September 2008 

Structured IntervIewS: 

A PrActicAl Guide 
STRUCTURED INTERVIEWS: 

A PRACTICAL GUIDE

U.S. Office of Personnel Management 

Theodore Roosevelt Building 

1900 E Street, NW 

Washington, DC 20415-0001 

September 2008 
TABLE OF CONTENTS

Introduction..................................................................................................................................... 3 

Overview.................................................................................................................................. 3 

Structured vs. Unstructured Interviews ................................................................................... 3 

The Purpose of this Guide ....................................................................................................... 4 

Section I: Developing a Structured Interview................................................................................ 5 

1. Conduct a Job Analysis ...................................................................................................... 5 

2. Determine the Competencies to Be Assessed by the Interview ......................................... 5 

3. Choose the Interview Format and Develop Questions....................................................... 6 

Behavioral Interview Format and Questions.................................................................... 6 

Writing Behavioral Interview Questions.......................................................................... 7 

Situational Interview Format and Questions.................................................................... 7 

Writing Situational Interview Questions.......................................................................... 7 

4. Developing Rating Scales to Evaluate Candidates............................................................. 8 

Rating Scale and Behavioral Examples for a Behavioral Interview ................................ 8 

Rating Scale and Behavioral Responses for a Situational Interview ............................. 11 

5. Create Interview Probes.................................................................................................... 12 

6. Pilot Test the Interview Questions and Evaluate the Interview Process .......................... 14 

7. Create the Interviewer’s Guide......................................................................................... 14 

8. Document the Development Process................................................................................ 14 

Section II: Administering a Structured Interview......................................................................... 15 

Interviewers ........................................................................................................................... 15 

Training Your Interviewer..................................................................................................... 15 

Note-Taking.................................................................................................................... 15 

Interviewer’s Non-Verbal Behavior............................................................................... 15 

Interpersonal Bias and Rating Errors ............................................................................. 16 

The Interview Setting ............................................................................................................ 16 

Conducting the Interview ...................................................................................................... 16 

Supplemental Materials.................................................................................................. 16 

Arrival of the Candidate ................................................................................................. 16 

Rating Each Candidate ................................................................................................... 17

Documenting the Interview Process...................................................................................... 17 

Appendix A: Structured Interview Implementation Checklist ..................................................... 21 

Appendix B: Structured Interview Development Checklist ......................................................... 22 

Appendix C: Sample Critical Incident Forms............................................................................... 23 

Appendix D: Panel Interviews...................................................................................................... 25 

Appendix E: Sample Lesson Plan for an Interviewer Training Course........................................ 27 

Appendix F: Common Rating Errors and Interviewing Mistakes................................................ 28 

Appendix G: Sample Structured Interview Individual Rating Form............................................ 30 

Appendix H: Sample Structured Interview Group Rating Form .................................................. 35 

 

September 2008 U.S. Office of Personnel Management 2 
Introduction 

Overview 

 

Federal Agency mission accomplishment is substantially affected by who gets hired. Agencies 

must select people who possess characteristics required for the job. The employment interview 

is an effective way of determining who has these attributes and therefore, who is right for a job. 

The interview is popular because it is more personal than traditional selection assessments (e.g., 

written tests) and because it can be used to evaluate job characteristics not easily measured with 

other procedures (e.g., Oral Communication and Interpersonal Skills). 

Interviews are typically used for one of two purposes in the Federal Government. First, the 

interview may be used as part of the formal selection process in which candidates are screened or 

ranked based on their scores. Second, a “selecting official's interview” may be used to verify 

candidates’ qualifications for a job after they have been rated using other assessment methods, 

but prior to making a hiring decision. In a selecting official’s interview, candidates’ responses 

are typically not scored. 

Structured vs. Unstructured Interviews 

Employment interviews can be either structured or unstructured. Generally speaking, structured 

interviews ensure candidates have equal opportunities to provide information and are assessed 

accurately and consistently. 

Structured Interview Unstructured Interview

• All candidates are asked the same 

questions in the same order. 

• Candidates may be asked different 

questions. 

• All candidates are evaluated using a 

common rating scale. 

• A standardized rating scale is not 

required. 

• Interviewers are in agreement on 

acceptable answers. 

• Interviewers do not need to agree on 

acceptable answers. 

At first glance, the unstructured interview appears attractive due to its loose framework, 

discretionary content, and conversational flow. Yet, these same features make this type of 

interview very subjective, which reduces its accuracy and invites legal challenges. 

Research consistently indicates unstructured interviews have little value in predicting job 

performance. Unstructured interviews typically demonstrate: 

• Low levels of reliability (rating consistency among interviewers). 

• Low to moderate levels of validity (the extent to which the assessment method measures 

what it is intended to measure, e.g., job performance).

September 2008 U.S. Office of Personnel Management 3 
Besides adversely affecting the reliability and validity of the unstructured interview, the lack of 

standardization in interview procedure and questions also makes the unstructured interview 

susceptible to legal challenges (Terpstra, Mohamed, and Kethley 19991

; U.S. Merit Systems 

Protection Board, 20032

). 

In comparison, structured interviews have demonstrated a high degree of reliability, validity, and 

legal defensibility. Therefore, because interviews used to make employment decisions are 

subject to the same legal and psychometric requirements as any written employment test or other 

assessment method, agencies are encouraged to use structured interviews. The benefits of 

consistently selecting quality candidates and reducing the risk of legal challenges far outweigh 

any costs of adding structure (e.g., additional time and expertise). 

The selecting official’s interview is likely to fall somewhere between structured and 

unstructured, as it may incorporate a consistent set of questions but is unlikely to be rated. 

The Purpose of this Guide 

This guide provides practical information on designing structured interviews. The guide 

discusses why interviews should have structure, what structure consists of, and how to conduct a 

structured interview. It also addresses the pros and cons of different types of interview questions 

and helpful/harmful interviewing techniques. Additionally, the guide provides practical tools for 

developing and implementing a structured interview. For step-by-step checklists for 

implementing and developing a structured interview, refer to Appendix A and Appendix B, 

respectively. 

The guidance on developing and administering structured interviews applies to interviews 

formally rated as part of the assessment process, as well as those used by the selection official to 

verify a candidate’s qualifications after he/she has been rated by other assessment procedures. 

However, since responses are typically not scored in a selecting official’s interview, the 

information in this document related to developing and using rating scales may be of limited use 

for the selecting official’s interview. 

This guide is not intended to be exhaustive of the possible approaches to developing a structured 

interview, but to provide one effective method. Additional information on assessment methods 

is available in OPM’s online Personnel Assessment and Selection Resource Center. Please see 

also The Uniform Guidelines on Employee Selection Procedures and the Delegated Examining 

Operations Handbook. 

 

1

 Terpstra, D. E., Mohamed, A. A., & Kethley, R. B. (1999). An analysis of Federal court cases involving nine 

selection devices. International Journal of Selection and Assessment, 7, 26-34. 

 

2

 U. S. Merit Systems Protection Board. (2003). The federal selection interview: Unrealized potential. 

Washington, DC: Office of Policy and Evaluation. 

September 2008 U.S. Office of Personnel Management 4
Section I: Developing a Structured Interview 

There are 8 key steps in developing a structured interview. Appendix B provides a checklist 

based on these steps. 

