ACRL News Issue (B) of College & Research Libraries January 1987 / 13 Proactive interviewing By Debra R. Biggs Reference/Instruction Librarian Undergraduate Library, University o f Michigan and Cheryl T. Naslund Head, Information Services Creare, Inc., Hanover, N.H. Strategies for the assertive job hunt. In te rv ie w in g for a position provides an opportu- nity for the prospective employee and the employer to maximize the m utual benefit or m atch between employee and organization. The dynamics of in­ terviewing are complex, and the possibility of sub­ sequent interviews further enhances the need for an organized and comprehensive approach to ex­ ploring a potential match. Although numerous ar­ ticles and books have been w ritten on how to inter­ view, how to find a job, and w hat to do with the rest of one’s life, most interview suggestions focus on interviewing on the defensive, on w hat to expect in an interview and how to respond to the inter­ viewer. W ith the high financial and emotional costs associated w ith position changes, few job ap­ plicants can afford to, nor should they ignore, their need for a satisfactory m atch. The authors of this paper will therefore focus on interviewing from the candidate’s perspective by taking a proactive, as­ sertive position tow ard making crucial decisions about the future. The interview is a candidate’s prim e opportu­ nity to demonstrate m arketing skills; it provides the setting in which to project a memorable image and to communicate style and personality. The candi­ date should keep in m ind th at “85 % [of the verbal content] of the interview will be forgotten within an hour of [the interviewee’s] departure,” leaving only the overall impression, the documents subm it­ ted and possibly a few notes.1 As an applicant you must remember to personal­ 1 Jeffrey G. Allen, How to Turn an Interview Into a fob (New York: Simon and Schuster, 1983), 49. ize the interview to enhance your staying power in the interview er’s m ind. This is as im portant in group interviews where the candidate is meeting a num ber of staff members in a single session as it is in in te rv ie w s w ith an in d iv id u a l in te rv ie w e r. Throughout this article, we will use the term “in­ terviewer” generically, indicating both individual and group interview situations. Interview preparation There is no question that preparation prior to an interview is crucial in terms of forming a knowl­ dge base from which to conduct the interview. oing one’s “homework” on the organization will rovide a prelim inary sense of the library’s struc­ ture and operation. Once the interview date has been set, a packet of materials describing the li­ brary and its environment should be sent to each candidate; all too frequently, however, this is not the case. If a candidate does not receive any infor­ mation, a request should be m ade for such docu­ mentation as library publications, annual reports, organizational charts, policies and procedures, staff manuals, and, of course, the job description for the position in question. Access to these kinds of documents prior to the interview allows the candi­ date to develop an informed understanding of the institution and a basis upon which to evaluate it. Interview experts frequently advise fu rth e r sleuthing: “Once you have learned about the li­ brary from published sources, begin making tele­ phone calls to your friends. Learn as much as you can about the m anagerial style of the dean or direc­ e D p 14 / C&RL News tor and the conditions of em ploym ent.”2 The inter­ viewee’s ability to do the above is clearly contin­ gent on available resources, i.e. who one knows or who one can identify through close contacts. W alk­ ing into the interview w ith pertinent background inform ation will enable the candidate to talk intel­ ligently w ith the interviewer about the library in addition to telling the interviewer th at he/she is sufficiently interested in the organization and the position to have done some research ahead of time. The interviewer will undoubtedly be impressed.3 Interview mindset This is just the beginning in developing a con­ structive approach to interviewing. D uring the factual preparation for the interview, the candi­ date also needs to start creating a positive inter­ viewing mindset. It is not productive to look at the interview as The G reat Confrontation. Instead, it is essential to “recognize [the interview for] w hat it really is: an informal chat to determine if your background fits into the [library’s] needs to your m utual satisfaction.” 