Advice on common types of interview including competency, strengths-based, case study, technical, portfolio and gamification. Learn about the preparation you can do for different interview types. HTML Competency Whether you are attending an interview for a part-time job or a graduate role, competency-based questions are very common. This type of questioning examines your past behaviour as a likely predictor of future performance. Organisations are likely to list the competencies they seek on their website. Questions based on the transferable skills and qualities required for the job; (their selection criteria) and expect you to provide examples of situations you have been in where you have demonstrated these competences. All candidates are asked the same questions, which allows for fair comparison against set criteria. Use specific examples, choosing different ones for each question, and make your answer fit the STAR (Situation, Task, Action, Result) or CARL (Context, Actions, Results, Learning) framework and provide a range of examples from different contexts. STAR Situation: Provide some context by describing the situation. Set the scene for your interviewer but keep this part of your answer concise. Task: Outline the objective/goal you had to achieve. Action: Describe what you did, what your role was, and the input you had (longest part of answer). Result: Describe what the outcome was, whether you were successful in meeting your objective or goal and any skills you developed as a result. Quantify outcomes where possible. Example Answers Example 1 – Problem Solving S - As a camp counsellor, I supervised a cabin of ten children, helping the children settle into the camp and encouraging them to join in activities. T- The most challenging part was getting the children to keep the cabin tidy and join in the daily 'household chores' session: a problem shared by other counsellors. A - I decided to motivate the children by turning this session into an inter-cabin competition with a progress chart and prizes. I arranged for the camp director to carry out daily inspections. I produced a wall chart to show the points awarded to each hut and explained to the children how the points system worked. R - The competitive spirit transformed the children's attitude, as each cabin pulled together and worked as a team to keep their surroundings clean and tidy. There were no further problems with children 'disappearing' at clear-up time and parents were amazed to hear how involved their children had become in this activity. Example 2 – Team Work S - I was part of a university project team and staff randomly assigned teams so members had not previously worked together. T - The task set was to work collaboratively to produce several different pieces of work on one subject. A - I noticed one of my team-mates seemed to be under pressure and his work was suffering. I arranged a chat with him and tentatively asked him how things were. It transpired that he had personal problems at home and that made it difficult for him to focus on work issues. Over the next few months – as well as completing my own work - I made time to find out how things were developing, and to discuss options, offering support and encouragement along the way. R - The problems were not resolved for some time, but the fact I reacted quickly helped alleviate the pressure he was under and he found a way of managing more effectively, we achieved 69% for the assignment. For more advice on using the STAR technique, explore this resource on: Answering questions using the STAR technique (University of Edinburgh login required) CARL Another common framework for answering competency-based questions is the CARL technique. CARL provides clear structure to help you feel more confident, especially if you are nervous and prone to waffling: Context – briefly set the scene; employers need to understand the context Action – what did you do? (longest part of answer) Results – briefly outline the outcome and describe the result of your actions Learning - interviewers can also ask for an element of reflection at the end. Consider, what did you learn from the experience and looking back, what might you have done differently? Example Question "Describe a time when you demonstrated the ability to plan effectively." Example Answer C - I am the Social Secretary of the University’s XXX Club. There are six members on the committee and just over 100 of us in total. We arrange an exhibition of students’ work every year, and usually invite 300 people, and this year the responsibility fell to me. Previously, due to a lack of coordination, a venue was not booked in time and we were not ready when guests arrived. I wanted to ensure that this year’s event ran smoothly. A - To begin with, I carefully read all the information available, and worked through online courses via *LinkedIn Learning on Time and Project Management. I learnt to start planning and design with the end in mind. It helped me to work back from the deadline, building in extra time for contingencies. I used a Gantt chart to manage what resources, including people, were required at each stage. This helped me be realistic about what was achievable, and identify potential problems. I organised a meeting with the rest of the committee where I outlined my plan with each member agreeing to take on specific jobs. I monitored progress throughout, and adjusted the schedule when needed. For example, one committee member was off ill for two weeks and the project plan helped me see what needed to be accomplished and who was able to pick up the