1. Conduct a Job Analysis 

2. Determine the Competencies to be Assessed by the Interview 

3. Choose the Interview Format and Develop Questions 

4. Develop Rating Scales to Evaluate Candidates 

5. Create Interview Probes 

6. Pilot-Test the Interview Questions 

7. Create the Interviewer’s Guide 

8. Document the Development Process 

1. Conduct a Job Analysis 

The purpose of a job analysis is to identify the requirements of the job and the competencies 

necessary to perform them. In many instances, a new job analysis will not need to be conducted; 

however, the critical requirements and competencies should be re-confirmed by subject matter 

experts. A thorough job analysis will: 

• Identify the job tasks and responsibilities. 

• Identify the competencies required to successfully perform the job tasks and 

responsibilities. 

• Identify which of those competencies are required upon entry to the job. 

To gather this information about a job, consider sources such as: 

• Performance appraisal critical elements 

• Position descriptions 

• Classification standards 

• Task statements 

• Interviews with subject matter experts (e.g., high-performing employees, supervisors) 

• Organizational charts 

Chapter 2 and Appendix G of the Delegated Examining Operations Handbook provide additional 

information and tools for conducting a job analysis. 

2. Determine the Competencies to be Assessed by the Interview 

After identifying the critical competencies, determine which will be assessed in the selection 

process and how each competency will be measured (e.g., using a written test or interview). 

OPM’s interactive Assessment Decision Tool provides suggested methods for assessing a range 

of competencies and also provides evaluation criteria for each assessment method. 

September 2008 U.S. Office of Personnel Management 5
The structured interview is typically used to assess between four and six competencies, unless 

the job is unique or at a high level. Some competencies (e.g., Oral Communication, 

Interpersonal Skills) are particularly well-suited to assessment through an interview. 

3. Choose the Interview Format and Develop Questions 

The format of the interview can focus on candidates’ past behavior, their anticipated behavior in 

hypothetical situations, or a combination of the two approaches. An interview based on 

questions about past behaviors is a behavioral description interview, also known as a behavioral 

event interview. An interview based on questions about hypothetical behavior is a situational 

interview. In the remainder of this document, “behavioral interview” will refer to both the 

behavioral description interview and the behavioral event interview. 

The interview format will determine how the interview questions are developed. The two 

interview formats measure different aspects of job performance. Therefore, deciding which 

format to use depends upon the needs and resources of the agency and on the other assessments 

used. The agency may elect to include questions derived from both the behavioral- and 

situational-interview formats. 

Regardless of the format, the interview questions should be: 

• Reflective of competencies derived from a job analysis 

• Realistic of the responsibilities of the job 

• Open-ended 

• Clear and concise 

• At a reading level appropriate for the candidates 

• Free of jargon 

Behavioral Interview Format and Questions. The primary purpose of the behavioral interview 

is to gather information from job candidates about their actual behavior during past experiences 

which demonstrates competencies required for the job. The underlying premise is the best 

predictor of future behavior on the job is past behavior under similar circumstances. 

For example, consider the competency, Interpersonal Skills, defined as: “shows understanding, 

friendliness, courtesy, tact, empathy, concern, and politeness to others; develops and maintains 

effective relationships with others; may include effectively dealing with individuals who are 

difficult, hostile, or distressed; relates well to people from varied backgrounds and different 

situations; is sensitive to cultural diversity, race, gender, disabilities, and other individual 

differences.” This definition could lead to a behavioral interview question focused on a 

candidate’s past behavior such as: 

Describe a situation in which you dealt with individuals who were difficult, 

hostile, or distressed. Who was involved? What specific actions did you take and 

what was the result? 

September 2008 U.S. Office of Personnel Management 6
Writing Behavioral Interview Questions. Convene a group of approximately six or seven 

subject matter experts (SMEs). These SMEs should be experienced, high-performing employees 

or supervisors who possess knowledge of the job at the level of the position to be filled. 

Typically, SMEs are at the journey level or higher. 

• Have SMEs familiarize themselves with the competencies (and their definitions) to be 

measured by the interview. 

• Have SMEs work together to write interview questions. 

o Each question should measure at least one of the specified competencies. 

o Each question should be written to elicit specific details about a situation, task, or 

context, the actions the person took or did not take, and the impact of these 

actions. 

• SMEs should use superlative adjectives in the questions (e.g., most, last, worst, least) to 

help the candidate focus on specific incidents. 

• SMEs should develop more questions than are actually needed to allow for subsequent 

discarding of questions during review and tryout. 

Situational Interview Format and Questions. In contrast to the behavioral interview, the 

questions in a situational interview are based on future-oriented behavior. Situational interview 

questions give the candidate realistic job scenarios or dilemmas and ask how he/she would

respond. The underlying premise is a person’s intentions are closely tied to his/her actual 

behavior. 

An example situational interview question for the competency Interpersonal Skills is: 

A very angry client walks up to your desk. She says she was told your office sent 

her an overdue check five days ago. She claims she has not received the check. 

She says she has bills to pay, and no one will help her. How would you handle 

this situation? 

Writing Situational Interview Questions. Typically, the critical incident method, outlined 

below, is used to write situational interview questions (Flanagan, 1954)3

.

• Assemble a group of subject matter experts (SMEs) who have extensive knowledge about 

the job. 

• Have the SMEs review the competencies (and their definitions) to be measured by the 

interview and the job tasks linked to the competencies. 

• Have SMEs write examples of effective and ineffective behaviors (i.e., critical incidents) 

which reflect the competencies and associated tasks. 

• Arrange for a separate group of SMEs to read each critical incident and identify the 

competency they believe the incident best illustrates. 

o This will confirm whether the critical incidents can be clearly linked to the 

specific competencies to which they are supposed to be linked. 

 

3

 Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327-358. 

September 2008 U.S. Office of Personnel Management 7
o Eliminate critical incidents not clearly linked to a competency and those 

associated with multiple competencies. 

• Have SMEs rewrite the retained critical incidents in the form of hypothetical situations. 

o These hypothetical situations should still demonstrate the correct competency. 

o The hypothetical situations should be as real as possible and reflective of the job. 

• As with the behavioral interview, have SMEs develop more questions than are actually 

needed to allow for future elimination. 

Appendix C provides example forms for writing critical incidents describing effective and 

ineffective behavior. 

4. Developing Rating Scales to Evaluate Candidates 

NOTE: This step is not applicable to a selecting official’s interview. 

The use of a common rating scale for all candidates is a key component of the structured 

interview procedure. A standardized rating scale can be developed for either behavioral- or 

situational-interview questions; however, the process is slightly different. 

Rating Scale and Behavioral Examples for a Behavioral Interview. The first step in the 

development of a standardized rating scale for a behavioral interview is specifying the range of 

proficiency for each competency. 

• Decide on one proficiency-level range for all competencies (e.g., a range of 1-5 with 

5 being the most proficient and 1 being the least proficient). 

• Create at least three proficiency levels, but aim for five to seven levels. 

• Label at least three proficiency levels (e.g., unsatisfactory, satisfactory, and superior). 

Table 1 provides a 5-level proficiency rating scale developed by OPM. Labels are provided for 

each of the five levels. 

Table 1: Rating Scale 

Proficiency 

Level General Competencies Technical Competencies 

Level 5 - 

Expert 

• Applies the competency in 

exceptionally difficult situations. 

• Serves as a key resource and 

advises others. 

