Interview Question & Scoring Development Guide

Purpose:
For many supervisors, choosing the right student can be a daunting task. Interviewing and selecting applicants
can be an especially difficult part of the job selection process and, when done incorrectly, can be time-
consuming ultimately fruitless. However, developing insightful and useful job interview questions and scoring
protocols can make a huge difference in identifying promising candidates as well as adding much-needed
structure to expedite the process. Done correctly, interviews provide a valuable, time-effective system to find
the best possible student-employees for your position.

This guide seeks to assist you in optimizing your interviewing efforts by creating a framework you can utilize in
developing interview & assessment tools. This is accomplished via the steps outlined in this diagram.

Extract KSAO's Distill KSAO's Determine Write Review and Organize your
Job Characteristics

Refine Questions
Question Type

Build Questions

Scoring Scale
Job Description

from job into job the best questions for revise questions and
description characteristics question each job questions to create an
format for characteristic the best appopriate
each job possible scoring scale
characteristic format

In the document below, you will find a helpful guide on how to create the most useful questions possible as
well as some best practices to help the process run smoother. If you have yet to create your job description,
you may find it useful to review the “WS Supervisor JobX Training”, located on the same webpage as this
resource, for help in writing the best possible job description. Creating a thorough, thoughtful job description
will make the following process much easier.

Contents
KSAO’s and Characteristics ..................................................................................................................................................... 2
Building Questions .................................................................................................................................................................. 3
Writing Questions ................................................................................................................................................................... 5
Refining Question Characteristics ........................................................................................................................................... 7
Organizing the Interview Flow ................................................................................................................................................ 8
Scoring..................................................................................................................................................................................... 9
Best Practices ........................................................................................................................................................................ 14
KSAO’s and Characteristics
The best place to start when developing Job Interview Questions is with a well-written job description. If you
took the time to think through your job description before posting, you already have a thorough list of the
knowledge, skills, abilities, and other factors (KSAO’s) a successful candidate will need to possess. This job
description can then be converted into a list of characteristics on which you will base your interview questions.

As an example, let’s say that your job description has the following KSAO’s:

• Knowledge
o Student must have a basic understanding of laboratory equipment or learn this information by
working with other laboratory members.
• Skills
o Excellent organizational skills
o Basic skills with ProMed research tool and Microsoft Excel or willingness to learn
• Abilities
o Student must be able to stand at a workbench and lab sink for extended periods of time
• Other
o Must be willing to wear proper safety equipment at all times
o Student must have a Laboratory Safety certificate or be willing to complete the 4-hour safety
training before beginning full duties

From this KSAO list, you might develop the following list of characteristics:

• Knowledge
o Lab knowledge OR communication and learning skills
• Skills
o Organization
o Research skills OR communication and learning skills
o Software skills OR communication and learning skills
• Abilities
o Physical endurance
• Other
o Safety conscious

Once you have this list, you’ll simply need to develop a method to assess the applicant’s viability based on
these criteria. To do this, you’ll need to build questions, but questions can be focused and phrased in an
endless variety of different ways. Before constructing your interview questions, you’ll want to think about the
best type of question and phrasing.
Building Questions
Interview questions can be grouped into four types: Common & Character Questions, Experience Questions,
Predictive Questions, or Follow-Up Questions. Most interviews utilize a mix of these types as each is suited to
providing information on different aspects of a candidate. An overview of each question type, a list of the
characteristics it commonly reveals, and several examples can be found in each section below.

Common and Character Questions

These questions fit most candidates and job types and can serve as a warm-up and/or provide insight into the
candidate. These questions can be insightful in learning more about the individual’s personality and
characteristics as well as gauging whether they are a good fit for the position and your team. While
experienced applicants usually have an answer prepared before the interview, many WS students have limited
or no experience with formal interviews making this a non-issue.

These questions are a good tool for determining personal characteristics such as character, personality,
motivation, and goals.

Example questions:
• Tell me about yourself.
• Why are you interested in this position?
• What about your background makes you the best candidate for this position?
• What is your biggest strength and your biggest weakness?
• What are your long-term career goals?
• On a team, what role did you usually fill?
• What do you hope to gain from this position?

Experience Questions
These questions are intended to reveal the applicant’s previous performance in related roles. As the best
predictor of future behavior is past behavior, these questions can provide great insight into how a candidate
would perform in your position. While students may not have direct experience to the job at hand, questions
can be constructed so as to reveal how an applicant has reacted in a similar situation.

