient
in choosing the right people.

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 Training Materials ●

Who Wins When You Choose The Right

Person? Exercise
Time Required:
• 15 minutes

Materials Needed:
• Flip Chart

Objective:
• To emphasize that everyone wins when you choose the right person
for a job.

Trainer’s
1. Ask the participants who they think benefits when the right person is chosen for a job.
Instructions Use a flip chart and write down the feedback coming from the class.
Typical answers should include:
The organization New employees
Current employees Customers
Managers

2. Next, divide the participants into equal size groups. Assign one “topic” mentioned
on the flip chart to each group. Have each group compile a list of ways their
particular area benefits when the right person is chosen.

3. Allow 3 minutes for the group to work through the exercise. When complete, each
group should share its findings with the class.

Some common responses include:

Organization New Employee Managers
Improved productivity Job satisfaction Less turnover
Save money because of fewer mistakes Self-esteem Training readiness
Eliminate discrimination Rewarded for performance Higher morale
Reduce personnel problems Job stability Higher productivity

Current Employees Customers

Qualified coworker Better service
Improved productivity Higher quality product
More job stability Consistency of representative

4. Conclude by stating:
“Hiring decisions affect much more than just the manager and his/her
department. It is critical that interviewers do a good job in the selection
process so that the organization, new employees, current employees, and
customers all benefit.” 21
● Training Materials

Show Video and Review Questions

Time Required:
• 40 minutes

Materials Needed:
• Video—More Than a Gut Feeling II
• Trainer’s Copy of Video Review Questions

Objective:
• To show video and discuss as a group.

Trainer’s
1. View the video More Than a Gut Feeling II. Encourage participants to take notes
Instructions
as they view the video.

2. After viewing the video, discuss the following questions:

a. Could you identify with the mistakes that Will had been making in his
interview process?
Answers will vary.

b. How did Ann distinguish between technical job skills and the performance
skills needed for the job she was trying to fill?
Technical skills are task related. Performance skills are behavior related.

c. How did Ann get behavioral examples from the woman who had no
working experience?
By asking questions related to the woman’s day-to-day experiences, and
analyzing how those behaviors and skills would carry over to the position.

d. Why did both Ann and Will allow the interviewee to sometimes be
silent during the interview?
To give the interviewee time to think of a specific example.

e. Why was it important for both Ann and Will to seek contrary evidence
in their interviews?
To determine whether their initial findings were correct.

f. What was the most important idea you learned from the video?
Answers will vary.

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 Training Materials ●

Gaining Behavioral Examples Discussion

Time Required:
• 10 minutes

Materials Needed:
• Gaining Behavioral Examples Handout
• Video—More Than a Gut Feeling II

Objective:
• To reinforce key points covered in the video More Than a Gut Feeling II.

Trainer’s
The key to behavioral-based interviewing is gaining behavioral examples. Although
Instructions More Than a Gut Feeling II explains how to solicit behavioral examples, you may
want to spend additional time reviewing the key points in your session. Turn to the
synopsis of the information presented in the video on gaining behavioral examples.
Refer participants to their handout entitled Gaining Behavioral Examples. You may
wish to have participants read this information individually or discuss it as a group.

OPTIONAL DISCUSSION: To reinforce your discussion regarding behavioral

examples, rewind the video to the beginning of the last interview between Will and
Ann. Have participants review this interview, and ask the following discussion
questions:

1. How did Will gain behavioral examples?

• Asked open-ended and closed-ended questions.
• Probed for contrary evidence.
• Asked for specific examples and allowed silence.

2. How did gaining behavioral examples enhance Ann’s information?

• They created a balanced picture of Ann’s capabilities, and her evaluation will
be based on specific job-related information.

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● Training Materials

Exercise from the Book Interviewing: More

Than a Gut Feeling
Interviewing: More
Than a Gut Feeling
by Richard S.
Deems, Ph.D.
Time Required:
• 15 minutes

Materials Needed:
• AMI How-To Book Interviewing: More Than a Gut Feeling

Objective:
• To create a better understanding on the development and process of
probing questions when using behavioral interviewing.