• Applies the competency in 

exceptionally difficult situations. 

• Serves as a key resource and 

advises others. 

• Demonstrates comprehensive, 

expert understanding of concepts 

and processes. 

Level 4 - 

Advanced 

• Applies the competency in 

considerably difficult situations. 

• Generally requires little or no 

guidance. 

• Applies the competency in 

considerably difficult situations. 

• Generally requires little or no 

guidance. 

• Demonstrates broad understanding 

of concepts and processes. 

September 2008 U.S. Office of Personnel Management 8
Proficiency 

Level General Competencies Technical Competencies 

Level 3 - 

Intermediate 

• Applies the competency in difficult 

situations. 

• Requires occasional guidance. 

• Applies the competency in difficult 

situations. 

• Requires occasional guidance. 

• Demonstrates understanding of 

concepts and processes. 

Level 2 - 

Basic 

• Applies the competency in 

somewhat difficult situations. 

• Requires frequent guidance. 

• Applies the competency in 

somewhat difficult situations. 

• Requires frequent guidance. 

• Demonstrates familiarity with 

concepts and processes. 

Level 1 - 

Awareness 

• Applies the competency in the 

simplest situations. 

• Requires close and extensive 

guidance. 

• Applies the competency in the 

simplest situations. 

• Requires close and extensive 

guidance. 

• Demonstrates awareness of 

concepts and processes. 

For a behavioral interview, develop example behaviors for each proficiency level of each 

competency. The purpose of these example behaviors is to clearly differentiate between 

proficiency levels for each competency. This will ease the rating process by giving interviewers 

concrete behaviors to refer to as they are considering how proficient each candidate is on each 

competency. The example behaviors will provide a common framework for assessing 

candidates’ responses in a consistent manner. 

Subject matter experts (SMEs) should assist in developing the behavioral examples for each 

behavioral interview question. 

• Reconvene the panel of SMEs who developed the behavioral interview questions. 

• For each question, have SMEs individually determine how actual employees at each 

proficiency level would respond (i.e., what their answers would be). 

o These hypothetical responses are behavioral examples for the proficiency levels. 

• Have the SMEs discuss their behavioral examples. 

• For each proficiency level, retain behavioral examples which the SMEs agree best reflect 

the competency at that level. 

• Instruct interviewers to use these behavioral examples as a general guide (not an 

absolute) in making their ratings, as candidate’s responses may differ depending on their 

unique experiences (Feild and Gatewood, 1989)4

. 

Table 2 presents an example behavioral interview rating scale for a question based on the 

competency Interpersonal Skills. This rating scale has been supplemented with behavioral 

examples to illustrate differences between the proficiency levels. 

 

4 Feild, H. S., & Gatewood, R. D. (1989). Development of a selection interview: A job content strategy. In Eder, 

R. W. & Ferris, G. R. (Eds.), The employment interview: Theory, research, and practice (pp. 145-157). Newbury 

Park, California: Sage Publications. 

September 2008 U.S. Office of Personnel Management 9
Table 2: Example of a Behavioral Interview Question and Rating Scale 

Competency: Interpersonal Skills 

Definition: Shows understanding, friendliness, courtesy, tact, empathy, concern, and politeness to others; 

develops and maintains effective relationships with others; may include effectively dealing with 

individuals who are difficult, hostile, or distressed; relates well to people from varied backgrounds and 

different situations; is sensitive to cultural diversity, race, gender, disabilities, and other individual 

differences.

Question: Describe a situation in which you had to deal with individuals who were difficult, hostile, 

or distressed. Who was involved? What specific actions did you take and what was the result? 

Proficiency 

Level Definition Question-Specific Behavioral Examples 

Level 5 

Expert 

• Applies the 

competency in 

exceptionally difficult 

situations. 

• Serves as a key 

resource and advises 

others. 

• Presents shortcomings of a newly installed HR 

automation system in a tactful manner to irate senior 

management officials. 

• Explains the benefits of controversial policy changes 

to a group of upset individuals at a public hearing. 

• Diffuses an emotionally charged meeting with external 

stakeholders by expressing empathy for their concerns. 

Level 4 

Advanced 

• Applies the 

competency in 

considerably difficult 

situations. 

• Generally requires 

little or no guidance. 

• Facilitates an open forum to discuss employee 

concerns about a new compensation system. 

• Builds on the ideas of others to foster cooperation 

during bargaining agreement negotiations. 

• Identifies and emphasizes common goals to promote 

cooperation between HR and line staff. 

• Identifies and alleviates sources of stress among a 

team developing a new automated HR system. 

Level 3 

Intermediate 

• Applies the 

competency in difficult 

situations. 

• Requires occasional 

guidance. 

• Restores a working relationship between angry coworkers who have opposing views. 

• Remains courteous and tactful when confronted by an 

employee who is frustrated by a payroll problem. 

• Establishes cooperative working relationships with 

managers, so they are comfortable asking for advice 

on HR issues. 

Level 2 

Basic 

• Applies the 

competency in 

somewhat difficult 

situations. 

• Requires frequent 

guidance. 

• Offers to assist employees in resolving problems with 

their benefits election. 

• Works with other HR staff on a cross-functional team 

to improve coordination of activities. 

• Works with others to minimize disruptions to an 

employee working under tight deadlines. 

Level 1 

Awareness 

• Applies the 

competency in the 

simplest situations. 

• Requires close and 

extensive guidance. 

• Refers employees to the appropriate staff member to 

resolve their issues. 

• Works with others in the HR office to organize 

information for employee intervention sessions on 

controversial issues. 

• Works with others to obtain employee concerns about 

controversial policy changes. 

September 2008 U.S. Office of Personnel Management 10
Rating Scale and Behavioral Responses for a Situational Interview. As with behavioral 

interview questions, the first step in the development of a rating scale for each situational 

interview question is specifying the range of proficiency for each competency being assessed. 

• Decide on one proficiency-level range for all competencies. 

• Have at least three proficiency levels, but aim for five to seven levels. 

• Provide labels for at least three proficiency levels (e.g., unsatisfactory, satisfactory, 

and superior). 

Next, develop a representative response for each competency proficiency-level for each 

hypothetical job-scenario question. A representative response illustrates how someone with the 

given proficiency level on the given competency might behave. To develop the representative 

responses for proficiency levels of each situational interview question, follow these steps: 

• Reconvene the panel of subject matter experts (SMEs) who developed the interview 

questions. 

• For each hypothetical scenario, have each SME individually determine how actual 

employees at each proficiency level might behave (i.e., what their answers would be). 

o These answers are representative responses for the proficiency-level ratings. 

• Have the SMEs discuss their representative responses. 

• For each proficiency level, retain the representative responses which the SMEs agree are 

the best. 

Table 3 shows an example proficiency-level rating scale for a situational interview question with 

representative responses for each proficiency level. The situational interview question is derived 

from a job task and reflects a particular competency. This linkage needs to be present for all 

questions. 

September 2008 U.S. Office of Personnel Management 11
Table 3: Example of a Situational Interview Question and Rating Scale 

Job Task Competency Interview Question Proficiency Level & 

Representative 

Response 

Performs 

investigative work to 

obtain information, 

gather evidence, or 

verify facts.

