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Interview Skills –

Introduction to Interview Skills

 An interview is a structured, formal interaction between a candidate and one or more

interviewers to evaluate the candidate’s suitability for a specific role, position, or
opportunity.
 It is not just a test of knowledge, but also a test of personality, behavior, confidence,
and problem-solving ability.
 Interviews are designed to understand who you are beyond your resume.

Objectives of an Interview

 To assess whether the candidate has the right qualifications and skills.
 To check communication abilities and how effectively the candidate can express ideas.
 To evaluate the attitude, adaptability, and cultural fit of the candidate.
 To test decision-making, leadership, teamwork, and problem-solving skills.
 To verify the authenticity of details given in the resume.

Importance of Interview Skills

1. Gateway to Career Opportunities

o An interview is often the final stage before securing a job or academic admission.
o Strong interview skills can differentiate you from equally qualified candidates.
2. Platform to Showcase Beyond Academics
o Exams and degrees test academic knowledge; interviews test practical
application and soft skills.
o Employers/Institutions look for a well-rounded personality.
3. Mutual Decision-Making
o While interviewers judge candidates, candidates also assess if the
organization/role fits their career goals.
4. Personal Branding Opportunity
o A chance to present yourself as a professional brand with unique strengths.

What Interview Skills Include

 Preparation Skills: Research about the role, company, and possible questions.
 Presentation Skills: Dressing appropriately, entering confidently, and greeting politely.
 Communication Skills: Listening carefully, answering clearly, asking relevant
questions.
 Emotional Skills: Managing stress, showing confidence, and demonstrating empathy.
  Critical Thinking Skills: Handling unexpected or tricky questions logically.

Example 1

A candidate for a teaching post has excellent subject knowledge but reads out answers
nervously without eye contact. Despite being academically strong, they may not be selected
because teaching requires confidence and classroom presence.

Example 2

Two candidates with equal qualifications apply for a managerial role. One gives generic
answers; the other gives structured responses using real-life examples. The latter is selected
because interviewers value practical demonstration of skills.

[Link] of Interview

Personal (Face-to-Face) Interview

 Definition: One-on-one interaction between interviewer and candidate.

 Features:
o Informal but structured.
o Direct eye contact builds rapport.
o Common for initial or final rounds.
 Advantages: Builds personal connection, allows deep probing.
 Disadvantages: Subject to interviewer’s personal bias.
 Example: A principal interviewing a teacher candidate for a school post.

Panel Interview

 Definition: A group of interviewers question one candidate at the same time.

 Features:
o Interviewers may be from HR, subject field, or management.
o Reduces individual bias, more balanced evaluation.
 Advantages: Multiple perspectives, comprehensive assessment.
 Disadvantages: Intimidating for the candidate.
 Example: UPSC Civil Services interview by a panel of experts.

Group Interview

 Definition: Several candidates are interviewed together in the same setting.

 Features:
 o Often includes group discussions, role plays, or problem-solving tasks.
o Assesses teamwork, leadership, communication.
 Advantages: Saves time, shows interpersonal skills.
 Disadvantages: Introverts may feel overshadowed.
 Example: HR observes group discussion performance to shortlist management trainees.

Telephonic Interview

 Definition: Conducted over the phone, usually for preliminary screening.

 Features:
o Saves time and travel.
o Focus is on voice clarity, confidence, and quick responses.
 Advantages: Efficient for filtering candidates.
 Disadvantages: No body language cues, technical issues may occur.
 Example: Recruiter asking basic questions about skills, availability, and salary
expectations.

Video/Online Interview

 Definition: Conducted virtually via platforms like Zoom, MS Teams, or Google Meet.
 Features:
o Increasingly popular post-pandemic.
o Requires stable internet, camera, and professional setting.
 Advantages: Saves travel costs, allows global participation.
 Disadvantages: Technical glitches, less personal than face-to-face.
 Example: MNC interviewing a remote candidate for a software role.

Stress Interview

 Definition: Interviewer deliberately creates pressure to test candidate’s composure.

 Features:
o Rapid-fire questioning, interruptions, negative remarks.
o Tests patience, problem-solving, and emotional balance.
 Advantages: Reveals how candidate handles difficult situations.
 Disadvantages: May cause anxiety, sometimes unfair.
 Example: Interviewer repeatedly challenges a candidate’s answers to check confidence.

Technical Interview

 Definition: Focuses on domain knowledge, practical skills, and problem-solving.

 Features:
 o Tests theories, applications, and technical expertise.
o May include coding, case studies, or subject-specific questions.
 Advantages: Measures actual job-related skills.
 Disadvantages: May overlook communication and personality.
 Example: An IT candidate is asked to debug a program or explain software algorithms.

Behavioral Interview

 Definition: Based on the principle that past behavior predicts future performance.
 Features:
o Questions begin with “Tell me about a time when…”
o Uses STAR method (Situation, Task, Action, Result).
 Advantages: Reveals real-world skills, teamwork, and adaptability.
 Disadvantages: Candidates may give rehearsed or fabricated stories.
 Example: “Tell me about a time when you resolved a conflict in a team project.

3. Types of Questions Asked

Interviews include different kinds of questions to test multiple aspects of a candidate.