Trainer’s
1. Read or paraphrase:
Instructions In the video, we saw a segment of a well-planned behavioral-based interview
conducted by professionals. In order to successfully gather indicators of past
behaviors, the interviewer must create probing questions that set the stage
for the desired outcome. Let’s take about 10 minutes to work through some
behavioral interviewing questions from the book.

2. Ask participants to turn to page 31 of Interviewing: More Than a Gut Feeling.

3. Have participants read pages 31 and 32 and complete the Take a Moment exercise
found at the top of page 33.
4. After completing the exercise, have participants share various answers with the group
and discuss the importance of proper wording of probing questions in order to gain
useful information.

5. Use the final 5 minutes of the exercise to allow the group to practice developing
probing questions. Write the Q and A’s on the board and have the group provide
the answers.
Q: What are your strengths?
A: I think I am a very hard-working person.
Your next probing question?

Q: What things in your job give you a sense of accomplishment?

A: I like working with customers to solve problems.
Your next probing question?

Q: Describe for me your most recent group effort.

A: Last month I served on a committee for our company party.
Your next probing question?
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 Training Materials ●

Open-Ended vs. Close-Ended

Questions Exercise
Time Required:
• 10 minutes

Materials Needed:
• Open-Ended Questions vs. Close-Ended Questions Worksheet

Objective:
• To enable participants to use open-ended questions during the interview
process in order to gain behavioral examples.

Trainer’s
Ask participants to take 5–8 minutes to complete the Open-Ended Questions vs.
Instructions Closed-Ended Questions Worksheet on their own. Once complete, work through the
answers and have participants give examples of open-ended questions for the ones
marked “C”. Answers are given below.

INSTRUCTIONS: Identify each statement below with an “O” for an open-ended

question or a “C” for a closed-ended question.

1. C What type of a computer have you used, if any?

2. O What did you do when your supervisor threw changes

at you at the last minute?

3. O What did you do when you were passed over for the promotion
in your area?

4. C When did you graduate from college?

5. O How did you learn to operate a computer?

6. O Why do you like engineering?

7. C How many years did it take to become proficient on a ten-key?

8. C Which do you find the most interesting—working in the office or

out in the field?

9. O What did you like about your last position?

10. C What kind of boss do you like to work for: one who strictly controls
you, or one who lets you do your own thing?

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Preparing for the Interview:

Designing Questions
Time Required:
• 15 minutes

Materials Needed:
• Job Descriptions for Participants
• Common Interview Questions Handout

Objective:
• To prepare advanced questions in order to conduct a structured, legal interview.

Trainer’s
Instructions 1. Ask participants why it is important to prepare for an interview. Discuss
for a few minutes.

2. Have participants pair up. Hand out a job description they are familiar with and ask
each individual to develop 10 behavioral-based interview questions based on the
description. Allow 10 minutes to complete the task.

3. Have each group compare questions. Allow 3 minutes for discussing.

4. Ask the following questions to the entire group following the exercise:
• What were the differences between the questions you developed
and those of your partner?
• Was it difficult to develop the questions?
• How do you develop behavioral-based interview questions?
• How have you changed the types of questions you ask?

5. Conclude by handing out the sheet entitled Common Interview Questions

to participants for their future use.

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 Training Materials ●

Interviewing and the Law Discussion

Time Required:
• 15 minutes

Materials Needed:
• Interviewing and the Law Handout
• Overheads 3–5

Objective:
• To educate participants on the legal compliance required in the
interviewing process.

Note: You may wish to invite a member of your Human Resources Department to
participate in this discussion.

Take the time to really know the content of the printed material. Three overheads are
Trainer’s provided to help with the material flow. If possible, have an expert teach the material.
Instructions Share the information in an open format rather than reading verbatim. Add any other
relevant material for your discussion.