Integrity/ Honesty: 

Contributes to 

maintaining the 

integrity of the 

organization; displays 

high standards of 

ethical conduct and 

understands the 

impact violating these 

standards would have 

on an organization, 

self, and others; is 

trustworthy. 

 

You are investigating 

a group of auto 

dealership managers 

suspected of moneylaundering activities. 

During the course of 

an interview with one 

suspect, the suspect 

offers to help you buy 

a car at a price you 

know is well below 

market value. What 

would you do? 

Unsatisfactory: 

Accept the offer. 

 

Satisfactory: 

Say no to the offer and 

continue the 

investigation; document 

the incident in your 

report. 

Superior: 

Probe the dealership 

managers to determine 

how they are able to 

offer a car at such a 

reduced price; attempt to 

get contact information 

of others involved; say 

no to the offer; and 

document the details of 

the incident. 

5. Create Interview Probes 

A probe is a question asked by the interviewer to help clarify a candidate’s response or ensure 

the candidate has provided enough information. When probes are necessary, interviewers should 

use very similar probes for all candidates to ensure candidates are given the same opportunities 

to excel. While probes may need to be tailored to address each candidate’s specific response, the 

general meaning of the probes should not change. 

• Prior to the interview, establish the desired range of probing (for example, no probes, a 

limited number of probes, unlimited probes). 

• If probes will be used, determine the specific probes for each question the interviewer is 

allowed to use. 

Example probes for behavioral- and situational-interview questions are presented in Table 4. 

September 2008 U.S. Office of Personnel Management 12
Table 4: Example Probes for Behavioral- and Situational-Interview Questions 

Competency: Interpersonal Skills 

Behavioral Interview Question: 

Describe a situation in which you had 

to deal with individuals who were 

difficult, hostile, or distressed. Who 

was involved? What specific actions 

did you take and what was the result? 

Behavioral Interview Probes: 

Situation 

• What factors led up to the situation? 

• Could you or anyone else have done something 

to prevent the situation? 

• What did you determine as the most critical issue 

to address in this situation?

Action 

• How did you respond? 

• What was the most important factor you 

considered in taking action? 

• What is the first thing you did? 

Outcome 

• What was the outcome? 

• Is there anything you would have said and/or 

done differently? 

• Were there any benefits from the situation? 

Situational Interview Question: 

A very angry client walks up to your 

desk. She says she was told your 

office sent her an overdue check five 

days ago. She claims she has not 

received the check. She says she has 

bills to pay, and no one will help her. 

How would you handle this 

situation? 

Situational Interview Probes: 

Situation 

• Why do you believe this situation occurred? 

• What do you consider the most critical issue in 

this situation? 

• What other issues are of concern? 

Action 

• What would you say? 

• What is the first thing you would do? 

• What factors would affect your course of action? 

• What other actions could you take? 

Outcome 

• How do you think your action would be 

received? 

• What would you do if your action was not 

received well? 

• What do you consider as benefits of your action? 

September 2008 U.S. Office of Personnel Management 13
6. Pilot Test the Interview Questions and Evaluate the Interview Process 

Prior to using the newly developed behavioral interview and/or situational interview questions in 

an actual interview, give the questions to colleagues for a trial run. This trial run (i.e., pilot test) 

will ensure questions are clearly worded and draw an appropriate range of responses. The pilot 

test will indicate if and where revisions need to be made. To the extent possible, the pilot test 

should mirror the actual structured interview. 

7. Create the Interviewer’s Guide 

After finalizing the questions and rating scales, create an interviewer’s guide. The interviewer’s 

guide should provide general instructions about the interview process, a summary of common 

rating biases and rating mistakes to avoid, and general tips for good interviewing (see Section II). 

The guide should also provide information specific to the particular interview, including: 

• Definitions of each competency being assessed 

• Proficiency levels of each competency 

• Interview questions 

• Rating scale (with behavioral examples and/or representative responses) for each 

question 

• Example probes 

8. Document the Development Process 

You should maintain records of the entire interview development process, in accordance with the 

Delegated Examining Operations Handbook. The documentation should include: 

• Descriptions of all participants, including subject matter experts and those in the pilot 

study (e.g., name, job title, race, national origin, sex, and level of expertise). 

• Interview development materials (e.g., reference materials, previous manuals). 

• A description of the development of the interview, including the job analysis, the 

question and rating scale development process, and the pilot test. 

September 2008 U.S. Office of Personnel Management 14
Section II: Administering a Structured Interview 

Interviewers 

In Federal Agencies, interviews are typically conducted by one person, namely the selecting 

official (i.e., supervisor) for the position being filled. While the following sections are directed 

toward the use of one interviewer, a structured interview may also be administered by a panel of 

interviewers. A typical panel consists of two or more persons who have extensive knowledge of 

the job and are trained in administering interviews. 

For information on using a panel to conduct the structured interview, please refer to Appendix D. 

Training Your Interviewer 

It is essential to train the person who will administer the structured interview. Interviewer 

training increases the accuracy of the interview. Before or during the training, the interviewer 

should receive a guide describing the interview process in detail. 

Appendix E provides a sample lesson plan for an interviewer training course. The training 

should emphasize the importance of note-taking, discuss the impact of the interviewer’s nonverbal behavior, and review common rating biases and errors. 

Note-Taking. Taking regular and detailed notes of observable behaviors and verbal responses 

during each interview is crucial. Notes will reduce the burden on the interviewer to remember 

details about multiple candidates. Additionally, these notes should: 

• Summarize the content and delivery of respondents’ answers. 

• Document the candidate’s grammar, body language, and other non-verbal factors. 

• Help interviewers focus on pertinent information during the interview. 

• Be of sufficient quality and quantity to document the interviewer’s reasoning for each 

rating on each competency. 

• Serve as documentation to support the employment decision. 

Interviewer’s Non-Verbal Behavior. An interviewer’s body language such as facial expressions 

and body movements (e.g., nodding, raising eyebrows, frowning) communicates a lot to the 

candidate. For example, the interviewer communicates disinterest by slouching, regularly 

looking at the clock, leaning back, or doodling with a pen. 

Interviewers need be aware of their body language to avoid communicating negative 

impressions. Additionally, while taking notes, interviewers should make periodic eye contact 

with the candidate to show their interest and to provide opportunities to observe the candidate’s 

non-verbal behavior. 

September 2008 U.S. Office of Personnel Management 15
Interpersonal Bias and Rating Errors. Bias and rating errors are inconsistent with the purpose 

of the structured interview process, namely, ensuring candidates are evaluated fairly, 

consistently, and have equal opportunities to excel. The interviewer should not be influenced by 

personal biases or fall prey to common rating errors. 

Biases can take a variety of forms. For example, an interviewer might give higher ratings to 

candidates who appear outwardly similar to him/her. Rating errors might include giving all high 

ratings or all low ratings to candidates. Appendix F describes common rating errors and 

interviewing mistakes. 

The Interview Setting 

The interview should take place in a comfortable environment. 

• Interviews should be held in a quiet, non-threatening, and private place. 

• Seating arrangements should be the same for all candidates. 

• The interview room and facilities must be accessible to candidates with disabilities. 

• There should be a separate area for those waiting to be interviewed. 

• Individuals who have been interviewed should not be allowed to communicate with those 

waiting to be interviewed. 

• Interviews should be scheduled far enough in advance to provide adequate preparation 

time for the interviewer. 

• All candidates should be allotted the same amount of interview time. 