4 It is im portant to remember th at the library is interested in you and has given you the opportunity to take a close look at it as well; a subservient “I w ant this job” kind of attitude is of no use here.5 Interviewing from the candidate’s perspective is a critical proactive exercise because it turns the ta ­ bles, giving the candidate the opportunity to ask the questions and to interview the interviewer. At this point, the interviewer should endeavor to sell the library. Based on the candidate’s questions, the interviewer can comment on, for example, w hat kind of relationship there exists between the li­ brary, the faculty, the adm inistration; w hat kind of change has occurred w ithin the organization over the past five years; w hat makes the library a challenging and enjoyable place to work. The in­ terviewer’s ability to prom ote the library in a con­ versational form at will provide both parties a m u­ tual means of evaluating the entire experience.6 This also injects a spirit of equality into the situa­ tion th at precludes the “deferential, petitionary” role of the overly traditional job applicant. Rich­ ard Irish, in his book Go Hire Yourself an E m ­ ployer, advocates an honest approach to interview­ ing, “by simply being yourself, asking unexpected questions, interviewing your interlocutor (asking him about his job); in a word, treating your em ­ 2Margo C. T rum peter, “The Job In terv iew ,” C ollege & R esearch L ib ra rie s 41 (M ay 1980): 139-40. 3Billy R. Wilkinson, “Recruitment and Selec­ tion,” in Personnel Administration in Libraries, ed. Sheila Creth and Frederick D uda (New York: Neal–Sehuman Publishers, 1981), 111. 4D o rrin e Anderson T urecam o, “W ould You Hire Yourself? Guidelines for a Successful In ter­ view ,” Supervision 45 (February 1983):3-5, 23. 5Ibid, 3. 6Wilkinson, “Recruitm ent and Selection,” 110. ployer as an equal.” In this way you will be better able to make the all-im portant decision of w hether or not you w ant to work for the library.7 Using an honest approach in presenting oneself to the interviewer is of course im portant in answer­ ing the questions posed; a bluff is easily spotted by an experienced em p lo y er.8 Your ab ility to ask straightforw ard, insightful questions, however, al­ lows the interviewer to view your perspective and concerns; it also serves to m irror “your judgm ent, analytical ability, and seriousness about this most im portant decision”—th at is, sizing up the library for the best possible fit. Furtherm ore, you need to find out w hether the job is really w hat the library claims it is, and w hether the job really meets your needs.9 Interview question design P reparing interview questions in a proactive m anner can be easily accomplished by categorizing the im portant aspects of a position and its institu­ tional climate. A candidate should prepare a per­ sonal and prioritized needs assessment. W hat as­ pects of e m p lo y m e n t a re im p o r ta n t to y o u r relationship w ith the job as well as the libra- ry/organization? Are you, or, indeed, should you be concerned about how you will fit in w ith the ad­ ministrative structure and style of the library? Is there a well established financial base for the li­ brary? W hat kind of communication and authority structure is in place? Given the burgeoning tech­ nology of our inform ation society, to w hat extent is the library autom ated, or is it at least planning for th at eventuality? How are librarians evaluated? Do you have a detailed description of the position for which you are applying? Of w hat is the benefits package comprised? Applicants should consider the host of m ajor is­ sues from both a formal and informal perspective. The facts of a given position are im portant, but the im pact of the atmosphere and/or social climate/ culture of the job should not be underestimated. Analyze the interviewer’s responses both from a verbal and nonverbal perspective. Your body lan­ guage will be observed during the interview; turn the tables and benefit from observing nonverbal communication on the interviewer’s part. It is wise to remember th at the fit you seek between yourself and the job should be holistic. Not only should you consider the development of your professional life, but you also need to be knowledgeable about how both the workplace and community environment will im pact your personal life. 7R ichard K. Irish, Go Hire Yourself an E m ­ ployer (Garden City, N.Y.: Anchor Press/Double- day, 1973), 68. 8Ibid, 69. 9Sigmund G. Ginsburg, “Preparing for Execu­ tive Position Interviews: Questions the Interviewer M ight Ask—or Be Asked,” Personnel 57 (July- August 1980):31-36. January 1987 / 15 With attention to each of these broad conceptual areas in mind, the interviewee can begin to form u­ late a checklist of indepth questions to take to the interview. Many of these questions can and should be answered in the conversational flow of the inter­ view, often not specifically at the candidate’s re­ quest. The exercise of preparing thoughtful ques­ tions in advance will allow the interview ee to analyze the kind of information needed to make a critical decision—based on m easurable criteria about how well the job fits personal needs, goals, and objectives. Interview form and style Interviewing consists of a volley of questions and answers. An applicant should consider carefully how to phrase the prepared questions. The candi­ date should also be aware that the interviewer may not be accustomed to or comfortable with more than the perfunctory questions traditionally being asked by job applicants. In no way should the inter­ viewer be made to feel th at he/she is on the firing line. Rather, queries can be made in the spirit of genuine interest, designed to help one make deci­ sions about the position while communicating con­ cerns to the interviewer. Hopefully the interviewer will not adopt a defensive attitude at questions sin­ cerely posed. Alfred Benjamin, in his book The