Provide the handout to participants prior to the discussion.

Read or paraphrase the following:

Many people who complete an interviewing course express serious concerns
over the legality of their selection interviews. These concerns are legitimate and
should be openly addressed. In fact, the vast majority of interviews create some
opportunity for legal action because of:
3
• Lack of preparation.

• Little relationship between the interview questions and the job requirements.

• Failure to use a structured interview plan designed

to get job-related information.

In addition, federal guidelines concerning the evaluation of selection

instruments indicate that the interview is regarded as a test. Any lawsuits
involving interviewing techniques will probably refer to guidelines regarding
standards for test validation (Principles for the Validation and Use of Personnel
Selection Procedures: Second Edition). That is, the interview, as far as the law
is concerned, is not different from a test. In fact, an interview is viewed as a
test and will be evaluated in a courtroom in the same manner that any test
would be evaluated.
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● Training Materials

Because the interview is a test, it is important for it to have the positive qualities
associated with a good test. The first of these characteristics is reliability.
Interviews must generate consistent information for decision making even
though different interviewers may be doing the same interview. In this regard,
research shows that to ensure a reliable interview, interviewers must use a
structured process. Having a structured interview means that the interviewer
should have a series of preplanned interview questions tied to specific job
requirements. Then, the interviewer must gain meaningful information about
the person’s ability to do the job. Using a structured interview and gaining
behavioral examples is quite different from relying on your gut feeling. In fact,
reliance on your gut feelings will probably create an unreliable interview and
could create legal problems.

When using the interview in selection, it is also necessary to consider validity.

Validity means that the interview measures an applicant’s skills for a specific job
or the interview generates information that will predict job performance.
However, to date, it has been very difficult to establish good measures of
validity of an interview, primarily because of the difficulty of doing research in
this area. One can, however, make a case for the validity of an interview if that
interview has the following characteristics:

4 • Is based on a job analysis

• Contains questions that provide evidence about important job-

related skills

• Systematically relates interview information to a specific job

The courts have addressed these topics in many cases. In the case of United
5 States vs. Hazelwood School District (1976), the court indicated that the
interviews were not valid because the evaluation process was subjective. The
interviews did not use clear-cut job analysis information or a stated criteria for
selection of a teacher.

In the case of Weiner vs. County of Oakland (1976), the court decided that
questions reflecting bias are unlawful. Consequently, one should avoid asking
questions that reflect bias or cause sensitivity to persons because of race,
religion, color, sex, physical disability, or national origin. In addition, the case of
Harless vs. Duck (1977) showed that an interview can have an adverse impact
on a person in a protected class and still be legal if the interview is characterized
by questions that are related to on-the-job performance.

28
 Training Materials ●

Note that laws regarding the employment interview deal primarily with
protected classes, which include persons who can be identified by race, color,
religion, sex, disability, or national origin. These laws also apply to persons
between the ages of 40 and 70. Accordingly, one should be particularly careful
to using a reliable and valid selection process when dealing with any individual
who falls into a protected class. Persons who do not fall into protected classes
have a much weaker legal basis for instituting legal action against an organization
because of its employment process.

Even the well-planned interview can be legally questioned. Consequently, each

interviewer should attempt to conduct a reliable and valid interview and to
communicate effectively the skills required for the job.

As a concluding point, both federal and state laws are constantly changing with
regard to employment selection. In order to have a current legal perspective on
your selection interviews, you should first contact your Human Resource or
Personnel Department. The department should be in contact with an attorney
who specializes in this area.

The Americans with Disabilities Act:

On July 26, 1990, President Bush signed into law the Americans with Disabilities
Act. This act is recognized by organizations across the U.S. as the most sweeping civil
rights legislation since the Civil Rights Act of 1964. Organizations must comply with
the legislation that became effective for employers with 25 or more employees on July
26, 1992, and became effective for employers with 15 or more on July 26, 1994. The
intent of the Americans with Disabilities Act (ADA) is to prevent discrimination
against qualified people with disabilities in employment, public services, transportation,
public accommodations, and telecommunication services.