Conducting the Interview 

Supplemental Materials. While candidates may be permitted to bring supplemental documents 

to the interview (e.g., references, transcripts, or a resume), this information is for the candidate’s 

reference only and should not be looked at by the interviewer during the interview. Allowing 

interviewers to look at these documents during the interview may bias the interviewer’s 

perceptions of the candidates (e.g., interviewers might rate the responses of candidates with 

strong resumes more favorably then those of candidates with weak resumes). If interviewers 

look at supplemental information during the interview and this supplemental information is not 

provided by all candidates, candidates may be evaluated inconsistently. 

Arrival of the Candidate. 

• Welcome the candidate in a warm and friendly manner. 

• Thank the candidate for his/her interest in the position and for coming to the interview. 

• Briefly describe the job and relevant organizational characteristics to allow candidates to 

become comfortable in the interview setting. 

• Explain the interview process in a standardized way. You may also provide this 

information in writing to each candidate. 

• Inform the candidate that notes will be taken throughout the interview. 

• Ask the candidate if he/she has any questions before beginning. 

September 2008 U.S. Office of Personnel Management 16
At the end of the interview, the interviewer should ask, “Is there anything else you would like us 

to know?” and provide the candidate with an opportunity to ask questions. The interviewer 

should then thank and excuse the candidate. 

Rating Each Candidate. Immediately after the candidate leaves the room, the interviewer 

should review his or her notes and, if the interview is being rated, rate the candidate. Notes 

should include actual behavioral examples and ratings should be defensible and supported by the 

notes. Examples of actual answers given should be included along with explanations of how 

these answers apply to the competency being rated and why they merit the given rating. 

Examples of rating forms for use by one interviewer or a panel of interviewers can be found in 

Appendix G and Appendix H, respectively. 

After all candidates have been rated, the interviewer should: 

• Review the ratings given to each candidate. 

• Ensure the total performance of each candidate has been considered thoroughly and 

objectively. 

• Ensure the ratings are tied to specific behavioral examples. 

• Sign and date each rating form. 

Documenting the Interview Process 

In addition to the documentation mentioned above, the following information should be recorded 

and retained: 

• Date, time, place, and length of the interview 

• Name, job title, race, national origin, and sex of the interviewer 

• Interview questions, scores, and notes for each candidate 

• Training provided to the interviewer 

• Interview guides, rating scales, and other materials used 

September 2008 U.S. Office of Personnel Management 17
References 

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 In Eder, R. W. & Ferris, G. R. (Eds.), The employment interview: Theory, research and 

 practice (pp. 61-73). Newbury Park, California: Sage Publications. 

Campion, M. A., Campion, J. E., & Hudson, J. P. Jr. (1994). Structured interviewing: A note on 

 incremental validity and alternative question types. Journal of Applied Psychology, 79,

 998-1002. 

Campion, M. A., Palmer, D. K., & Campion, J. E. (1997). A review of structure in the 

 selection interview. Personnel Psychology, 50, 655-702. 

Campion, M., Pursell, E., & Brown, B. (1988). Structured interviewing: Raising the 

psychometric properties of the employment interview. Personnel Psychology, 41, 25-42. 

Cascio, W. F., & Aguinis, H. (2005). Applied Psychology in Human Resource Management, 6th

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Conway, J. M., & Peneno, G. M. (1999). Comparing structured interview question types: 

 Construct validity and candidate reactions. Journal of Business and Psychology, 13, 

 485-506. 

Day, A. L., & Carroll, S. A. (2003). Situational and patterned behavior description interviews: 

 A comparison of their validity, correlates, and perceived fairness. Human Performance, 

 16, 25-47. 

Feild, H. S., & Gatewood, R. D. (1989). Development of a selection interview: A job content 

strategy. In Eder, R. W. & Ferris, G. R. (Eds.), The employment interview: Theory, 

research, and practice (pp. 145-157). Newbury Park, California: Sage Publications. 

Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327-358. 

Gael, S. (1984). Job analysis: A guide to assessing work activities. San Francisco: 

 Jossey-Bass. 

Harris, M. M. (1989). Reconsidering the employment interview: A review of recent literature 

 and suggestions for future research. Personnel Psychology, 42, 691-726. 

Huffcutt, A. I., Weekley, J. A., Wiesner, W. H., Degroot, T. G., & Jones, C. (2001). 

Comparison of situational and behavior description interview questions for higher-level 

positions. Personnel Psychology, 54, 619-644. 

Janz, T. (1982). Initial comparisons of patterned behavior description interviews versus 

 unstructured interviews. Journal of Applied Psychology, 67, 557-580. 

September 2008 U.S. Office of Personnel Management 18
Latham, G. P. & Saari, L. M. (1984). Do people do what they say? Further studies on the 

 situational interview. Journal of Applied Psychology, 69, 569-573. 

Latham, G. P., Saari, L. M., Pursell, E. D., & Campion, M. A. (1980). The situational interview. 

Journal of Applied Psychology, 65, 422-427. 

Latham, G. P., & Sue-Chan, C. (1999). A meta-analysis of the situational interview: An 

 enumerative review of reasons for its validity. Canadian Psychology, 40, 56-67. 

Locke, E. A. (1968). Towards a theory of task motivation and incentives. Organizational 

 Behavior and Human Performance, 3, 157-189. 

McDaniel, M. A., Whetzel, D. L., Schmidt, F. L., & Maurer, S. D. (1994). The validity of 

 employment interviews: A comprehensive review and meta-analysis. Journal of Applied 

 Psychology, 79, 599-616. 

Mento, A. J. (1980). Suggestions for structuring and conducting the selection interview

 (Professional Paper 80-1). Washington, DC: U. S. Office of Personnel Management, 

 Personnel Research and Development Center. 

Motowildo, S. J., Carter, G. W., Dunnett, M. D., Tippins, N., Werner, S., Burnett, J. R., & 

 Vaughn, M. J. (1992). Studies of the structured behavioral interview. Journal of 

 Applied Psychology, 77, 571-587. 

Muldrow, T. W. (1987). Developing and conducting interviews: Some general guidance. 

 Washington, DC: U. S. Office of Personnel Management. 

Orpen, C. (1985). Patterned behavior description interviews versus unstructured interviews: A 

 comparative validity study. Journal of Applied Psychology, 70, 774-776. 

Outerbridge, A. N. (1994). Developing and conducting the structured situational interview: A 

practical guide. Washington, DC: U.S. Office of Personnel Management, Office of 

Personnel Research and Development, PRD-94-01. 

Pulakos, E. D., & Schmitt, N. (1995). Experience-based and situational interview questions: 

 Studies of validity. Personnel Psychology, 48, 289-308. 

Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in 

 personnel psychology: Practical and theoretical implications of 85 years of research 

 findings. Psychological Bulletin, 124, 262-274. 

Terpstra, D. E., Mohamed, A. A., & Kethley, R. B. (1999). An analysis of Federal court cases 

 involving nine selection devices. International Journal of Selection and Assessment, 7,

 26-34. 

September 2008 U.S. Office of Personnel Management 19
U. S. Merit Systems Protection Board. (2003). The federal selection interview: Unrealized 

 potential. Washington, DC: Office of Policy and Evaluation. 

Whitley, B. E. (2002). Principles of Research in Behavioral Science, 2nd Edition. New York: 

 McGraw-Hill. 

