Bucks Behaviours Framework (BBF) Behavioural Based Interviews Question Bank
Based on the Bucks Behaviours Framework and the DRIVE for Excellence values
Contents:
SECTION 1
• Introduction
• Interviewing o Using behavioural competency-based interviews for selection o Preparing for the interview o Conducting the interview o Assessing the candidate
SECTION 2
• Sample interview questions
1. Managing self and personal skills 2. Delivering excellent service 3. Finding solutions
4. Embracing change
5. Using resources effectively
6. Engaging with the wider context
7. Developing self and others
8. Working together
9. Achieving results
SECTION 1
Introduction
Creating a diverse and inclusive workplace which prizes high performance is key to the University’s success. Inclusive recruitment is at the heart of our Recruitment and People Strategies and the Bucks Behaviours Framework is designed to deliver an inclusive and accessible experience for you and your candidates.
The skills, attitudes and behaviours of our staff will be central to delivering all that Impact 2022 contains. The DRIVE for Excellence values and the Bucks Behaviours Framework (BBF) have been designed by our staff to provide clarity of expectations on the key behaviours that will help deliver lasting change.
Attracting and retaining the right people is critical to our success. Along with the role-specific requirements, using a behavioural framework in the recruitment process helps recruiters to clearly set out what is expected in the role. It gives prospective candidates useful information to guide their application, as well as providing a basis on which to give meaningful feedback and identify any development needs.
Along with the job description and person specification, the behavioural framework provides a comprehensive picture of what effective performance looks like.
Interviewing
The interview is commonly used for recruitment and selection purposes. It can be very useful in helping employers to make a decision about candidates and allowing candidates to find out more about the role and organisation to which they are applying.
A considerable amount of skill is required to use the interview to select the right candidate. There is a great deal of research to show that interviewers can fall into to a number of pitfalls and biases, including unconscious bias, that result in poor recruitment decisions.
One of the key elements of good interviewing practice is to use a structured format of questions to assess relevant aspects of the match between the person and the job, this is commonly known as competency-based interviewing.
The sample questions in this guide are based on the nine behavioural categories of the Bucks Behaviours Framework:
1. Managing self and personal skills
2. Delivering excellent service
3. Finding solutions
4. Embracing change
5. Using resources effectively
6. Engaging with the wider context
7. Developing self and others
8. Working together
9. Achieving results
The sample questions also incorporate the DRIVE for Excellence values:
• Dynamic
• Responsible
• Inclusive
• Visionary
• Empowering
If you would like to use additional selection tools to explore these competencies, please contact your HR Business Partner to find out more.
Using behavioural competency-based interviews for selection
There are three stages involved in completing a competency-based interview. This guide provides a brief overview of each stage:
A. Preparing for the interview
B. Conducting the interview
C. Assessing the candidate
A. Preparing for the interview
Unconscious bias
Unconscious biases can impact on our reactions, or the assumptions and decisions we make. In a work situation, our unconscious biases can have a significant influence in a variety of situations, not least in the recruitment process. Please ensure you engage with relevant development to raise awareness of your own biases and what you can do about them before you are involved in any recruitment. Please contact your HR Business Partner to attend the BNU Inclusive Recruitment training, which is at the core of our recruitment processes, as these are face to face and held four times a year we therefore, in addition to these encourage all Hiring Managers to do the inclusive recruitment online
Key activities for behavioural competency-based interviews include:
•
Identifying the key behaviours required for the job
It is important to establish which of the nine behavioural categories are most relevant to the job for which you are recruiting. Assess the job description and person specification against the Framework to identify which areas are priority requirements, bearing in mind the level of responsibility of the role. Typically around six competencies are found to be essential for any given job.
• Identifying the most appropriate questions for the job
Refer to Section 2 of this document to decide on which questions from each behavioural category to focus on during the interview. One or two questions per category will suffice, bearing in mind that it will take you about 10 to 15 minutes to ask two or three questions.
You will also need to construct questions which assess the candidates’ academic, professional or technical competencies relevant to the role and ask these in conjunction with the behavioural based questions.