What the ADA means to organizations and their managers is that they can no longer
screen out individuals with disabilities in the hiring process, nor can they
discriminate in any area of employment, including compensation, promotions,
benefits, or firing. Organizations will no longer be able to conduct preemployment
medical screening, with the exception of drug screening, or make preemployment
inquiries into the nature of an applicant’s disability. Organizations must be aware of
physical barriers in their work environment, as well as provide up-to-date, relevant
job descriptions to their workers.

29
● Training Materials

Is It Legal to Ask…? Exercise

Time Required:
• 10 minutes

Materials Needed:
• Is It Legal to Ask…? Worksheet

Objective:
• To educate participants on what types of questions are and are not legal
to ask during an interview.

Trainer’s
1. Ask participants to look at the handout Is It Legal to Ask…?. Allow 10 minutes for
Instructions participants to fill out the sheet and follow up with discussion.

2. When participants have completed the handout, discuss the answers below.

Instructions: Place an “L” before the questions you feel can legally be asked in the interview, and an
“I” before those you believe are illegal to ask in the interview.

I 1. How old are you?

I 2. This job requires that you work extra hours. Do you have children with whom this would
cause a problem?

L 3. If hired, can you provide proof that you are 18 years of age?

I 4. From what country are you a citizen?

L 5. Are you prevented from becoming legally employed because of visa or immigration status?

I 6. What is your marital status?

I 7. Are you handicapped?

L 8. Are you capable of performing the necessary assignments of this job in a safe manner?

L 9. What languages do you read, speak, or write fluently?

I 10. Have you ever been arrested?

30
 Training Materials ●

Role-Play Exercise
Time Required:
• 30–35 minutes

Materials Needed:
• Copies of the Observer’s Guide for all participants
• Job descriptions from your company

Objective:
• To prepare, plan, and conduct an interview.

Trainer’s
1. Have participants number off, forming groups of three. Each group will have an
Instructions interviewer, interviewee, and an observer.

2. Explain that the purpose of the exercise is to conduct a mock interview in a

controlled environment.

3. Hand out various job descriptions to each interviewer. Remind participants

that they should use job descriptions to:

• Become familiar with the job responsibilities

• Develop job-related questions

4. Have the interviewers create and use behavioral-based questions.

5. Give all participants a copy of the Observer’s Guide. Explain the following:

• Fill out as the interview is in process.

• Provide feedback after the interview to the interviewer.

6. Have participants switch roles and complete the role-plays until each individual has
been allowed to practice.

7. Conclude the role-playing by asking the following questions:

• As an interviewer, did you feel that using behavioral-based interviewing

questions is better than closed-ended questions?
• Did you have enough time to prepare? How important is preparation?
• Did you allow silence in your interviews? How did it feel?

31
● Training Materials

Posttraining Survey
Time Required:
• 5 minutes

Materials Needed:
• Posttraining Survey

Objective:
• To provide feedback on the information and transferred knowledge
from the session.

Trainer’s 1. Refer participants to their Posttraining Survey.

Instructions
2. Allow 8 minutes for completion.

3. Discuss each question with the group.

4. Below are the possible answers to the survey.

Posttraining Survey–Trainer’s Copy

INSTRUCTIONS: The questions below highlight the key interviewing points you’ve learned in this
training session. Consider the questions and write your answers in the space provided.

1. When reviewing resumes, what are three things you should look for?

• Signs of achievement
profit-minded
stability/career direction
willing to work hard
• Specifics in job descriptions
• Overall construction and appearance

2. Define behavioral example.

A behavioral example is a description of a specific life-history event, which can be

used to rate the presence or absence of a skill.

3. If an interviewee has a noticeable disability, such as a missing limb, is it legal to ask about it?

No. You can explain the functions of the job and ask the candidate whether he/she
would be able to perform them.