These questions are good tool for predicting future actions, as such, they are a great measure for ability,
knowledge, and fit.

Example questions:
• Tell me about a time you succeeded in your work and to what you attribute this outcome?
• Tell me about a time you failed to achieve a goals why you believe you did not succeed?
• In a previous experience, what new task did you have the most trouble learning and why?
• What did you like most and least about your last job?
• Give me an example of a time that you felt excited about your work.
Predictive Questions
These questions are intended to reveal the applicant’s predicted performance in future experiences. While
Experience Questions are a better performance indicator as they are based in actual behavior, it is simply not
possible to make every question based on an applicant’s previous job experience, especially for students with
limited work history. In cases where the student may not have experienced scenarios related to your job,
Predictive Questions allow you to gauge what a student might do in a given scenario. Keep in mind that
candidates often respond with what the best possible version of themselves might do as opposed to the
actions they would actually take in the outlined situation.

These questions are best for revealing how an applicant views problems, processes information, and thinks
critically regarding options.

Example questions:
• If you are offered this position, what do you think you’ll have the most difficulty with?
• You’ve previously worked with peers but this position requires you to work mostly with faculty and staff. How
will you need to alter your work style in order to be successful?
• This position has some duties that require strong attention to detail and others tasks that are focused on
accomplishing tasks quickly. Which task would you prefer to spend time doing and why?
• If you had a more experienced coworker who was completing a task incorrectly, what would you do?

Follow-Up Questions
These questions are intended to provide additional answers to lingering topics previously covered in the
interview, clarify a given answer, or gain additional information from an interviewee’s response. While most
of these questions will arise naturally as the interviewer seeks to uncover more information, some follow-up
questions may be pre-planned as part of a multi-step question. You may either utilize a follow-up question
directly after an applicant’s response or wait until later in the interview to circle back to the topic.

These questions are best for clarifying a candidate’s response, determining how they respond to changes in
flow, making candidates think critically about their own processes, or making the candidate think in discrete
segments.

Example questions:
• Original Question: What is your greatest weakness?
o Follow Up: What have you done to improve this characteristic?
• Original Question: How would you handle an upset customer?
o Follow Up: What would you do if the customer still would not calm down?
• Original Question: What about this job most interests you?
o Response: I think the job duties could help me achieve my long term goals?
o Follow Up: What are your long term goals and how would this job help you achieve them?
• Original Question: What did you enjoy most about your last position?
o Response: I enjoyed working with people the most.
o Follow Up: Given that this position involves minimal with people, what do you think you’ll enjoy most
about this position?
Writing Questions
Once you’ve reviewed the question types, it’s time to craft your questions. Start by reviewing your list of job
characteristics from earlier and considering what type of question would be best suited for each using the
information discussed in the previous section. In some cases, job characteristics can fit multiple question
types. While you’ll generally want to use the question type that best fits the information at hand, asking
multiple questions about the same job characteristic can be a reasonable approach, especially if the
characteristic is central to the job.

To provide you with a reference case, the job characteristics from the original example have been extracted
and placed in the chart below. You’ll also find quick reasons for each placement in the bottom role. In the
example below, “safety conscious” has been placed in all four categories to demonstrate how one
characteristic can be used under multiple question types.

Question Common & Character Experience Predictive Follow-Up

Type
• Organization • Communication & • Lab knowledge • Lab knowledge
Job • Physical endurance Learning skills • Safety conscious • Software Skills
Characteristic • Safety conscious • Research skills • Safety conscious
• Safety conscious

• Organizational • As a student, the • It is unlikely a • For most students, it

abilities are personal applicant will have student applicant will is unlikely they’ve
characteristics needed to have completed the completed the same
• Questioning whether communicate with same laboratory type of research, but
a person can and learn from others procedures you are you can determine
physically perform before now asking about, but you the student’s
required tasks is a • College students will can gauge their exposure level to
standard question have been required to capacity and laboratory research
Reasoning • Most people will complete research potential actions via through a multi-part
have a basic through basic a theoretical question
understanding of classwork construct • The same may be
everyday safety • All college students • Likewise, students true for software.
protocols and be should have may not have the • A series of questions
conscious of steps to encountered situation-specific to determine the
take. situations requiring a safety knowledge applicant’s
basic safety relevant to your knowledge and
consciousness workspace, but could attitude towards
draw on other safety may be the
experiences to most revealing
predict their actions method
Common & Character
• Organization
o What strategy or strategies do you use to make sure you’re able to complete assigned tasks?
• Physical endurance
o After reviewing the job description, do you believe you are physically and mentally capable of
performing all listed job duties with, if needed, reasonable accommodations?
• Safety conscious
o Would you describe yourself as more of a risk-seeker or risk-averse and why?