Equal opportunities best practice states that you should ask all candidates applying for the same job the same questions, varying only the probes based on their responses or other information.
• Consideration of other selection tools
It is recommended that information from the interview should be supplemented by the use of other objective assessment techniques such as presentations, ability tests and personality questionnaires. You can discuss other appropriate selection methods with your HR Business Partner who will be able to assist you in your decision making
• Collect all necessary documentation
Make sure you have all the key documents to hand, including - information about the job (job advert, person specification, terms and conditions), information about the candidate (application form, CV), stationery (pen and paper for you and the candidate), information about the recruitment process (what are the next steps, when will the candidate hear whether they were successful).
• Review background information before the interview
Read through the candidate’s CV and/or application. Identify any information that may be missing. Make notes of any areas especially relevant to the job.
• Prepare the logistics
Make arrangements for receiving the candidates and set up the interview room and decide which member of the panel is asking which questions. At BNU we want to ensure that every candidate has an accessible and inclusive experience at interview. The hiring manager should maintain a line of communication with each candidate so that any necessary reasonable adjustments can be made to the interview process. In order for the interview to run smoothly and professionally it is essential this is agreed at least one week before the candidates arrive. Please feel free to contact your HR Advisor for any support and assistance you may need with this.
B. Conducting the interview
The key steps involved in conducting an interview are:
• Introduce the session
This should cover welcome and introduction of the panel members, time available and if applicable, next stages of the selection process, background to competency-based interviewing, overview of competencies to be covered, and note taking. Wrap up by checking if the candidate has any questions about the interview session itself and say you will be able to provide further information and answer more general questions at the end. Remember that your aim should be to get the best out of each candidate. To do this you need to adopt an encouraging manner and put the candidate at ease. By demonstrating that you are actively listening and looking attentive, you will create an atmosphere in which your candidate will relax and talk more freely.
• Ask the questions
Start by asking an opening question about the candidate’s work experience or educational background. This will help to get the candidate talking and may also provide you with useful background information. Next, work through each competency in turn. Aim to find out what opportunities the candidate has had to gain skills in each area. Encourage the candidate to identify examples from their work experience and try to obtain as much specific evidence as you can. Probe the answers provided, using the suggested follow up questions listed. Try to explore both negative and positive information.
For Academic staff only:
• HoS to outline BAF process and timescales and the main BAF tracks
• HoS to explain that the BAF track is confirmed at the end of the probation period.
• HoS to ask the individual if they have an immediate idea of which BAF track their work would follow and record information relating to key area of Professional Practice or Research activity.
• Summarise
Feedback your understanding of what the candidate has said for each competency but avoid evaluating the behaviours. It is essential that you remain objective and focus on gathering information, rather than assessing it at this stage. Ask if the candidate has anything further to add before moving on to the next competency.
• Take notes
It is extremely difficult to remember accurately everything a candidate has said during an interview and it is easy to miss or forget important points. Make sure you take legible notes throughout the interview. If different panel members are asking different questions, rely on your colleagues to take notes whilst you are asking your questions. Keep notes accurate, factual and job-related. Do not evaluate the evidence during the interview.
• Close the interview
Allow the candidate to add any further information and give them the opportunity to ask any questions. Thank the candidate for their time and repeat information about next steps and timescales.
C. Assessing the candidate
Key activities include:
• Summarise your notes
Write up and summarise your notes as soon as possible after the interview, while the information is still fresh in your mind, if possible at the end of the interview session for that day.
• Assess the candidate
Objectively assess the evidence you have for each competency. Read through your notes and decide which evidence supports which competency. It may be that some behaviour can be assigned to more than one competency, although this is less desirable. When in doubt refer to the competency definitions in the Framework.
Decide whether the evidence has a positive or negative impact on the competency. Finally, ‘rate’ the candidate on each competency and record this information. The Interview assessment sheet uses a rating scale of 1 to 4.
Rating Definitions
4
Does not meet requirements Poor.