Helping Interview, advises interviewers that “once we see the question as one of the ways in which the interviewee expresses himself, we (the interviewer) may not be perturbed by his asking. We may not be jolted into a defensive attitude based on the reason­ ing, T must have done something wrong if he’s be­ ginning to cross-examine m e.” ’10 An interviewee should also be prepared to skill­ fully field inadvertent illegal questions. These are questions designed to elicit information concerning race, color, ancestry, age, sex, religion, marital sta­ tus, credit rating, spouse’s employment, handicap, or arrest and court records not necessary for bona- fide occupational requirements. Failure to cope positively and constructively with such questions can jeopardize the outcome of the interview need­ lessly. Interview question checklist W hat then, are the specific questions a candi­ date should be ready to ask? Questions will need to be tailored to reflect any knowledge gained from advance material, the work environment, job level and personal own needs. Likewise, questions will need to be addressed to the most appropriate audi­ ence. Consider carefully which questions are best asked of an individual interviewer or during a group interview session; target individual ques­ tions appropriately to a supervisor, a unit head, a colleague or peer, support staff or the director. 10Alfred Benjamin, The Helping Interview (Bos­ ton: Houghton Mifflin, 1981), 80. A checklist of suggested queries, applicable to a variety of position levels and designed to give a point of departure, follows. Use it to create a posi­ tive and productive dialogue between you and your prospective employer.11 Interview questions: A checklist I. Assessing direction, political climate, and ad­ ministrative structure of the library. 1. W hat is the relationship between the library and the university? 2. W hat is the role of the university librarian or library director within the university community? 3. W hat are the goals and objectives (philoso­ phy) of the library? a) Are they written? W hat is the process of for­ mulation? When and how are they reviewed and revised? b) Does the library have written policies for ser­ vices provided as well as for internal functions— i.e., collection development, clientele served, etc.? c) Does the library m aintain an openness to change its philosophy? 4. W hat is the style of administration? a) W hat system of decision making is used? Is it responsive? b) W hat is the level, type and degree of staff in­ put? c) Does the organizational chart reflect reality? 5. W hat is the library’s level of participation in national, regional, and/or state programs and net­ works (OCLC, RLG, CLR, etc.)? 6. W hat are the long range plans for the library? a) Have there been major changes in key person­ nel, the administrative structure, physical facili­ ties? b) W h a t m ajo r challenges has th e lib ra ry faced—i.e., funding, restrictions on decision mak­ ing, etc.? 7. W hat is the relationship of the library to the c o m m u n ity it serves? W h a t user groups are involved—i.e., faculty, students, staff, general public? 8. W hat percentage of women or minorities hold upper-level administrative positions? 11The following sources (along with the authors’ personal experiences) were used in formulating the checklist. Margaret Faughnan Austin and Harriet Mason Vines, Finding Jobs and Changing Careers (New York: John Wiley & Sons, 1983), 252-54; Ginsburg, “Preparing for Executive Position Inter­ views,” 34-36; Michael Z. Sincoff and Robert S. G oyer, In terv ie w in g (New York: M acm illan, 1984), 110-25; Meg Wheatley and Marcie Schorr Hirsch, “Mistakes on the Job: They Don’t Always Mean You’ve Blown I t,” Ms. 14 (March 1986): 18, 20; June L. Engle, Guidelines fo r Making a Job De­ cision (Chicago: ALA Hiring Subcommittee, Eco­ nomic Status, Welfare and Fringe Benefits Com­ mittee, Personnel Administration Section, Library Administration Division, 1978). 16 / C&RL News 9. Is the library centralized or decentralized? a) How does this affect autonomy within a give unit? b) Which functions are centralized—i.e., proc essing, computing operations, etc.? c) Is the library considering new or different fu ture organizational directions? 10. How is the unit within which the position i available viewed throughout the library? 11. W hat have the unit’s accomplishments been to date? Is it overloaded with work or personnel? 12. What short and long term problems and op portunities exist for the library and for this particu lar unit? 13. What is the status of unionization/collective bargaining on campus? a) Is the faculty organized? b) Who is included in the bargaining unit? c) W hat are the terms of the present contract? d) W hat kind of input do the library and the li­ brarians have in contract negotiations? e) Have there been any strikes or walk-outs? f) How strong is the union; how dedicated is the membership? II. Assessing financial condition of the library. 1. W hat is the current financial situation of the library? 2. Where does the budget come from? 3. Who controls the funds? 4. W hat is the solidity of that funding? a) Does the budgeting process relate to the plans, goals, and objectives of the library? 