4. What preplanning should be done before the interview?

In preparing for the interview, you should review the job description to make sure it is up
to date and provides a better understanding of the job. You should also determine the skills
32 required for the job and prepare a list of questions based on the job requirements.
 Training Materials ●

5. When making your final decision, you should give special consideration to candidates
who possess what qualities:

• Show loyalty to former employers

• Get to the interview on time
• Ask logical questions
• Appear to get along with coworkers
• Radiate enthusiasm
• Present themselves well with good manners
• Offer verifiable references
• Show proven capability to do the job
• Show actual, proven achievements
• Communicate how they can help your company

6. Is it essential to take notes in the interview? Why?

Yes. We cannot rely on our memory when comparing candidates. Notes on each
interview are valuable tools in making the right selection.

7. What is the best predictor of future behavior?

Studies have shown that the best predictor of future behavior is past behavior.

8. What should questions asked in the interview be based upon?

Any questions asked in the interview should be based upon the job in question.

9. Is the following question an open-ended or closed-ended question?

“Can you drive a semi-trailer?”

Closed-ended

10. (T or F) You should allow silence in the interview when the candidate is thinking
of an answer.

True. It is important to allow silence when the candidate is thinking of an answer.

By allowing the candidate time to think of an answer instead of cutting in, you are more
likely to get a behavioral example for an answer.

33
● Training Materials

Follow-Up Memo
The memo below should be personalized and sent to each participant one to two weeks
after your training session. By following up in this manner, your participants will have
the opportunity to review and utilize what they learned in their work environment.

(Date one week following session)

TO: (Participant’s name)

FROM: (Facilitator)

RE: More Than a Gut Feeling II Training Session

Relying on your instinct has probably guided you through many decisions. However, as
we discovered last week during our training session, behavioral-based interviewing
brings exceptional results. Our training session was designed to help insure that we are
hiring the most qualified individuals available for our job openings. If you incorporate
the behavioral-based interviewing into your interview structure, you will see an
immediate impact.

As you concluded the session, you were given several handouts for future reference,
including Common Interview Questions and a Preemployment Question Guide
referring to questions that can and can’t be asked in the interview.

Enclosed is a “Skills Checklist” to be used to determine your strengths and weaknesses

as an interviewer after you complete each interview. I urge you to use this tool.

I am very interested in your reactions to this interviewing process. Please contact me

if certain areas cause you problems. I will arrange for you to view More Than a Gut
Feeling II again or will personally sit down and work through your questions.

Thank you again for your interest!

34
 Training Materials ●

Skills Checklist
Becoming a better interviewer is a continuing process. To help you continue improving,
ask yourself the questions listed below after each interview. If you answer “no” to any of
the questions, review that area so you can improve your skills prior to your next interview.

1. When did I allow silence?

2. How appropriate were the behavioral examples?

3. When did I seek contrary information?

4. How did I make the candidate feel comfortable?

5. How many open-ended questions did I use?

6. How effectively did I use the questions I prepared ahead of time, and follow
the structure I set for my interview?

7. Were my notes easy to refer back to after the interview?

8. Who did most of the talking?

9. How effectively did I probe areas where the candidate failed to fully answer
my questions?

10. When did I seek contrary evidence to disprove my initial feelings

of the candidate?

35
 More Than
a Gut Feeling II

P a r t i c i p a n t M a t e r i a l s
 Pretraining Survey
INSTRUCTIONS: The questions below highlight key interviewing skills. Consider the questions and write your
answers in the space provided.

1. What are three things you look for when reviewing resumes?

2. Why are job descriptions important?

3. What can you do at the beginning of your interview to put your candidate at ease?

4. (T or F) If candidates get off the subject, you should allow them to continue because they could tell you
something you may not have been able to solicit using your preplanned questions.

