HRM 635 Topic 3 DQ 1 standard interview question

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Title: HRM 635 Topic 3 DQ 1 standard interview question

HRM 635 Topic 3 DQ 1 standard interview question

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Topic 3 DQ 1

Apr 21-23, 2022

Organizations may have developed a detailed interview process with standard questions for each position, pre-employment assessments, and other selection tools. Specify one standard interview question, including the job title. Discuss why you developed this question and the response you would expect a potential candidate to provide.

REPLY TO DISCUSSION

Victoria Oleka

Posted Date

Apr 27, 2022, 7:15 PM

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Replies to Victoria Oleka

Topic 3 DQ 1

A crucial part of the employment hiring process is asking candidates a set of pre-screening interview questions. These questions should help you determine if the candidate might be a good fit for the open position before you call them in for an in-person interview. Conducting a pre-screening phone interview can help you narrow down your candidate pool and speed up the interview process. Pre-screening questions are a great way to get a first impression of potential candidates, learn about their interpersonal skills, and go over the basic requirements of the job before you spend time conducting an extensive interview. During a pre-screening interview, you can learn the applicant’s necessary information to determine how well they meet your required criteria. You can also get a first impression of the person, which you can add to notes for other team members who might also interview the candidate. Employers give pre-employment tests to see if your skills match the requirements within the job description. For example, if an employer is hiring for a copywriter position, they might administer a writing test to find out if your skills match their expectations. An employer may decrease their company’s turnover rate if they hire someone who passes a skills test because it shows how an applicant can apply their knowledge. This is why an organization has to prepare a well-detailed and planned structured interview before hand.

Specify one standard interview question, including the job title. Discuss why you developed this question and the response you would expect a potential candidate to provide. Assuming, my organization is hiring someone who has professional office skills, this is the question we should ask:

What do you think is the most important factor in managing an office effectively and efficiently? Explain how you have done this in the past.

What is your approach to problem-solving? Give an example of where your approach has been effective.
What experience do you have with interpreting policy and disseminating guidelines and developing procedures for others? But for interpersonal skills, we should ask:
What are your strengths? What are your weaknesses?
Describe experience supervising other employees. How do you measure your effectiveness in this area?
What would your last boss say about you?
Describe how you like to be managed, and the best relationship you’ve had with a previous boss.
What do you do when you know you are right and your boss disagrees with you? Give me an example.
If your colleagues had an opportunity to tell us your primary strength-what would that be? And, your primary weakness-what would that be? For leadership, we would ask:

How would you describe an ideal supervisor?

What strengths did you rely on in your last position to make you successful in your work?
As a supervisor, it is essential to motivate employees in your area. Sometimes this must be done using non-monetary means. Please describe some creative ways you have motivated and recognized employees in the past non-monetarily. And finally, for management, we would ask:
Define professional behavior and/or conduct appropriate in the workplace.
Why do you think a team of people – sports team, work team, may not work well together?
Tell us about your management style – people, teamwork, direction?
Describe an ideal supervisor.
What is your own philosophy of management?
How have you participated in planning processes?

These questions are from the Human Resource Management System, and it covers all the requirements needed to display before an employee is interviewed or hired.

References:

Doll, J. L. (2017). Structured interviews: Developing interviewing skills in human resource management courses. Management Teaching Review, 3(1), 46-61. https://doi.org/10.1177/2379298117722520

Dessler, G. (2016). Human Resource Management (15th ed.). Pearson Education

Robert Rupe

replied toVictoria Oleka

Apr 27, 2022, 9:05 PM

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Replies to Victoria Oleka

Thanks for weighing in on our HR topic of interviewing.

I want to broaden our discussion beyond interview questions to other legal aspects of interviewing and hiring and get your thoughts. I mentioned in a previous thread that I have trained executives in effective interviewing. We will discuss this more in future weeks, but the interviewing process is extremely important. Not only does effective interviewing help organizations to get the right people in the right positions, but it can be a proactive way to reduce employee turnover, as well. However, the hiring process is also one of the areas where many organizations get into legal trouble. Because many organizations do not have the tools in-house to develop effective interviewing training, it can be very helpful for a company to hire an outside consultant or training organization to train managers and executives in, not only in effective interviewing techniques, but also in the legalities and guidelines set by the government. Many organizations are resistant to hiring outside organizations because of the cost, but the potential legal costs down the road can be far more detrimental.

Video Link:

https://youtu.be/CJhRXBpXTPI

How might you, as an HR manager, convince operations management that such a cost is needed and gain buy-in?

Blessings,

-Dr. Rupe

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read: HRM 635 Topic 2 DQ 2 discuss both the reliability and validity as they relate to recruitment and selection practices