Experience
• Communication & Learning Skills
o Can you tell me about a time where you had to learn a new skill from a coworker?
• Research skills
o When completing a research project for a class, what is your process for finding and compiling
information?
• Safety conscious
o When you’ve worked with chemicals in the past (either in a class, lab, work, or at home), what
precautions have you taken?

Predictive
• Lab knowledge
o What information concerning day-to-day operations in our lab do you think you’ll need to know?
• Safety conscious
o Our office deals with some chemicals that could burn you if they made contact with your skin. What
precautions do you think you would take to prevent this type of accident from occurring?

Follow-Up
• Lab knowledge
o Question: What do you know about PCR?
o Follow up: What steps would you take to learn more about the process?
• Software skills
o Question: What type of research software are you familiar with?
o Follow up: What could you do to improve your skills in this area?
o 2nd follow up: How would you apply that technique to this job?
• Safety conscious
o What types of personal protective equipment have you used in the past?
o Follow up: What additional equipment do you think you would need for this position?
Refining Question Characteristics
Once you’ve selected a type of question for the job characteristic at hand and constructed a question, you’ll
want to review the question to see if it can be improved. Often times the first phrasing can be improved by a
quick review and update. When analyzing your questions for potential improvements, keep in mind that
exceptional questions have the following 5 traits:

Neutral
It is very easy for people to inadvertently construct questions which contain hints as to the correct or expected
answer. However, interviews are meant to uncover an applicant’s actual, unbiased response so as to provide
the interviewer with a realistic evaluation of the candidate. To that end, you’ll want to make certain that your
questions are as neutral as possible.
• Bad Example: You’re free to work from 9-12 every morning, right?
• Better Question: What times are you able to work during a typical week?

Open-Ended
Questions that leave the candidate more possible responses are likely to provide you with more information.
Using questions that start with words and phrases such as “tell me about a time”, “describe”, “why”, or
“what” are more likely to provide you with insight into the candidate and their fit for the position than
questions with a limited set of response options such as a yes/no question.
• Bad Example: Did you enjoy your previous job?
• Better Question: What did you enjoy most about your previous job and why?

Non-Threatening
While interviewers rarely intend to create threatening questions, some inquiries unintentionally end up being
intimidating to students. In these cases, students often tense up and provide heavily edited or incomplete
responses rather than the full, honest, & insightful answers they might otherwise provide. Where possible, try
to make sure the interview questions are structured so that they do not make students anxious about the
position. This will enable you to better judge whether the student is right for your position.
• Bad Example: Why haven’t you decided to get a job in the past?
• Better Question: Tell me about your past decision-making process regarding whether to obtain a job.

Experiential Instead of Hypothetical

As previously stated, the best indicator of future performance is past performance. However, college students
sometimes lack the necessary past experience to provide an answer based on perfectly relevant past actions.
In these cases, it can be easy to use hypothetical, predictive questions. Unfortunately, where experiential
questions show a candidate as they really are, hypothetical questions often show candidates as they want
themselves to be. Instead of using hypothetical questions, consider trying to generalize the question to a
relatable point that the student has experienced.
• Experiential Question: What was your biggest failure in your last job and how did you respond?
• Candidate Response: I’ve never been employed before.
o Hypothetical Example: What would you do if you failed at a task in this job?
o Experiential Example: Think about a time you didn’t succeed at a given task. Why did this occur and
how did you respond?
Organizing the Interview Flow
Once you’ve constructed your questions, the next step is putting them in a logical flow for the interview.
While you might deviate from this order based on actual candidate responses, it’s helpful to have a plan going
into the interview. As for the actual order, you should consider how your questions fit together and flow.
Grouping all of the predictive questions or all of the questions about a single job characteristic together often
makes the interview feel clunky and repetitive. Additionally, if the applicant begins to sense a theme to the
questions, they may stop giving honest feedback and try to game the system.