work. R - I reported to the committee on the completion of the project and was delighted with how successful the event was. It ran very smoothly and feedback from members indicated that 96% were very satisfied with the event. L - I learnt a great deal about planning and time management. In particular, setting myself milestones and monitoring progress against that was really helpful. *Through LinkedIn Learning current University of Edinburgh students have free access to an extensive library of high-quality video courses in business, creative and technical skills. For guidance and tips on how to access and get the most out of LinkedIn Learning, visit: Information Services - LinkedIn Learning Strengths-based Strengths-based interviews draw out your innate strengths and preferences. They allow you to be more authentic and genuine in your responses. Interviewers don’t want prepared or rehearsed answers; they want to see a more natural, honest reaction. Organisations are likely to list the strengths they value on their website, with an explanation of what they mean by each of them. You should expect: questions in quick succession on a variety of topics: this is to find out what your first, natural response is. You can still take your time to think, though, or ask the interviewer to repeat the question. no explanation of the questions, and minimal probing by the interviewer - you're expected to expand upon your response and offer relevant examples (using techniques like STAR or CARL) without being prompted. to be observed on body language and tone of voice – are you enthusiastic? Are you energised by what you’re talking about? Are you giving specific examples? Some example questions are: “Do you prefer to work on your own or in a team? Which is easier for you?” “Describe a successful day you've had.” “What would you do if a colleague you were relying on was taken ill the week before an important deadline? How do you feel in those sorts of situation?" "What energises you?" This short learning module is a great resource for more advice on strengths-based interviews that includes example questions and how to answer them: Strengths-based interviews (University of Edinburgh login required) Take this quiz to find out what your prime strengths are and which areas you could develop further: Strengths - career assessment (University of Edinburgh login required) Case study interviews These types of interview are typical in specific industries such as law, consulting and some business sectors. A case study tends to be a scenario e.g. a company facing a particular business issue; facts are presented to candidates and they are expected to proffer a solution. This can include the analysis of a hypothetical business problem (e.g. what would be the pros and cons of introducing a ‘regular user’ scheme to reward loyal customers of an airline?) or a brainteaser (e.g. how many bottles of wine are consumed in the UK each week?). Such questions are designed to assess your ability to synthesise information, alongside your problem solving skills and general suitability for the role. Clear communication is key to successful case study interview. No previous knowledge of the business is required, as you will be provided with all the background information you need. There is not necessarily a ‘right’ or definitive answer. The interviewer is looking for: your ability to identify key issues a demonstration of how you approach complex problems, and your thought process how you articulate and present your analysis – and conclusions you explaining and substantiating any assumptions. You may need to ask the interviewer further questions; often certain details are withheld to see if you can determine what additional information would be helpful. However, this will depend on the brief; in some circumstances, no additional interaction is allowed. How to prepare for case study interviews Look at examples of case study questions and practise until you are more familiar with the types of question that can be asked: The following guide gives a breakdown of three types of case studies, and how to approach them: Demystifying the case interview (University of Edinburgh login required) For more examples, visit these employer websites: Bain & Company Boston Consulting Group McKinsey Technical interviews If your interview is described as technical, the interviewer will want to find out if you have the subject knowledge and the ability to apply it to practical problems. Technical interviews are only relevant for some industries and roles.The job description may provide a useful guide but not all companies working in a technical field will use a technical interview. A technical interview may: assess your proficiency and application of specialist software packages (e.g. Python, AutoCAD, ArchGIS) ask you to talk through a design project/research and your approach, probing your methodology and decision making e.g., “what made you decide to take this approach and what would happen if you changed X?” (The design budget might be reduced or timeframe adjusted.) Technical competency will not be the only assessment criteria, and you will be expected to evidence a range of other skills and competences e.g. lateral thinking, clear communication. Expect questions based on relevant aspects of your degree course. Interviewers may be particularly interested in your final year project, including the techniques and skills you used, and how you dealt with any setbacks or problems. How to prepare for technical interviews We asked employers and University of Edinburgh graduates, for