3
Below requirements (but may attain through development/training)
Major weaknesses across most of the competency.
Moderate.
Acceptable across the competency as a whole. There may be some marked strengths and some weaknesses in specific areas.
2 Meets requirements Good.
Marked strengths on some aspects of the competency and acceptable on other.
Exceeds requirements
Exceptional.
Marked strengths on most aspects of the competency.
Ensure the Chairperson records the summary ratings and reasons on the Interview Assessment Sheet.
SECTION 2
Sample Questions
This guide provides several examples of questions, each with a number of follow up probes, for each of the nine behavioural categories. These are only a guide and other questions should be agreed prior to interview between the panel members. A definition of each behavioural competency is also provided, as well as positive and negative indicators.
Sample General Questions
• Please explain why you have applied for this role of XXX
• Please explain your reasons for wanting to work for Bucks New University
• In relation to this role, please outline your experience to date in no more than 5 minutes
1. Managing self and personal skills
Definition:
Being aware of own behaviour and how it impacts on others and the goals and objectives of the University. Demonstrating University values. Enhancing personal skills to adapt professional practice accordingly.
Values: Links to Inclusive and Responsible
Positive indicators
• Being well prepared and engaged in all planned activities
• Keeping up to date with what is happening in professional area
• Being self-motivated
• Giving and receiving constructive feedback as part of normal day to day activity
• Ensuring own behaviours consistently provide a positive role model
• Taking ownership for developing and implementing strategy
Sample interview questions
Negative indicators
• Talking or writing at inappropriate length
• Being consistently late or not prepared for planned events and activities
• Missing deadlines without explanation
• Reacting defensively to constructive feedback
• Ignoring the views and suggestions of others
• Slow or lack of response to reasonable requests
Tell me how you go about preparing for a regular activity or event you are involved in
• What is the event or activity?
• What do you take into consideration to prepare? (This is an EDI question)
• What challenges, if any, do you face in your preparation?
• How do you overcome these?
Give me an example of how you have updated your knowledge in an area relevant to your role
• How did you identify the area?
• What did you do?
• What were the benefits to you in your role?
Give us an example of a time when you have advocated for diversity and Inclusion in the workplace
• What did you do?
• What was the impact of your experience on you? On the organisation?
Tell me about a time you gave some honest feedback to a colleague
• What prompted you to give the feedback?
• How did you go about it? (This is an EDI question)
• What was the outcome?
Give me an example of when you have actively sought feedback from others
• What was the purpose?
• Who did you choose to give you feedback and why?
• What did they say?
• What was the impact on you?
• What did you learn from the experience?
Sample interview questions also suitable for Managers
Talk me through a time when have you played a key role in developing or implementing strategy?
• What was the strategy hoping to achieve?
• What was your approach?
• What did you find most challenging?
• What was the outcome?
Can you give me an example of how you create a culture of belonging and inclusivity for your direct reports on a daily basis?
• What do you do?
• What are the pros and cons of your approach?
• What is the response and feedback?
• What is the impact of your approach? How do you know?
Give me an example of when you have initiated a strategic activity
• What was the activity?
• What were you aiming to achieve?
• Who was involved?
• How did you engage others in the activity?
2. Delivering excellent service
Definition:
Making every contact count by providing the best quality service to all our customers (internal customers, students and all our stakeholders). Building genuine and open long-term relationships in order to improve customer services.
Values: Links to Dynamic and Responsible
Positive indicators Negative indicators
•
Resolving problems quickly and courteously
Ensuring systems and processes are kept up to date
Delivering what you promise
Identifying opportunities for flexibility and agility
Empowering others to deliver excellent customer service
Defining excellent service for internal and external customers
Sample interview questions
•
Overuse of jargon
Not taking a person centric approach –adopting a one size fits all
Hiding behind processes
•
Withholding name or contact details from customers
Ignoring customer/stakeholder feedback
Describe the most rewarding experience you have had dealing with customers
• What was the situation?
• Why was it particularly rewarding?
• What was the impact on the customer?