It’s also helpful to remember that the actual questions are only one component of an interview. Greetings,
introductions, applicant questions, and other segments are all standard parts of the process. Provided below
is additional information on each of these sections.

Introduction
You should always start an interview by introducing yourself and briefly reviewing the position. This allows
you to provide details that might not have fit on the job description and items which may have changed since
the job was posted.

Standard Questions
Most interviews start with standard questions about the candidate. This allows applicants to share
information about themselves that didn’t fit on the resume, provides an opportunity to highlight their
qualifications, and can calm the candidate by allowing them to speak about themselves (an area in which they
are the expert). These questions also provide the interviewer a chanced to gauge the student’s
communication skills and draw some conclusions about the student’s personality.

Unplanned Questions
Leave time after planned questions for any additional inquiries you may think of during the interview. Often a
candidate’s answer may necessitate you following up for clarification or more information. Additionally,
something the candidate mentioned may spark a previously unexpected avenue of conversation. Learning the
candidate has project management or data analysis experience could lead to a refinement of the role to better
fit your needs and the applicant’s skills. You should explore these areas if and when they arise.

Candidate Questions
Most interviewers save time at the end of the interview for the candidate to ask questions. This allows the
applicant to gain clarification or additional knowledge that wasn’t available through the job description. These
questions can also be quite revealing to the interviewer in displaying what is important to the candidate, their
areas of interest, critical thinking, etc. Perhaps just as important, interviewers should pay attention to topics
the candidate doesn’t ask about as this could be an indicator of what is unimportant or uninteresting to the
applicant.

Thanks and Next Steps

It is always a good idea to conclude the interview by thanking the candidate and providing a timeline of the next steps,
an expected hiring decision date, and a start date (which can be no earlier than the 1st day of class).
Example Interview Plan
Introduction

•Introduce self and relation to the position

•Talk briefly about job, provide a quick overview of the position

Standard Questions

•Tell me about yourself.

•Why are you interested in this position?
•What are your biggest strengths and weaknesses?
•What will you bring to this position that other candidates will not?

Planned Questions

•Physical endurance: After reviewing the job description, do you believe you are physically and mentally
capable of performing all listed job duties with, if needed, reasonable accommodations?
•Safety conscious: Would you describe yourself as a risk-seeker or risk-averse? Why?
•Communication & Learning Skills: Can you tell me about a time where you had to learn a new skill from a
coworker?
•Safety conscious: When you’ve worked with chemicals in the past (either in a class, lab, work, or at home),
what precautions have you taken?
•Research skills: When completing a research project for a class, what is your process for finding and
compiling information?
•Organization: What strategy or strategies do you use to make sure you’re able to complete assigned tasks?
•Lab knowledge: What information concerning day-to-day operations in our lab do you think you’ll need to
know?
•Lab knowledge: Question: What do you know about PCR?
•Follow up: What steps would you take to learn more about the process?
•Safety conscious: Our office deals with some chemicals that could burn you if they made contact with your
skin. What precautions do you think you would take to prevent an accident from occurring?
•Safety conscious: What types of personal protective equipment have you used in the past?
•Follow up: What additional equipment do you think you would need for this position?
•Software skills: Question: What type of research software are you familiar with?
•Follow up: What could you do to improve your skills in this area?
•2nd follow up: How would you apply that technique to this job?

Unplanned Questions

•Reserve time for questions that arise as a natural part of the interview process

Candidate Questions

•Reserve time for questions from the candidate

Thanks and Goodbye

•Inform candidate that interviews are being completed this week, selected candidates will be notified by
Wednesday, and new WS employees can begin work on the 1st day of classes provided that all HR
documentation has been completed and a certification is provided showing the student completed WS
training.
Scoring
The purpose of conducting an interview is locate a qualified candidate to fill the position. If you successfully
complete all steps up to this point but do not have a good scoring system, the best candidate can still slip
through your fingers due to an imperfect evaluation. To ensure you’re selecting the candidate with the best
fit, we suggest using a protocol based on the following steps:
1. Determine what characteristics you’ll be evaluating the candidate on.
2. Group similar characteristics, if applicable.
3. Determine the importance of each group and assign a weight to reflect it (e.g. assign percentages).
4. Select a scoring scale that makes sense to you (e.g. 1-5)
5. Create a scoring formula by combining steps 3 & 4.