information and top tips on technical interviews; find out what they said by reading this Inform.ed blog: How to succeed in technical interviews Watch these recordings from our Tech and Data Careers events: A panel of recruiters and experts give their views: Technical interviews and coding interviews - what to expect and how to prepare (University of Edinburgh login required) Rachel Sellars, Engineering Manager at FreeAgent, shares her advice on what sort of challenges and questions to expect, and how to prepare: Help and advice on tacking technical interviews/exercises (University of Edinburgh login required) Portfolio interviews For some creative roles, you may be asked to present your portfolio. Read this advice from Creative Lives in Progress: How to shine in virtual portfolio reviews How to make a good first impression when having your portfolio reviewed Creative Lives in Progress also run free online monthly portfolio reviews on a range of subjects and are a great opportunity for you to meet and receive feedback from experts. Stay up-to-date and register your interest for their portfolio review listings: Creative Lives in Progress - portfolio reviews Gamification Recruitment methods are constantly evolving and the introduction of ‘gamification’ has brought an element of fun and interactivity into the recruitment process. Gamification - or game-based assessment – incorporates online game elements, often in the early stages of the process. They may be used in tandem with, or as an alternative to, traditional psychometric tests. It serves a dual purpose: to make the recruitment process more effective and time-efficient for employers and reduce potential bias, as the assessments do not focus on background or experience. As the overall process is more enjoyable, it is hoped candidates will become more immersed in the experience, giving a more authentic response. You will still be required to attend an interview and complete additional exercises/tasks later on in the selection process. How to prepare for gamification It’s unlikely you will come across exact replicas of a specific employer’s test – they tend to keep them well under wraps. AssessmentDay allows you to practise one test free, and they have useful descriptions of some other games: AssessmentDay – gamified assessments (game-based) Read this guide from targetjobs for more tips on what to expect: targetjobs – the graduate job hunter’s guide to gamification “Curveball” interview questions Large graduate recruiters in consulting and investment banking, plus advertising agencies and tech companies, are prone to asking unexpected questions to see how you cope with being put on the spot and if you’re able to articulate your thoughts quickly and confidently. This article provides example questions and suggested answers: targetjobs – how to answer off-the-wall interview questions This article was published on 2024-05-14
HTML Competency Whether you are attending an interview for a part-time job or a graduate role, competency-based questions are very common. This type of questioning examines your past behaviour as a likely predictor of future performance. Organisations are likely to list the competencies they seek on their website. Questions based on the transferable skills and qualities required for the job; (their selection criteria) and expect you to provide examples of situations you have been in where you have demonstrated these competences. All candidates are asked the same questions, which allows for fair comparison against set criteria. Use specific examples, choosing different ones for each question, and make your answer fit the STAR (Situation, Task, Action, Result) or CARL (Context, Actions, Results, Learning) framework and provide a range of examples from different contexts. STAR Situation: Provide some context by describing the situation. Set the scene for your interviewer but keep this part of your answer concise. Task: Outline the objective/goal you had to achieve. Action: Describe what you did, what your role was, and the input you had (longest part of answer). Result: Describe what the outcome was, whether you were successful in meeting your objective or goal and any skills you developed as a result. Quantify outcomes where possible. Example Answers Example 1 – Problem Solving S - As a camp counsellor, I supervised a cabin of ten children, helping the children settle into the camp and encouraging them to join in activities. T- The most challenging part was getting the children to keep the cabin tidy and join in the daily 'household chores' session: a problem shared by other counsellors. A - I decided to motivate the children by turning this session into an inter-cabin competition with a progress chart and prizes. I arranged for the camp director to carry out daily inspections. I produced a wall chart to show the points awarded to each hut and explained to the children how the points system worked. R - The competitive spirit transformed the children's attitude, as each cabin pulled together and worked as a team to keep their surroundings clean and tidy. There were no further problems with children 'disappearing' at clear-up time and parents were amazed to hear how involved their children had become in this activity. Example 2 – Team Work S - I was part of a university project team and staff randomly assigned teams so members had not previously worked together. T - The task set was to work collaboratively to produce several different pieces of work on one subject. A - I noticed one of my team-mates seemed to be under pressure and his work was