 

September 2008 U.S. Office of Personnel Management 20
Appendix A: Structured Interview Implementation 

Checklist 

 Assess the Current Selection Situation. Discuss the need for developing a structured 

interview and the specific goals for the structured interview. Also determine which job or 

jobs will use the structured interview. 

 Determine Where the Structured Interview Fits within the Selection Process. 

Determine where to place the structured interview in the selection of job candidates (e.g., 

after a written test, as the last selection procedure). Federal Agencies typically use the 

interview after candidates have been determined eligible for a given job and rated/ranked 

on the basis of other assessment tools (e.g., a written test or resume). The interview is then 

used to verify a candidate's qualifications. 

 Create a Development and Implementation Plan with Timelines. Plan the major steps 

for developing the structured interview, including updating or conducting a job analysis, 

convening subject matter experts to develop the interview questions and rating scale, and 

training interviewers on how to evaluate candidates.

 Ensure Compliance of the Plan with Established Guidelines. Make sure the structured 

interview process complies with the requirements in The Uniform Guidelines on 

Employee Selection Procedures and the Delegated Examining Operations Handbook. 

 Create a Communication Plan and Obtain Commitment to the Plan. Ensure managers 

are aware of the intent of the structured interview. 

 Establish Structured Interview Development Team(s). Identify the development and 

implementation team, which may include human resources specialists, selecting officials, 

supervisors, and/or employees.

 Develop the Structured Interview. (See Appendix B: Structured Interview Development 

Checklist)

 Administer the Structured Interview. 

 Evaluate the Results. Monitor the implementation of the structured interview on a 

periodic basis to ensure the plan is followed and the intended results are achieved. Adjust 

the structured interview procedure as necessary. 

September 2008 U.S. Office of Personnel Management 21
Appendix B: Structured Interview Development 

Checklist 

 1. Conduct a Job Analysis. Identify the job characteristics (i.e., job tasks, duties, and 

responsibilities) and the competencies/knowledge, skills, abilities required to perform the 

job successfully. 

 2. Determine the Competencies to be Assessed by the Interview. Consider which 

competencies are measured most effectively with an interview. 

 3. Choose the Interview Format and Develop Questions. Determine if you will use a 

behavioral interview or situational interview. Work with subject matter experts to 

develop questions. 

 4. Develop Rating Scales to Evaluate Candidates. Determine the proficiency scale 

and develop accompanying proficiency level examples. (NOTE: May not be applicable 

to a selecting official’s interview.)

 5. Create Interview Probes. Establish if probes may be used. If probes will be used, 

draft specific probes for each question. 

 6. Pilot-Test the Interview Questions. Pilot test the interview questions on persons 

similar to the anticipated candidates. Check for clarity and appropriateness. 

 7. Create the Interviewer’s Guide. Prepare an interviewer's guide, question booklet, 

and rating form.

 8. Document the Development Process. Document all stages of the interview 

development.

 

September 2008 U.S. Office of Personnel Management 22
Appendix C: Sample Critical Incident Forms 

Effective Incident Form 

Job Title: 

Competency: 

Instructions: 

Think of an incident during the past year in which you were particularly proud of your 

performance, or the performance of a coworker, and share it with us. The incident must be 

related to performance on the job. The incident may have involved people, facilities, 

information, or another item relevant to performance on the job. 

Recalling this incident, please answer the following questions: 

1. What circumstances led to the incident? (Situation) 

2. What did you or your co-worker do that was very effective at the time? (Action) 

3. Why was this incident very helpful in getting the job done? (Outcome) 

 

September 2008 U.S. Office of Personnel Management 23
Ineffective Incident Form 

Job Title: 

Competency: 

Instructions: 

Think back over the past year and describe an incident that should have been handled differently. 

The incident must be related to your performance or the performance of a coworker on the job. 

The incident may have involved people, facilities, information, or another item relevant to 

performance on the job. 

Recalling the incident, please answer the following questions: 

1. What circumstances led to the incident? (Situation) 

2. What did you or your co-worker do that was ineffective at that time? (Action) 

3. What were the effects of the actions? (Outcome) 

4. What should have been done differently? 

September 2008 U.S. Office of Personnel Management 24
Appendix D: Panel Interviews 

During the interview process, an abundance of information is exchanged between the candidate 

and the interviewer. A panel of two or three interviewers may be better able to document and 

interpret the information. A panel also reduces the risk of biases in ratings and allows for a 

diverse (e.g., race and sex) range of interviewers, indicating to the candidate that the organization 

values diversity and fair treatment. 

Interviewers may conduct the interview together at one time or individually in a serial fashion in 

which the candidate progresses through multiple interviews. When feasible, the same 

interviewers should be used (either in a panel or serially) across all candidates, to ensure 

consistency in ratings. 

 

In a panel interview, each panel member should individually observe, record, and evaluate the 

responses of the candidates. After each candidate, panel members should discuss their individual 

ratings. Final scores or ratings should be based on the consensus of the panel. This process is 

described in more detail below. 

Although the interview panel works as a team, one panel member is typically designated as the 

chairperson or coordinator and he/she is responsible for the administrative and logistical 

arrangements of the interview and for documenting the process. 

Conducting a Panel Interview 

Before the candidate enters the interview room, the panel coordinator should verify all panel 

members understand the procedures to be followed and have all necessary materials. The 

interview process should be described in detail in the interviewer's guide and the guide should be 

provided to each panel member. 

Upon each candidate’s arrival, the panel coordinator should: 

• Welcome the candidate and introduce each panel member. 

• Thank the candidate for his/her interest in the position and for coming to the interview. 

• Briefly describe the job and relevant organizational characteristics as to allow candidates 

to become comfortable in the interview setting. 

• Explain the interview process in a standardized way. This explanation may also be 

provided to applicants in writing. 

• Inform the candidate that notes will be taken throughout the interview. 

• Ask if the candidate has any questions before beginning. 

At the end of the interview, the coordinator should thank the candidate, answer any general 

questions, and excuse the candidate. 

September 2008 U.S. Office of Personnel Management 25
Making Candidate Ratings. Each panel member should independently review his/her notes 

immediately after the candidate leaves the room and, if the interview is not a selecting official’s 

interview, rate the candidate. At this stage, each panelist is forming an independent evaluation 

without discussion with other panel members. Ratings should be specific, defensible, and 

supported by behavioral examples. Interviewers should include actual examples of answers 

given, explanations of how these answers apply to the competency being rated, and why they 

merit the given rating. 

After panel members have independently rated all candidates, they should compare notes, 

ratings, and supporting observations. Panel members should thoroughly explore the basis for 

discrepancies in their ratings, and then reach a consensus on each candidate. Statements made 

by the candidate should be recorded to support specific ratings. Panelists should record the 

consensus rating for each candidate on a group rating form. Appendix H provides a sample 

group rating form. 

After the last candidate has been rated, panelists should review the group ratings given to all 

candidates. This exchange will ensure the performance of each candidate has been considered 

thoroughly and objectively. This also ensures the final ratings represent the consensus judgment 

of the panel. After all ratings have been meticuously reviewed, they should be declared final and 

each member should attest to the final ratings by signing the group rating form. 