• What impact has this had on the way you work?
Give me an example of when you have taken the initiative to update a customer related system or process
• What was the system or process?
• How did you identify the need for it to be updated?
• What did you do?
• How did the update benefit your customers?
Tell me about a time when you pulled out all the stops to meet a customer’s needs
• What was the situation?
• What did you do?
• What were the challenges you faced?
• What was the result?
Can you describe a time where you were tested by a challenging customer?
• What was the situation?
• How did you react?
• How did you feel?
• What was your strategy for dealing with the customer?
• What might you do differently next time?
Give me an example of when you have had to adopt an inclusive/flexible approach to resolve an issue for a customer
• What was the issue?
• How did your approach differ from the conventional route?
• Were there any risks or challenges in taking this approach?
• How did you tackle them?
Can you give an example of when you have managed a significant teaching and marking workload that delivered high student satisfaction and good graduate honours?
• What was most challenging about the experience?
• What did you learn from the experience?
Sample interview questions also suitable for Managers
Describe a time when you have challenged a ‘one size fits all’ approach to service provision
• What was the impact of the ‘one size fits all’ approach?
• What did you see that could be gained from changing this approach?
• How did you go about raising your challenge?
• What reactions did you get?
• What was the outcome?
How have you embedded diversity and inclusion within your leadership practice?
• What inclusive theories and/or approaches have worked for you?
• How do you know these approaches are working? What was the impact?
• How would inclusion form part of your leadership here?
How do you ensure that student/customer/stakeholder feedback leads to improvements in service standards?
• What approaches do you find particularly effective?
• Can you give me a specific example of a change made as a result of feedback received?
• What do you do to ensure continuous improvement of the service you provide?
3. Finding solutions
Definition:
Taking a holistic view and working enthusiastically to analyse problems and develop workable solutions. Identifying opportunities for innovation.
Values: Links to Dynamic
Positive indicators
• Taking time to understand and diagnose problems by considering the whole picture
• Spotting an opportunity and taking action to do something about it
• Balancing new ideas with tried and tested solutions
• Fostering a culture which encourages people to take acceptable risks in pursuing innovation
• Seeking input from others to develop team solutions
• Actively seeking new ideas and approaches from outside the University
Sample interview questions
Negative indicators
• Abdicating responsibility for resolving issues
• Going for the ‘easy’ solution
• Doing things the way they have always been done without reviewing them
• Putting obstacles in the way of innovation
• Failing to acknowledge or consider solutions proposed by others
Tell me about a situation where you had to diagnose and solve a problem which required careful consideration.
• What was the problem?
• What were the challenges the problem presented?
• What were your considerations?
• What conclusions did you reach?
• What was the outcome?
Give me an example of when you have used your initiative to resolve an issue that led to an improved service or process
• How did you spot the opportunity?
• What actions did you take?
• How did you communicate the change to others?
• What was the impact of your actions?
• What would you do differently next time?
Sample interview questions also suitable for Managers
Give me an example of when you have encouraged others to show creativity or innovation
• What was the situation?
• What did you do to motivate others?
• What support did you provide?
• What were the benefits of your approach?
• What were the challenges?
Describe a time when you have led a team approach to resolving a problem
• What was the problem?
• What approach did you take?
• What reactions did you get?
• What contribution did you make as the leader/manager?
• What was the outcome?
What do you do to encourage team members to take reasonable risks in the pursuit of developing new approaches? (This is an EDI Question)
• Please give me a specific example
• What are the key messages you communicate to the team?
• What do you see as your key responsibilities as a manager in driving change and innovation?
• What else do you do to carry out these responsibilities in practice?
Describe a time when you have used your external networks and contacts to help improve a process or service you have responsibility for
• What was the situation?
• How did you decide who to contact?
• How did they help?
• How do you develop and maintain your networks?
4. Embracing change
Definition:
Being open to and engaging with new ideas and ways of working. Adjusting to unfamiliar situations, shifting demands and changing roles.