The rest of this section expands on this 5-step protocol.

1. Determine Evaluation Criteria

Identify the criteria on which you’ll be judging individuals. In doing so, you are trying to compile a list of
the essential characteristics needed to be successful in the role. These should always include your job
characteristics you’ve already identified during the question-writing phase of the process. You may need
to also consider including additional factors that are important or integral to the position, but are not
explicitly stated as part of the job description. These characteristics might include, for example, the
candidate’s ability to work with your existing team, punctuality, and/or the ability to stay in the position
for multiple semesters.

Continuing the example from our job posting, we would start with the established list of job
characteristics and add other critical success factors required by the job:

Job Characteristics Other Critical Success Factors

Organization Team Fit
Physical endurance Retention for multiple semesters
Safety conscious
Communication & Learning skills
Research skills
Lab knowledge
Software Skills
2. Group Criteria

Once your criteria are determined, you should consider grouping characteristics to simplify scoring. This
is especially helpful if you have multiple, similar traits on your list (e.g. punctuality and reliability). You
can also group by importance, time spent on the task, or any other system that meets your needs and
makes sense to you. It is also perfectly acceptable to group some characteristics and leave others
ungrouped. Once you’ve finished the process, you should be left with 3 to 10 groups of job
characteristics on which you’ll be basing your decision.

Continuing our example, we could either stick with the 9 current criteria as individual factors or arrange
them into a smaller number of groups. Two such arrangement might be as follows:

Group Job Characteristics & Other

Critical Success Factors
Research skills
Teachable factors Software Skills
Lab knowledge
Communication & Learning skills
Organization
Personal factors Physical endurance
Safety conscious
Retention for multiple semesters
Team Team Fit

Group Job Characteristics & Other

Critical Success Factors

Safety conscious
Critical Factors Physical endurance
Communication & Learning skills
Team Fit

Non-Critical Factors Organization

Research skills
Lab knowledge

Additional Factors Software Skills

Retention for multiple semesters
3. Weight Each Group

The next step involves determining exactly how important each of the groups are to your overall
candidate rating and assigning a weight value. Your judgement will be essential in determining exactly
how important each group is to the applicant’s ability to be successful.

For many supervisors the easiest method is to weight the groups in percentages. However, as long as
the scoring is accurate and logical to the supervisor, the exact methodology is unimportant. Continuing
our example, we might derive the following weighting system using a percentage scale:

Weight Group
65% Critical Factors
25% Non-Critical Factors
10% Additional Factors

4. Creating a Scoring System for Each Group

After weighting each group, you’ll need a system for evaluating the applicant’s ability in each area based
on their interview performance. Another way to think of this is that each group has a maximum number
of points (weight) and the score will determine what portion of those points a candidate earns.

Many different scoring systems exist, but we recommend using a 5-point system known as a Likert Scale.
The scale always uses the same numerical values, but the words and numbers used to characterize each
segments of the scale can vary based on your needs. All versions can be equally valid, so feel free to use
the tools that seems the most logical to you and best fits your needs. Here are some of the more
common versions of the Likert Scale used in evaluating interviews.

Numerical 1 2 3 4 5
Value
Fit Scale Unsatisfactory Improvement Satisfactory Very Good Outstanding
Needed
Qualification Not Qualified Somewhat Not Qualified Somewhat Well Well Qualified
Scale Qualified Qualified
Competency Not competent Marginal Skills Adequate Skills Good Skills Superior Skills
Scale
Low-High Low Low-Moderate Moderate High-Moderate High
Scale
Meets Need Does Not Meet Potential To Meet Meets Potential to Exceeds
Scale Exceed
Qualitative Poor Moderate Average Great Excellent
Characteristic
Scale
5. Create a Scoring Formula
Finally, you’ll want to put the segments of your interview scoring system together to create a scoring
formula. By combining the weight and score to evaluate a factor, you can develop a scoring guide to use
with each candidate. After completing the interview, simply select the appropriate candidate score for
each group. Then, you can combine the weight and score to calculate a final candidate value which can
then be used to compare all applicants on an even, fair basis and ensure you select the most qualified
individual. For examples of an incomplete and completed scorecard, please see the tables below.