September 2008 U.S. Office of Personnel Management 26
Appendix E: Sample Lesson Plan for an Interviewer 

Training Course 

Lesson 1: Introduction 

• Interview Reliability and Validity 

• Court Challenges and the Importance of adding Structure to the Interview Process 

• Relationship of the Interview to the Total Hiring Process 

 

Lesson 2: Interview Material 

• General Interview Guidelines 

• Awareness of Interviewer Biases and Mistakes 

• Competency Definitions and Job Information 

• Interview Questions (Behavior Interview or Situational Interview) 

• Behavioral examples Responses 

• Rating Forms and Procedures 

• Sample Rating Forms 

Lesson 3: Interview Process and Practice Exercises 

• Interview Procedures 

• Checklist of “Do’s and Don’ts” for Conducting the Interview 

• Critiqued Practice Using a Videotaped Interview 

• Security of Interview Materials 

September 2008 U.S. Office of Personnel Management 27
Appendix F: Common Rating Errors and 

Interviewing Mistakes 

Common Rating Errors 

One way to minimize rating errors is to make interviewers aware of the most common types of 

error, which are summarized below. 

1. Rater Bias: Allowing prejudices about certain groups of people or personalities to interfere 

with being able to fairly evaluate a candidate’s performance. Interviewers should refrain 

from considering any non-performance related factors when making judgments. 

2. Halo Effect: Allowing ratings of performance in one competency to influence ratings for 

other competencies. For example, allowing a high rating on Oral Communication to bias the 

rating on Problem Solving, irrespective of the candidate’s performance on Problem Solving. 

3. Central Tendency: A tendency to rate all competencies at the middle of the rating scale (for 

example, giving all “3s” on a 5-point scale). When hesitating over making a high rating, 

interviewers should realize such a rating does not indicate perfect performance; it means 

demonstrating more of the competency than is generally exhibited. Similarly, when 

hesitating over a low rating, interviewers should realize it does not mean the candidate does 

not possess the competency; it means he/she did not demonstrate much of the competency in 

his/her interview responses. 

4. Leniency: A tendency to give high ratings to all candidates, irrespective of their actual 

performance. There may be candidates who could benefit from further development in 

certain areas. Interviewers should allow their ratings to reflect these intra- and interindividual differences. 

5. Strictness: A tendency to give low ratings to all candidates, irrespective of their actual 

performance. There may be outstanding candidates whose demonstration of competencies 

warrants high ratings. Interviewers should allow their ratings to reflect these intra- and interindividual differences. 

6. Similar to Me: Giving higher than deserved ratings to candidates who appear similar to you. 

People have a natural tendency to prefer others who are similar in various ways to 

themselves. Interviewers should concentrate on the responses given by the candidate in 

making evaluations, rather than on the outward characteristics and personality of the 

candidate. 

Interviewers can minimize these rating errors by thoroughly understanding the competencies 

being assessed and by learning to compare the behaviors exhibited in the interview with the 

behaviors anchoring the proficiency-level ratings for each competency. 

September 2008 U.S. Office of Personnel Management 28
Common Interviewing Mistakes 

1. Relying on First Impressions: Interviewers tend to make rapid decisions about the 

qualifications of a candidate within the first few minutes of the interview based on minimal 

information. Interviewers should reserve their judgment until sufficient information on the 

candidate has been gathered. 

2. Negative Emphasis: Unfavorable information tends to be more influential and memorable 

than favorable information. Interviewers should avoid focusing on negative information to 

the exclusion of positive information. 

3. Not Knowing the Job: Interviewers who do not have a comprehensive understanding of the 

skills needed for the job often form their own opinion about what constitutes the best 

candidate. They use this personal impression to evaluate candidates. Therefore, it is 

important to make sure interviewers fully understand the requirements of the job. 

4. Pressure to Hire: When interviewers believe they need to make a decision quickly, they 

tend to make decisions based on a limited sample of information, or on a small number of 

candidate interviews. Interviewers should adhere to the established interview procedure and 

timeline with each candidate to avoid making erroneous decisions. 

5. Contrast Effects: The order in which the candidates are interviewed can affect the ratings 

given to candidates. While making ratings, interviewers should refrain from comparing and 

contrasting candidates to those who have been previously interviewed. 

6. Nonverbal Behavior: Interviewers should base their evaluation of the candidate on the 

candidate’s past performance and current behavior as it relates to the competency being 

evaluated and not just on how the candidate acts during the interview. Questions and probes 

relating to the competencies of interest will usually direct the interviewer to the important 

information. 

September 2008 U.S. Office of Personnel Management 29
Appendix G: Sample Structured Interview 

Individual Rating Form

GENERAL COMPETENCIES: 

The proficiency-level behavioral examples illustrate the types of behavior associated with each 

proficiency level, across the full range of HR functions. They are only examples, and candidates 

may demonstrate proficiency through behaviors not listed. 

Writing: Recognizes or uses correct English grammar, punctuation, and spelling; communicates 

information (e.g., facts, ideas, or messages) in a succinct and organized manner; produces written 

information, which may include technical material that is appropriate for the intended audience.

Proficiency 

Rating

 (choose 

only one)

Proficiency Level Behavioral Examples for Typical 

HR Positions Proficiency Level Definition

 1 

The candidate can apply the 

competency in the simplest situations. 

The candidate requires close and 

extensive guidance. 

• Accurately copies information from one source to 

another. 

• Composes basic memos and emails. 

• Completes standard forms such as training forms and 

travel orders. 

 2 

The candidate can apply the 

competency in somewhat difficult 

situations. The candidate will require 

frequent guidance. 

• Assists in developing training materials for managers 

and employees. 

• Writes responses to non-selected job applicants. 

• Writes congratulatory letter to award recipients. 

 3 

The candidate can apply the 

competency in difficult situations. 

The candidate may require occasional 

guidance. 

• Proofreads internal memos for format and grammatical, 

spelling, and typographical errors. 

• Prepares informational material to communicate a new 

leave policy to employees. 

• Prepares a flowchart of the organization’s hiring 

process. 

• Develops recruitment materials for a job fair. 

 4 

The candidate can apply the 

competency in considerably difficult 

situations. The candidate requires no 

guidance. 

• Writes a handbook for employees to describe HR 

procedures. 

• Prepares correspondence on a sensitive discipline case. 

• Prepares a position paper to defend a controversial HR 

program. 

• Prepares organization’s written comments on proposed 

classification standards. 

 5 

The candidate can apply the 

competency in exceptionally difficult 

situations. The candidate has served 

as a key resource and advised others. 

• Writes the organization’s strategic human capital plan. 

• Authors an article about the organization’s innovative 

HR practices. 

• Develops legislative proposals to resolve critical HR 

issues affecting the organization’s ability to achieve its 

mission. 

September 2008 U.S. Office of Personnel Management 30
Oral Communication: Expresses information (e.g., ideas or facts) to individuals or groups 

effectively, taking into account the audience and nature of the information (e.g., technical, 

sensitive, controversial); makes clear and convincing oral presentations; listens to others, attends 

to nonverbal cues, and responds appropriately. 

Proficiency 

Rating

 (choose 

only one) 

Proficiency Level Definition Proficiency Level Behavioral Examples for Typical 

HR Positions

 1 

The candidate can apply the 

competency in the simplest 

situations. The candidate requires 

close and extensive guidance. 

• Explains procedures for changing a beneficiary. 

• Refers prospective applicants to organization’s 

website. 