Values: Links to Visionary and Dynamic
Positive indicators Negative indicators
• Demonstrating a willingness to do things differently
• Actively participating in activities aimed at improvement
• Challenging the status quo in a constructive way
• Consulting with stakeholders on change where appropriate
• Inspiring and motivating others to engage in identifying and implementing change
• Leading by example in supporting the University to break with traditional methods
Sample interview questions
• Unable to move beyond negative reaction to uncertainty
• Refusing to engage with change activities, eg. training, briefings
• Consistently blocking change and failing to build on others’ ideas for change
• Agreeing to change but not following through with action
• Not taking personal responsibility where appropriate
Can you describe a time when you had to adjust quickly to a change over which you had little control?
• How did the change impact you?
• How did you feel?
• What actions did you take?
• What helped you to adjust to the new way of working?
Tell me about an innovative contribution have you made to your work in the last year?
• What was the situation?
• What was your innovative idea?
• How did you go about making the change?
• Who did you consult with?
• What was the impact?
How do you advocate for Diversity, Equity, and Inclusion with colleagues who don’t understand its importance?
• What was the context?
• How did you approach the situation?
• What was the result and impact of your intervention?
When have you challenged the status quo, either with your peers or with more senior managers in the organisation?
• What specifically did you challenge?
• What benefits did you think it would bring to the organisation?
• How did you go about raising your challenge?
• What response did you get from others?
• What was the outcome?
Sample interview questions also suitable for Managers
Describe a time when members of your team took the lead on a change initiative
• What was the change they introduced?
• What approach did you use to engage your team?
• What did you do to communicate your expectations to the team?
• What are the benefits of this approach?
Describe how you encourage team members to keep developing new approaches to drive change in the work you are responsible for? (This is an EDI question)
• What do you do?
• What responses do you encounter?
• What resistance is expressed?
• How do you deal with the resistance?
Give me an example of when you have initiated and seen through a radical change to ways of working
• What was the change?
• What did you see were the benefits?
• How did you ‘sell’ your idea to others?
• What were the challenges you faced?
5. Using resources effectively
Definition:
Identifying and making the most productive use of resources including people, time, information, networks and budgets.
Values: Links to Visionary and Responsible
Positive indicators
• Using resources in ways that are efficient and minimise any adverse impact on the environment
• Being aware of the financial and commercial aspects of the University
• Considering cost benefit analysis implications of decisions
• Recognising that time is a cost and adjusting behaviour accordingly
• Collaborating outside of immediate work area to maximise use of resources
Negative indicators
• Always going for the highest quality solution regardless of cost implications
• Re-inventing the wheel
• Assuming staff time is free
• Failing to fully utilise available resources
• Wasting resources
• Identifying ways in which resources can be used flexibly and imaginatively for the benefit of the whole University.
Sample interview questions
Describe a time when you suggested a new way of working specifically aimed at saving time or money
• What was the idea?
• What was the saving?
• How did you engage others with your idea?
• What was the result?
Tell me about the factors you would consider to resource a project or goal
• What do you take into account?
• What information do you gather?
• What helps you to be successful?
• What are the challenges?
Explain how you ensure a project/process/resource is fair and equitable for all stakeholders involved?
• What and who do you assess and consult?
• What is the process? How do you mitigate any risks to equity and inclusion?
Describe how you keep up to date with the financial position of the University
• What information do you look for?
• Who do you ask?
• How has this information made an impact on the way you work?
Give me an example of how you have determined priorities when scheduling your time
• What did you take into account?
• What difficulties did you face?
• How do you deal with saying no?
Sample interview questions also suitable for Managers
Tell me about a time you initiated a collaboration outside of your immediate work area to maximise the use of resources
• What was the initiative?
• What were the benefits you were hoping to achieve?
• What were the drawbacks of this approach?
• How did you share your experiences with others?
Give me an example of when you have been flexible with the resources available to you for the benefit of the University
• What were the resources?
• What did you do?
• What was the benefit?
• How have you used this experience to the benefit of other areas in your role?