5. Should you take notes in the interview?

6. Is it legal to ask a job candidate where he or she was born if you detect an accent?

7. What is the best predictor of future behavior?

8. (T or F) If an applicant cannot answer a question immediately, you should break the awkward silence by
asking another question.

9. Define contrary evidence as it relates to interviewing.

10. Should you use open-ended or closed-ended questions in the interview?

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 The High Cost of Turnover (35%)

Many interviewers fail to understand the high cost of turnover. Below is a breakdown of turnover expenses. To
decrease the costs of poor selection, all interviewers must be proficient in choosing the right people.

I. Low Productivity/Poor Customer Service Prior to Leaving—10%

• Low productivity
• Low morale
• Poor service/quality

II. Low Productivity/Poor Customer Service While Replacement Learns Job—10%

• Low productivity
• Below-average service/quality
• Training time

III. Cost of Hiring a Replacement—5%

• Interview time
• Travel time
• Reference checking

IV. Associated Costs—10%

• Low morale in department when job is being shuffled

• Abuse of equipment
• Frustration

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Gaining Behavioral Examples
INSTRUCTIONS: The key to behavioral-based interviewing is gaining behavioral examples. Below is a synopsis
of the information presented in the video More Than a Gut Feeling II concerning gaining behavioral examples.

Behavioral examples are statements by job candidates describing actual events that have happened in their life. An
interviewer can use past events to rate the presence of a job skill. During the interview, it is up to the interviewer
to gain as many behavioral examples as possible to use in evaluating a candidate’s ability to do a specific job. Also,
please note that it is up to the interviewer to access the behavioral examples; most interviewees do not spontaneously
refer to life-history events in the interview. Instead, a job applicant will typically give brief descriptions that reflect
how the interviewee sees him- or herself. Consequently, it is up to the interviewer to instruct the applicant how to
give specific examples that relate to self-described characteristics by asking appropriate behavioral-based
interviewing questions.

Typically when an interviewee is thinking about a behavioral example, he or she will break eye contact with the
interviewer and seem to drift away mentally from the interview itself while thinking of an answer. Then after the
interviewee remembers a behavioral example, he or she will resume eye contact with the interviewer and begin to
describe the picture in his or her mind.

Most behavioral examples are characterized by specific reference to names, dates, times, numbers, and locations. For
example, an interview response that would meet these criteria is detailed as follows:

Question: “What is your strong point?”

Answer: “I feel my strong point is that I’m a very determined, hardworking individual. For example, last
October when I was with ABC Corporation, we were facing the most pressured, demanding time of
the year when a flu epidemic struck the office. Well, out of seven people in the office, five were sick,
leaving myself and one secretary to get all of the work done. For two weeks, I put in 12-hour days
to meet all of our customers’ needs. During that time, I also had to make a service trip to Des Moines
to deal with a $100 million account that was in jeopardy. When it was all over, my boss threw a
surprise party in the office to congratulate me on my handling of the situation.”

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Gaining Behavioral Examples (continued)

Sometimes the applicant will fail to give a behavioral example as a result of the interviewer’s question. At this point,
the interviewer may have to probe further. By gaining behavioral examples, an interviewer can rate the relative
presence or absence of specific skills that are important for the position.

Sometimes a single behavioral example will provide evidence of a negative behavior. For example, in the previous
situation the interviewee might have said, “I lost my temper two times and became real impatient with some of the
people who were sick and away from work.” Then, the interviewer might have information providing some
evidence that even though the interviewee was very committed to the task, he/she was not as capable in the area of
coping. But be careful not to conclude this information too soon. Discuss this area further and try to gain contrary
evidence. Always try to get a clear and balanced picture of each candidate.

As the interview progresses, it is important to gain as many behavioral examples as possible in order to provide
information that can be used to rate the person’s skills for the specific job in question. For example, in one study
(Green, Wetzel, Somerville, 1983), researchers found that between eight and 21 behavioral examples could be
obtained in a typical interview.