1. Introductory Questions – To break the ice.

o Example: “Tell me about yourself.”
o Tip: Keep answer professional, not personal.
2. Technical Questions – Subject/domain knowledge.
o Example: “What is the difference between structuralism and post-structuralism?”
3. Behavioral Questions – Past actions predict future performance.
o Example: “Give an example of when you showed leadership.”
o Use STAR technique (Situation, Task, Action, Result).
4. Situational Questions – Hypothetical problem-solving.
o Example: “If two team members disagree, how would you resolve it?”
5. Opinion-based Questions – Candidate’s perspective on issues.
o Example: “What do you think about AI replacing jobs?”
6. Strengths & Weaknesses – Self-awareness.
o Example: “What is your greatest strength?”
7. Career Goals – Future vision and alignment with role.
o Example: “Where do you see yourself in 5 years?”
8. Contextual/Case-based Questions – Real-world job application.
o Example: “As a professor, how would you motivate rural students to learn
literature?”

4. Reasons for Rejections

Candidates are often rejected not for lack of knowledge, but for poor soft skills and attitude.

 Poor communication skills.

 Lack of subject preparation.
 Overconfidence or arrogance.
 Inappropriate dress code.
 Dishonesty or exaggeration in answers.
 Nervous body language (fidgeting, avoiding eye contact).
 Lack of clarity in career goals.
 Negative attitude towards previous employers.

Example: Saying “I don’t know” bluntly without attempting to think → shows unwillingness to
try.

4. Post-Interview Etiquette

Good manners after the interview leave a lasting impression.

 Thank the interviewer politely before leaving.

 Maintain a professional tone till the end.
 Send a short thank-you email within 24 hours.
o Example: “Thank you for the opportunity to interview for the Assistant Professor
position. I truly appreciated our discussion on curriculum design.”
 Do not repeatedly call HR.
 Accept rejection gracefully; it shows maturity.

5. Telephonic Interview

Telephone interviews are used for initial screening.

 Keep your CV and notes handy.

 Sit in a quiet place with good network.
 Speak clearly, avoid long pauses.
 Smile while speaking (positivity reflects in tone).
 Avoid multitasking (typing, eating).
 Prepare crisp answers.

Example Question: “Why do you want to join our institution?”

 Good Answer: “Your institution’s focus on research and innovation aligns with my
teaching philosophy and career goals.”
6. Dress Code at Interview

Appearance creates the first impression.

 Men: Suit or formal shirt & trousers, polished shoes, tie optional.
 Women: Saree, salwar suit, or western business formals; minimal jewelry.
 Colors: Neutral (black, navy, grey, white, pastel).
 Avoid: Flashy clothes, bright colors, strong perfumes, casual wear.

Example: Wearing jeans and T-shirt to a teaching interview signals casualness and lack of
seriousness.

7. Mistakes During Interview

Common errors that reduce chances of selection:

 Arriving late.
 Not researching the company.
 Talking too much or giving one-word answers.
 Interrupting the interviewer.
 Using filler words like “umm…”, “like…”.
 Criticizing past employers.
 Negative or defensive body language.
 Overconfidence: “I am the best, no one can match me.”

8. Tips to Crack an Interview

 Research the company/role in advance.

 Practice common questions (“Tell me about yourself”).
 Prepare STAR answers for behavioral questions.

S – Situation

o Describe the background/context.

o Example: “During my final year project, our team had to complete research within
a tight deadline.”
 T – Task
o Explain your specific role or responsibility.
o Example: “I was responsible for coordinating the literature review and compiling
findings.”
 A – Action
o What steps did you personally take to solve the problem/complete the task?
 o Example: “I divided the work among teammates, created a timeline, and regularly
checked progress.”
 R – Result
o Share the outcome of your actions (positive, measurable if possible).
o Example: “We submitted the project 3 days early and scored the highest grade in
class.”

 Revise subject knowledge thoroughly.

 Maintain positive body language (smile, eye contact, firm handshake).
 Ask thoughtful questions to the interviewer.
 Stay calm if you don’t know an answer – say “I’d be happy to explore this further.”
 Show enthusiasm and commitment.

9. Contextual Questions in Interview Skills

These link job performance with real-world scenarios.

 Example 1: “As a professor, how would you integrate SDGs into literature teaching?”
 Example 2: “If a student challenges your authority, how would you handle it?”
 Example 3: “How will you motivate underperforming students?”
 Tip: Show practical strategies, not vague answers.

10. Emotional Crack an Interview

(This means using emotional balance and positivity to succeed in interviews.)

 Manage anxiety with calm breathing.

 Stay confident under pressure.
 Show enthusiasm without being overexcited.
 Accept tough or tricky questions with a smile.
 Use politeness and empathy – they impress interviewers.

Example: If interrupted or challenged, instead of getting defensive, say politely:

“I see your point, may I explain my perspective?”

11. Emotional Intelligence during Interview

 Definition: Ability to recognize, understand, and manage emotions in self and others.
 Importance in Interview:
o Shows maturity and stability.
 o Helps in teamwork, leadership, conflict resolution.
o Prevents nervous breakdowns under stress.
 Example Question: “Tell me about a time you worked with a difficult colleague.”
o Good Answer: “I understood his perspective and communicated openly, which
helped us find a middle ground.”

12. Critical Thinking during Interview

Employers test problem-solving, creativity, and logical reasoning.

 Listen carefully before answering.

 Break problem into parts, give structured solutions.
 Avoid vague or one-line responses.

Example Question:

 “If half of your students are advanced and half are weak, how will you teach
effectively?”
 Good Answer: “I would use differentiated instruction, form peer-learning groups, and
give layered assignments to match their levels.”