6. Engaging with the wider context
Definition:
Enhancing your contribution to the University through an understanding of organisational values, its students, customers and stakeholders
Values: Links to Visionary
Positive indicators
• Recognising how your work may impact at all levels across the University
• Demonstrating University values through the ways that you work
• Taking an active interest in the way the University works to improve customer service
• Actively seeking engagement with your stakeholders, including Alumni
• Creating momentum and enthusiasm about the role of the team within the wider University
• Scanning the wider environment to seek opportunities to develop the University
Sample interview questions
Negative indicators
• Getting bogged down in irrelevant detail
• Being too internally focused
• Continually focusing on short-term issues at the expense of long term goals
• Working in isolation
Describe how you go about finding out how your role impacts on and contributes to the wider University
• What do you do?
• Who do you speak to?
• What specifically have you done to gain a better understanding?
• How has this benefitted you?
Give me an example of when one of the University values has impacted on the way you have behaved
• Which of the values was it?
• What impact did it have?
• How has this changed the way you work?
• What did you learn from the experience?
Tell me about a time when you got involved in something outside of your immediate work area to better under the way the University works
• What did you do?
• What were you hoping to achieve?
• What impact did this have on you or your work?
Describe a time when you proactively sought feedback or input from your customers or stakeholders to improve the service you offer
• What was the service you were trying to improve?
• Who did you contact and why?
• What was the result?
Sample interview questions also suitable for Managers
Describe how you communicate the role and value of your team to the wider University and the impact this has had
• What do you do?
• Who do you see as your main audience?
• What methods do you use to communicate?
• What benefits has this brought both to your team and the wider University?
Give me an example of when you have found an opportunity outside of your immediate environment to develop the University
• What was the opportunity?
• How did you find it?
• How has it developed the University?
• What have you learnt from this experience?
7. Developing self and others
Definition:
Showing commitment to own ongoing professional development. Supporting and encouraging others to develop their professional knowledge, skills and behaviours to enable them to reach their full potential.
Values: Links to Empowering
Positive indicators
Negative indicators
• Making time to reflect on own performance and learning on an ongoing basis
• Engaging positively with the PDR process
• Feeling confident to admit mistakes
• Giving praise for work well done
• Making time to nurture the development of colleagues
• Failing to invest in own and others’ development
• Blocking the progress of high potential colleagues
• Believing that ‘development’ equals training and not engaging with informal development opportunities
• Being intolerant of mistakes and apportioning blame
• Focusing on others’ weaknesses rather than their strengths
• Identifying the changing needs of the University and incorporating these into own and others’ development plans
Sample interview questions
Describe how you assess your own ability and knowledge relative to your role
• What do you take into account?
• Who do you consult with?
• Why do you consider this to be important?
• What has been the impact of this approach?
Give me an example of when you have used the PDR process to identify and address your own development needs?
• What need did you identify?
• What did you do to address it?
• What did you take into account?
• What was the result?
Tell me about a time when you admitted a mistake at work
• What was the mistake?
• What did you do?
• What happened as a result?
• What did you learn from the experience?
What is your approach to understanding the perspectives of colleagues with different lived experiences?
• What is the impact of your approach?
• What challenges have been involved?
• What has been the impact of your approach?
Describe a time you coached a colleague to perform a challenging aspect of their job
• What was the situation?
• What approach did you take to support your colleague?
• What did your colleague achieve?
• What feedback did you gather?
How do you ensure that you keep your technical or specialist knowledge up-to-date?
• What do you take into consideration?
• What approaches do you use?
Sample interview questions also suitable for Managers
When have you played a key role in developing a high-potential member of staff?
• How was the individual identified as having high potential to progress?
• What role did you play in their development?
• What was most challenging about this for you?
• What did you gain from helping this person develop?
Describe a time when you initiated some team development in response to a changing need of the University
• What was the need?
• What was the development?
• How did you decide on the most appropriate activity/ies?
• How did your team respond?
• What impact did the development have?
8. Working together
Definition:
Working collaboratively and across boundaries with others in order to achieve objectives. Recognising and valuing the different contributions people bring to this process.