The interviewer needs to help the interviewee give behavioral examples. In many cases, the interviewee will have
difficulty thinking of life-history events relating to specific questions. When this occurs, the interviewer should be
encouraging and sympathetic. Because individuals may have difficulty recalling multiple events that relate to
particular situations, trainers shouldn’t weaken the rapport of the interview by being too demanding with any single
question. At the same time, the interviewer needs to tolerate silence, smile, and be encouraging in order to “help” the
interviewee remember as much as possible.

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Open-Ended Questions
vs.
Closed-Ended Questions

INSTRUCTIONS: Identify each statement below with an “O” for an open-ended question or a “C” for a closed-
ended question.

1. _____ What type of computer have you used, if any?

2. _____ What did you do when your supervisor threw changes at you at the last minute?

3. _____ What did you do when you were passed over for the promotion in your area?

4. _____ When did you graduate from college?

5. _____ How did you learn to operate a computer?

6. _____ Why do you like engineering?

7. _____ How many years did it take to become proficient on a ten-key?

8. _____ Which do you find the most interesting—working in the office or out in the field?

9. _____ What did you like about your last position?

10. _____ What kind of boss do you like to work for—one who strictly controls you, or one who lets you
do your own thing?

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Common Interview Questions
Typically, a wide variety of questions can be used to gain information about a candidate’s job skills. Use these
questions as guides to help you develop questions that target specific job skill requirements.

1. Give an example of a time when you could not participate in a discussion or could not finish a task because
you did not have enough information. How did you move forward?

2. Give an example of a time when you had to be relatively quick in coming to a decision.

3. Tell me about a time when you had to use your spoken communication skills in order to get a point across
that was important to you.

4. Give me an example of when you felt you were able to build motivation in your coworkers or subordinates.

5. Tell me about a specific occasion when you conformed to a policy even though you did not agree with it.

6. Give me an example of a time when you used your fact-finding skills to gain information needed to solve
a problem; then tell me how you analyzed the information and came to a decision.

7. Give me an example of an important goal you had to set and tell me about your progress in reaching that goal.

8. Describe the most significant written document, report, or presentation that you’ve completed.

9. Give me an example of a time when you had to go above and beyond the call of duty in order
to get a job done.

10. Give me an example of a time when you were able to communicate successfully with another person, even
when that individual may not have personally liked you.

11. What did you do in your last job in order to be effective with your organization and planning? Be specific.

12. Describe the most creative work-related project you have completed.

13. Describe a time when you felt it was necessary to modify or change your actions in order to respond to the
needs of another person.

14. What did you do in your last job to contribute toward a teamwork environment? Be specific.

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Interviewing and the Law
There are many important legal guidelines to follow when preparing for an interview. Even the well-planned
interview can be legally questioned. Consequently, each interviewer must attempt to conduct a reliable and valid
interview, and to communicate effectively the skills required for the job. Follow these guidelines to protect yourself
and your organization.

Opportunities for Legal Action in the Interview:

• Lack of preparation

• Questions unrelated to the position

• Lack of structure

Is Your Interview Valid?

• Is it based on a thorough job analysis?

• Do questions probe for job-related skills?

• Is the interview information related to job requirements?

Avoid Asking Questions About:

• Sex

• Race

• Color

• Religion

• National Origin

• Disability

• Age

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Is It Legal to Ask...?
INSTRUCTIONS: Place an “L” before the questions you feel can legally be asked in the interview, and an “I”
before those you believe are illegal to ask in the interview.

_____ 1. How old are you?

_____ 2. This job requires that you work extra hours. Do you have children with whom this would
cause a problem?

_____ 3. If hired, can you provide proof that you are 18 years of age?

_____ 4. From what country are you a citizen?

_____ 5. Are you prevented from becoming legally employed because of visa or immigration status?

_____ 6. What is your marital status?

_____ 7. Are you handicapped?

_____ 8. Are you capable of performing the necessary assignments of this job in a safe manner?

_____ 9. What languages do you read, speak, or write fluently?

_____ 10. Have you ever been arrested?

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Observer’s Guide
INSTRUCTIONS: As an observer, your role is to record your observations of the other participants during the
role-playing. After the role-playing, you should be prepared to discuss your observations with the interviewer.