Incomplete
Weight Group Job Score Rating
Characteristics & Not Somewhat Qualified Somewhat Well
Other Critical Qualified Not Well Qualified
Success Factors Qualified Qualified
65% Critical Safety conscious 1 2 3 4 5
Factors Physical endurance
Communication &
Learning skills
Team Fit
25% Non-Critical Organization 1 2 3 4 5
Factors Research skills
Lab knowledge
10% Additional Software Skills 1 2 3 4 5
Factors Retention for
multiple semesters
Final Candidate Value

Complete
Weight Group Job Score Rating
Characteristics & Not Somewhat Qualified Somewhat Well
Other Critical Qualified Not Well Qualified
Success Factors Qualified Qualified
65% Critical Safety conscious 1 2 3 4 5 0.65*4=
Factors Physical endurance
Communication & 2.6
Learning skills
Team Fit
25% Non-Critical Organization 1 2 3 4 5 0.25*3 =
Factors Research skills
Lab knowledge 0.75
10% Additional Software Skills 1 2 3 4 5 0.1*4=
Factors Retention for
multiple semesters 0.4
Final Candidate Value 3.75
***An easy-to-use, customizable template of this system is available on the JobX Supervisor Resources Site***
Best Practices
Keep a Bank of Questions
WS student interviews are highly variable in nature, so it might benefit you to maintain a bank of questions
(including several follow-up questions). This will allow you to adapt your interview based on the previous
experience of the student as well as their interests, aptitude, and skills.

Two-Way Street
Remember that the job interview works both ways. While you attempt to learn how well the applicant fits the
needs of the position, the applicants is learning whether they would be a good fit for the job, the associated
duties, and working on your team. This is an opportunity for both parties to see if the position is a mutually-
beneficial opportunity.

Unrelated Questions
“If you could be any kind of tree, what kind would you be and why?” While questions of this nature may reveal
an applicant’s creativity, these inquiries are usually frowned upon by Human Resources due to a lack of job
relatedness. Today, use of questions such as these are considered unprofessional and the results lacking in
usefulness. Instead, try to focus on questions related to the position and candidate; these questions will provide
much more useful information.
Americans with Disabilities Act (ADA)
Keep in mind that some of our students are differently abled and may not be able to complete the jobs as
originally intended. Under the ADA, hiring agents cannot discriminate against applicants if the applicant can
accomplish the task with reasonable accommodations.

For example, consider a students who is in a wheelchair and may not be able to reach materials in high shelves.
By relocating the necessary materials to a lower shelf, you’ve made the position ADA compliant and given the
student an opportunity they would not have otherwise had.

When interviewing, it is perfectly acceptable to ask the candidate whether they would be able to perform all
published job duties with or without a reasonable accommodation. However, you cannot ask the candidate if
they have a disability (see the next section).

For assistance with reasonable accommodations please visit the UNC Equal Opportunity and Compliance Office
at [Link] If you need additional assistance with this topic, please speak with your departmental
Human Resources representative.

Protected Category Questions

UNC prohibits interviewers from asking questions based on an applicant’s status in a protected category.
Therefore, questions of this type should be avoided, or, if they seem job-related, rephrased so as to not impinge
on an applicant’s protected status. For example, asking a candidate whether their children might interfere with
their ability to work evenings is strictly prohibited; however, asking whether the applicant would be able to work
evenings is a job-related and acceptable question. For more information please visit our Interview Question
Do’s and Don’ts page.

Public Knowledge
Keep in mind that all notes and materials generated by this process are subject to request, meaning that internal
stakeholders (HR, EOC, etc.) or the public (through FOIA) might request these records. Make sure that your
hiring practice and records are clear and rooted in the job.
 Do Don’t
•Plan your interview questions and strategy ahead of time •Start the interview process with a plan
•Base your interview questions on the KSAO's needed to •Interview without prepared, job-based questions
successfully perform the job •Interview only on past work experience
•Optimize your interview questions •Wait until all interviews are completed to score
•Use a variety of question types with the best possible candidates
wording •Compare candidates on an arbitrary or undefined scale
•Develop your scoring criteria before conducting •Compare candidates soley on non-job-related criteria
interviews •Pick a candidate just because they are liked
•Score each candidate immediately post interview •Hire without evaluating candidates
•Grade applicants based on their ability to perform the job •Hire an unqualified candidate
•Evaluate all relevant qualities •Rely on uninformed opinions
•Customize scoring to fit your needs
•Include other informed stakeholders in the process,
where appropriate