Values: Links to Inclusive and Responsible
Positive indicators
Negative indicators
• Proactively developing productive working relationships across the University
• Demonstrating that you value difference in people
• Seeking out opportunities for collaborative working
• Using understanding of other people’s perspectives to help reach agreement
• Ensuring that working arrangements, resources and processes respond to different needs, abilities, values and ways of working
• Building and sustaining collaborative relationships with other organisations
Sample interview questions
• Interrupting when others are speaking
• ‘Guarding’ or using information as power
• Discouraging debate
• Giving priority to own goals
• Not acknowledging others’ ideas
• Using inappropriate language
• Using a bullying style of writing/speaking/behaving
Give me an example of a particularly useful relationship you have developed outside your immediate work area
• How did you identify the need for the relationship?
• How did you go about building the relationship?
• What have been the benefits?
Describe a situation where you had to promote or advocate for diversity in the workplace
• Why was this important?
• What feedback did you receive afterwards?
• What else could you do to promote diversity?
Give me an example of when you have initiated a project or piece of work that cuts across team or departmental boundaries
• What was the project?
• How did you approach gaining co-operation from others?
• What were your reasons for the collaboration?
• What was the result?
Tell me about a time when you had to work as part of a team to achieve an objective
• How did you approach this?
• To what degree did you work closely with others in the team?
• What did you do to build team spirit?
Give me an example of when you have changed your course of action as a result of feedback from a colleague
• What feedback were you given?
• What was your initial reaction?
• What actions did you then take?
• What was the response to the action you took?
Sample interview questions also suitable for Managers
Tell me about a time when you were able to support a request from a member of your team for flexible working
• What was the request?
• What did you take into account in making your decision?
• How did you communicate your decision to your team member?
• What has been the result?
Give me an example of a collaborative relationship you have built outside of the University
• How did it come about?
• What did you do to build the relationship?
• How have you sustained the relationship?
• What have been the benefits to you and the University?
What Steps do you take to eliminate bias from your hiring process?
• What do you do?
• How do you implement these steps?
• What is the impact?
9. Achieving results
Definition:
Consistently meeting agreed objectives and success criteria. Taking personal responsibility for getting things done.
Values: Links to Inclusive and Responsible
Positive indicators
Negative indicators
• Planning and organising workloads to ensure deadlines are met within resource constraints
• Proactively identifying success criteria
• Being confident to ask for help in the face of setbacks
• Taking time to celebrate successes
• Taking personal responsibility for delivering on commitments to others
• Evaluating the success of projects and disseminating lessons that can be learned
Sample interview questions
• Believing that talking about things is the same thing as action
• Being disorganised
• Failing to see things through
• Over-committing and not delivering
Give me an example of when you have met a particularly challenging deadline when you had very limited resources
• What was the situation?
• What did you do to ensure you met the deadline?
• What were the difficulties you faced?
• How did you overcome them?
Describe a time when you had to do your utmost to deliver on one of your commitments
• What was the situation?
• What did you do?
• What were your considerations in doing what you did?
• What was the outcome?
Tell me about a time when you were facing difficulties in delivering what you had agreed to (This is an EDI question)
• What did you do?
• What did you take into consideration?
• Who did you approach?
• What would you do differently if the situation occurred again?
Sample interview questions also suitable for Managers
Give me an example of when you have celebrated the success of your team
• What was the situation?
• What did you do?
• Why was this important to you?
• What was the impact?
How do you go about identifying the measures of success for the activities you are responsible for?
• What approach do you use?
• What do you take into account?
• What benefits does this have?
How do you ensure every member of your team feels safe and a part of your shared vision?
• What do you do?
• How do you know they feel included?
• What impact has this had on performance and your team?
Give me an example of when you have initiated a review of a project with a view to learning lessons
• What was the project?
• What was your role in the project?
• What, in particular, was your driver to review it?
• What did you learn?
• How did you disseminate the learning?
• What have you done differently as a result?
Question Bank produced with the kind support of Durham University
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