suffering. I arranged a chat with him and tentatively asked him how things were. It transpired that he had personal problems at home and that made it difficult for him to focus on work issues. Over the next few months – as well as completing my own work - I made time to find out how things were developing, and to discuss options, offering support and encouragement along the way. R - The problems were not resolved for some time, but the fact I reacted quickly helped alleviate the pressure he was under and he found a way of managing more effectively, we achieved 69% for the assignment. For more advice on using the STAR technique, explore this resource on: Answering questions using the STAR technique (University of Edinburgh login required) CARL Another common framework for answering competency-based questions is the CARL technique. CARL provides clear structure to help you feel more confident, especially if you are nervous and prone to waffling: Context – briefly set the scene; employers need to understand the context Action – what did you do? (longest part of answer) Results – briefly outline the outcome and describe the result of your actions Learning - interviewers can also ask for an element of reflection at the end. Consider, what did you learn from the experience and looking back, what might you have done differently? Example Question "Describe a time when you demonstrated the ability to plan effectively." Example Answer C - I am the Social Secretary of the University’s XXX Club. There are six members on the committee and just over 100 of us in total. We arrange an exhibition of students’ work every year, and usually invite 300 people, and this year the responsibility fell to me. Previously, due to a lack of coordination, a venue was not booked in time and we were not ready when guests arrived. I wanted to ensure that this year’s event ran smoothly. A - To begin with, I carefully read all the information available, and worked through online courses via *LinkedIn Learning on Time and Project Management. I learnt to start planning and design with the end in mind. It helped me to work back from the deadline, building in extra time for contingencies. I used a Gantt chart to manage what resources, including people, were required at each stage. This helped me be realistic about what was achievable, and identify potential problems. I organised a meeting with the rest of the committee where I outlined my plan with each member agreeing to take on specific jobs. I monitored progress throughout, and adjusted the schedule when needed. For example, one committee member was off ill for two weeks and the project plan helped me see what needed to be accomplished and who was able to pick up the work. R - I reported to the committee on the completion of the project and was delighted with how successful the event was. It ran very smoothly and feedback from members indicated that 96% were very satisfied with the event. L - I learnt a great deal about planning and time management. In particular, setting myself milestones and monitoring progress against that was really helpful. *Through LinkedIn Learning current University of Edinburgh students have free access to an extensive library of high-quality video courses in business, creative and technical skills. For guidance and tips on how to access and get the most out of LinkedIn Learning, visit: Information Services - LinkedIn Learning Strengths-based Strengths-based interviews draw out your innate strengths and preferences. They allow you to be more authentic and genuine in your responses. Interviewers don’t want prepared or rehearsed answers; they want to see a more natural, honest reaction. Organisations are likely to list the strengths they value on their website, with an explanation of what they mean by each of them. You should expect: questions in quick succession on a variety of topics: this is to find out what your first, natural response is. You can still take your time to think, though, or ask the interviewer to repeat the question. no explanation of the questions, and minimal probing by the interviewer - you're expected to expand upon your response and offer relevant examples (using techniques like STAR or CARL) without being prompted. to be observed on body language and tone of voice – are you enthusiastic? Are you energised by what you’re talking about? Are you giving specific examples? Some example questions are: “Do you prefer to work on your own or in a team? Which is easier for you?” “Describe a successful day you've had.” “What would you do if a colleague you were relying on was taken ill the week before an important deadline? How do you feel in those sorts of situation?" "What energises you?" This short learning module is a great resource for more advice on strengths-based interviews that includes example questions and how to answer them: Strengths-based interviews (University of Edinburgh login required) Take this quiz to find out what your prime strengths are and which areas you could develop further: Strengths - career assessment (University of Edinburgh login required) Case study interviews These types of interview are typical in specific industries such as law, consulting and some business sectors. A case study tends to be a scenario e.g. a company facing a particular business issue; facts are presented to candidates and they are expected to proffer a solution. This can include the analysis of a hypothetical business problem (e.g. what would be the pros and cons of introducing a ‘regular user’ scheme to reward loyal customers of an airline?) or a brainteaser (e.g. how many bottles of wine are consumed in the UK each week?). Such questions are designed to assess your ability to synthesise information, alongside your problem solving skills and general suitability for the role. Clear communication is key to successful case study interview. No previous knowledge of the business is required, as you will be provided with all the background information you need. There is not necessarily a ‘right’ or definitive answer. The interviewer is looking for: your ability to identify key issues a demonstration of how you approach complex problems, and your thought process how you articulate and present your analysis – and conclusions you explaining and substantiating any assumptions. You may need to ask the interviewer further questions; often certain details are withheld to see if you can determine what additional information would be helpful. However, this will depend on the brief; in some circumstances, no additional interaction is allowed. How to prepare for case study interviews Look at examples of case study questions and practise until you are more familiar with the types of question that can be asked: The following guide gives a breakdown of three types of case studies, and how to approach them: Demystifying the case interview (University of Edinburgh login required) For more examples, visit these employer websites: Bain & Company Boston Consulting Group McKinsey Technical interviews If your interview is described as technical, the interviewer will want to find out if you have the subject knowledge and the ability to apply it to practical problems. Technical interviews are only relevant for some industries and roles.The job description may provide a useful guide but not all companies working in a technical field will use a technical interview. A technical interview may: assess your proficiency and application of specialist software packages (e.g. Python, AutoCAD, ArchGIS) ask you to talk through a design project/research and your approach, probing your methodology and decision making e.g., “what made you decide to take this approach and what would happen if you changed X?” (The design budget might be reduced or timeframe adjusted.) Technical competency will not be the only assessment criteria, and you will be expected to evidence a range of other skills and competences e.g. lateral thinking, clear communication. Expect questions based on relevant aspects of your degree course. Interviewers may be particularly interested in your final year project, including the techniques and skills you used, and how you dealt with any setbacks or problems. How to prepare for technical interviews We asked employers and University of Edinburgh graduates, for information and top tips on technical interviews; find out what they said by reading this Inform.ed blog: How to succeed in technical interviews Watch these recordings from our Tech and Data Careers events: A panel of recruiters and experts give their views: Technical interviews and coding interviews - what to expect and how to prepare (University of Edinburgh login required) Rachel Sellars, Engineering Manager at FreeAgent, shares her advice on what sort of challenges and questions to expect, and how to prepare: Help and advice on tacking technical interviews/exercises (University of Edinburgh login required) Portfolio interviews For some creative roles, you may be asked to present your portfolio. Read this advice from Creative Lives in Progress: How to shine in virtual portfolio reviews How to make a good first impression when having your portfolio reviewed Creative Lives in Progress also run free online monthly portfolio reviews on a range of subjects and are a great opportunity for you to meet and receive feedback from experts. Stay up-to-date and register your interest for their portfolio review listings: Creative Lives in Progress - portfolio reviews Gamification Recruitment methods are constantly evolving and the introduction of ‘gamification’ has brought an element of fun and interactivity into the recruitment process. Gamification - or game-based assessment – incorporates online game elements, often in the early stages of the process. They may be used in tandem with, or as an alternative to, traditional psychometric tests. It serves a dual purpose: to make the recruitment process more effective and time-efficient for employers and reduce potential bias, as the assessments do not focus on background or experience. As the overall process is more enjoyable, it is hoped candidates will become more immersed in the experience, giving a more authentic response. You will still be required to attend an interview and complete additional exercises/tasks later on in the selection process. How to prepare for gamification It’s unlikely you will come across exact replicas of a specific employer’s test – they tend to keep them well under wraps. AssessmentDay allows you to practise one test free, and they have useful descriptions of some other games: AssessmentDay – gamified assessments (game-based) Read this guide from targetjobs for more tips on what to expect: targetjobs – the graduate job hunter’s guide to gamification “Curveball” interview questions Large graduate recruiters in consulting and investment banking, plus advertising agencies and tech companies, are prone to asking unexpected questions to see how you cope with being put on the spot and if you’re able to articulate your thoughts quickly and confidently. This article provides example questions and suggested answers: targetjobs – how to answer off-the-wall interview questions