1. Was the interviewer prepared?

2. Did the interviewer have a list of questions prepared?

3. Were the interviewer’s questions based upon the job in question?

4. Did the interviewer use rapport-building questions or comments to make the interviewee feel at ease?

5. Did the interviewer probe for behavioral examples?

6. Did the interviewer seek contrary evidence?

7. How did the interviewer handle awkward moments of silence?

8. In what areas could the interviewer improve?

9. List examples of good questions asked by the interviewer.

a.

b.

10. List any questions that may need to be rephrased.

a.

b.

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Posttraining Survey
INSTRUCTIONS: The questions below highlight the key interviewing points you’ve learned in this training
session. Consider the questions and write your answers in the space provided.

1. When reviewing resumes, what are three things you should look for?

2. Define behavioral example.

3. If an interviewee has a noticeable disability, such as a missing limb, is it legal to ask about it?

4. What preplanning should be done before the interview?

5. When making your final decision, you should give special consideration to candidates who
possess what qualities:

6. Is it essential to take notes in the interview? Why?

7. What is the best predictor of future behavior?

8. What should questions asked in the interview be based upon?

9. Is the following question an open-ended or closed-ended question?

“Can you drive a semi-trailer?”

10. (T or F) You should allow silence in the interview when the candidate is thinking of an answer.

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 Session Evaluation Form
More Than a Gut Feeling II
INSTRUCTIONS: Please circle the number that best describes your evaluation of the training session.

Strongly Agree Uncertain Disagree Strongly

Agree Disagree

This training program concentrates on how 5 4 3 2 1

to effectively interview employees.

This training program helped me to 5 4 3 2 1

understand the importance of behavioral
interviewing.

As a result of this program, I am more 5 4 3 2 1

confident in my ability to interview
perspective candidates.

The objectives of the program were clearly 5 4 3 2 1

presented.

Opportunities to ask questions and discuss 5 4 3 2 1

issues were sufficient.

The session was well organized. 5 4 3 2 1

The best part of this program was: _________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

This program could be improved by:________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Additional comments____________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

I would recommend this session to others. (Circle one.) Yes No

©1998 American Media Incorporated

Permission is granted for unlimited reproduction of the worksheets contained in this training leader’s guide
for use in your organization’s training sessions.
 More Than
a Gut Feeling II

O v e r h e a d s
 Overhead 1

Learning Objectives
Upon completion of the video training program,
More Than a Gut Feeling II, you will be able to:

• Plan a logical, structured interview that includes

preplanned interview questions.

• Recognize the importance of developing an interview

plan based on thorough knowledge of the job.

• Understand that a behavioral example is a specific

life-history event that can be used to determine the
presence or absence of a skill.
 Overhead 2

Learning Objectives (continued)

• Use interviewing techniques that allow for
interviewer control, such as:
a. Asking open-ended questions.
b. Taking notes.
c. Seeking contrary evidence.
d. Using rapport-building questions.
e. Allowing silence.

• Explain why it is important to make selection decisions

based on facts and information, not on a gut feeling.

• Know why the concept of “the best predictor of future

behavior is past behavior” is so important in the
behavioral-based interview process.

• Recognize why some questions cannot be legally asked

in the interview process.
 Overhead 3

• Lack of preparation

• Little relationship between the interview questions

and the job requirements

• Failure to use a structured interview plan designed to

get job-related information
 Overhead 4

• Is based on a job analysis

• Contains questions that provide evidence about

important job-related skills

• Systematically relates interview information to a

specific job
 Overhead 5

United States vs. Hazelwood Schools

(1976)

Weiner vs. County of Oakland

(1976)

Harless vs. Duck

(1977)