• Responds to customer inquiries about pay 

schedules. 

 2 

The candidate can apply the 

competency in somewhat difficult 

situations. The candidate will 

require frequent guidance. 

• Reports on project status during weekly team 

meetings. 

• Explains special pay rate eligibility criteria to 

employees. 

• Presents information about flexible work schedules 

at new employee orientation. 

• Conducts exit interviews. 

 3 

The candidate can apply the 

competency in difficult situations. 

The candidate may require 

occasional guidance. 

• Describes the organization’s employee assistance 

program to groups within the HR community. 

• Presents a summary of new regulations affecting 

the organization’s mission at a staff meeting. 

• Responds to position classification inquiries from 

managers who are posting vacancies. 

• Describes new HR services to managers. 

 4 

The candidate can apply the 

competency in considerably 

difficult situations. The candidate 

requires no guidance. 

• Facilitates focus groups to elicit feedback on 

proposed performance management system. 

• Presents controversial decisions about 

organizational restructuring to employee groups. 

• Explains complicated new pay regulations to a lay 

group. 

• Explains to recruiters the impact of a legal decision 

on application procedures. 

 5 

The candidate can apply the 

competency in exceptionally 

difficult situations. The candidate 

has served as a key resource and 

advised others. 

• Presents controversial workforce diversity findings 

and recommendations to management. 

• Testifies about the organization’s selection 

procedures at administrative proceedings. 

• Informs management of their misinterpretation of 

the Americans with Disabilities Act and 

recommends corrective action. 

September 2008 U.S. Office of Personnel Management 31
Problem Solving: Identifies problems; determines accuracy and relevance of information; uses 

sound judgment to generate and evaluate alternatives, and to make recommendations. 

Proficiency 

Rating

 (choose 

only one) 

Proficiency Level Definition Proficiency Level Behavioral Examples for Typical 

HR Positions

 1 

The candidate can apply the 

competency in the simplest 

situations. The candidate requires 

close and extensive guidance. 

• Corrects simple problems with Health Benefits 

Election forms. 

• Identifies missing training forms from personnel 

files. 

• Reviews information justifying employee award 

nominations for completeness. 

 2 

The candidate can apply the 

competency in somewhat difficult 

situations. The candidate will 

require frequent guidance. 

• Determines the appropriate changes to employees’ 

official personnel folders in cases of marriage or 

divorce. 

• Recommends options for an employee who has no 

accrued annual or sick leave and is adopting a 

child. 

• Suggests review process for vacancy 

announcements to improve accuracy and clarity. 

 3 

The candidate can apply the 

competency in difficult situations. 

The candidate may require 

occasional guidance. 

• Resolves classification issues by researching 

precedent-setting case decisions. 

• Analyzes relevant information to identify barriers 

preventing participation in a mentoring program. 

• Applies pay rules and regulations to resolve a paysetting dispute for a new employee. 

 4 

The candidate can apply the 

competency in considerably 

difficult situations. The candidate 

requires no guidance. 

• Integrates a variety of strategic hiring flexibilities 

to address recruitment and retention problems. 

• Identifies the immediate training needs of 

employees to address customer complaints. 

• Resolves union concerns about inconsistent 

performance ratings across the organization by 

implementing mandatory supervisory training. 

 5 

The candidate can apply the 

competency in exceptionally 

difficult situations. The candidate 

has served as a key resource and 

advised others. 

• Analyzes and solves complex labor-management 

disagreements involving vague and untested areas 

of case law regarding working conditions. 

• Resolves logistical problems associated with hiring 

several thousand employees to meet a temporary 

staffing need. 

• Resolves projected shortages in critical occupations 

by developing a comprehensive recruitment 

program to include outreach, mentoring, 

internships, and financial incentives. 

September 2008 U.S. Office of Personnel Management 32
Interpersonal Skills: Shows understanding, friendliness, courtesy, tact, empathy, concern, and 

politeness to others; develops and maintains effective relationships with others; may include 

effectively dealing with individuals who are difficult, hostile, or distressed; relates well to people 

from varied backgrounds and different situations; is sensitive to cultural diversity, race, gender, 

disabilities, and other individual differences. 

Proficiency 

Rating

 (choose 

only one) 

Proficiency Level Definition Proficiency Level Behavioral Examples for Typical 

HR Positions

 1 

The candidate can apply the 

competency in the simplest 

situations. The candidate requires 

close and extensive guidance. 

• Greets job applicants when they arrive for 

interviews. 

• Works with others in the HR office to organize 

information materials for employee orientation 

sessions. 

 2 

The candidate can apply the 

competency in somewhat difficult 

situations. The candidate will 

require frequent guidance. 

• Offers to assist employees in resolving problems 

with their benefits election. 

• Works with other HR staff on a cross-functional 

team to improve coordination of activities. 

• Works with others to minimize disruptions to an 

employee working under tight deadlines. 

 3 

The candidate can apply the 

competency in difficult situations. 

The candidate may require 

occasional guidance. 

• Restores a working relationship between angry coworkers who have opposing views. 

• Acts courteous and tactful when confronted by an 

employee who is frustrated by a payroll problem. 

• Establishes cooperative working relationships with 

managers, so they are comfortable asking for advice 

on HR issues. 

 4 

The candidate can apply the 

competency in considerably 

difficult situations. The candidate 

requires no guidance. 

• Facilitates an open forum to discuss employee 

concerns regarding new compensation system. 

• Maintains contact with stakeholder groups when 

implementing new employee development program. 

• Builds on the ideas of others to foster cooperation 

during bargaining agreement negotiations. 

• Identifies and emphasizes common goals to 

promote cooperation between HR and line staff. 

• Identifies and alleviates sources of stress among a 

team developing a new automated HR system. 

 5 

The candidate can apply the 

competency in exceptionally 

difficult situations. The candidate 

has served as a key resource and 

advised others. 

• Presents shortcomings of a newly installed HR 

automation system in a tactful manner to irate 

senior management officials. 

• Explains the benefits of controversial policy 

changes to upset individuals at a public hearing. 

• Diffuses an emotionally charged meeting with 

external stakeholders by expressing empathy for 

their concerns. 

September 2008 U.S. Office of Personnel Management 33
FINAL RATING 

Candidate:_______________________________ Rater:_____________________________

General Competencies: Proficiency Level 

1. Writing 

2. Oral Communication 

3. Problem Solving 

 

4. Interpersonal Skills 

ACTION: 

 Highly Recommended for Position 

 Recommended for Position 

 Not Recommended for Position 

Interviewer’s Signature: 

Date: 

September 2008 U.S. Office of Personnel Management 34
Appendix H: Sample Structured Interview 

Group Rating Form 

Candidate Name: _____________________________ Date of Interview: __________________ 

Instructions: Transfer each interviewer’s competency ratings onto this form. A consensus discussion 

must occur with each panel member justifying his or her rating. Any changes to the individual ratings 

during consensus discussion should be initialed by the panel members. A final group consensus rating 

must be entered for each competency. 

Competency Panelists’ Individual Ratings 

(1) (2) (3) 

Consensus 

Group Rating 

Writing 

Oral Communication 

Problem Solving 

Interpersonal Skills 

COMMENTS: 

Name of Panel Chairperson #1 : 

Name of Panel Member #2: 

Name of Panel Member #3: 

September 2008 U.S. Office of Personnel Management 35