5. W hat is the prospect for improvement of the library’s financial condition? 6. What is the status of outside fundraising for the library? III. Assessing communication and position au­ thority within the library. 1. W hat are the lines of communication within the organization? a) Are they effective or ineffective; efficient or inefficient? 2. W hat is the primary mechanism for commun­ ication? a) Written or verbal? Meetings or memos? 3. W hat committee structures are currently in place? a) How long does it take to get involved in inter­ nal committee work? COLT certification The Council on Library/Media Technicians has formed a Certification Task Force for the exploration of the feasibility of a national certi­ fication program for library/m edia techni­ cians. Anyone seeking further information may contact: COLT Certification Task Force, c/o M. B arron–SC 126, Cuyahoga Com munity College, Cleveland, OH 44115. n ­ ­ s ­ ­ 4. Who has line versus staff authority? 5. Describe the relations between professional staff and clerical staff? 6. Does the library have a staff development pro­ gram? W hat levels of staffing are involved? 7. W hat are the advantages of working for the library? Disadvantages? 8. How would you (the interviewer) character­ ize the working relationship with your immediate supervisor? 9. Is experimentation and autonomous thinking encouraged or is there “one right way” to do every­ thing? IV. Assessing evaluation of librarians. 1. W hat is the system of evaluation for librari­ ans? a) Is the process peer evaluation or supervisory? b) W hat kind of input does the employee have in the process? c) How frequently are librarians evaluated? d) Are employees allowed access to their person­ nel file? e) What type of grievance procedure is available to the employee? 2. W hat are the criteria for promotion and/or tenure? a) Do the librarians have faculty status? If so, what does that imply? b) W h at is the sta n d a rd for lib ra ria n s — adequacy, competency, excellence? c) How is the standard rewarded—even salary distribution, jumps in salary between levels? d) How is the standard measured? 3. What is the relative weight associated with each of the following: a) Service within the institution? b) Publications—is release time given for w rit­ ing? c) State, regional, or national activities? 4. To what degree is merit rewarded—base ad­ justment or bonus? 5. W hat opportunities are there for advance­ ment? Within the position? Within the library? 6. W h at su p p o rt is th ere for professional development—monetary, release time, leave of absence, sabbatical, etc.? a) What percentage of professional development opportunities are within the library vs. external programs? 7. Is there support for travel? a) What is the mechanism for distributing these funds? b) Is priority given to those presenting papers and/or serving on committees? Are there are any provisions for librarians new to the profession? V. Assessing evaluation of the position. 1. Is there a current, written, well-defined job description for the position? 2. W hat are the responsibilities and major chal­ lenges, rewards, stimulations of the position? 3. Is supervision an important aspect of the posi­ January 1987 / 17 tion? W h at resources are provided for the position—i.e., secretarial or word processing as­ sistance, etc.? 4. W hat is the perceived status of the position w ithin the library? W hat are the in terd ep art­ mental and intradepartmental relationships of the position—i.e. what kinds of contacts will be made? 5. Do the librarians work w ith outside user groups to any extent? How does this effect the li­ brary and its services? 6. Does the individual library or unit/area have a p a rtic u la r direction in w hich it is headed at present? 7. W hat period and type of training will be given for the position? 8. W hat will be expected of an incumbent in the first 6 months on the job? 9. What are the expectations of the position with regard to professional involvement, growth and development? 10. W hat are the current key problems and/or frustrations of the position? 11. Why is the position available? Is it newly cre­ ated, a replacement, or an opening due to expan­ sion? 12. Has any consideration been given to promot­ ing someone from within the library? 13. If applicable, why did the previous librarian leave the position? 14. How does the supervisor operate? Does he/she delegate authority and responsibility? 15. How frequently, how regularly, and in what manner will the incumbant meet with the supervi­ sor, and how will particular problems be handled? 16. W hat characteristics does the supervisor look for in a subordinate? W hat characteristics does the supervisor seek to avoid? Can you assess “the chem­ istry” between players? 17. What are the strengths and weaknesses of those supervised in this the position? 18. W hat are the responsibilities of the position’s peer group and what are their strengths and weak­ nesses? 19. W hat limits the authority and responsibility of the position? 20. W hat particular aspects of the applicant’s background, experience, and style are of interest to the interviewer? a) W hat makes the interviewer think that the ap­ plicant would be successful? b) Are there any areas of the applicant’s back­ ground that would be a cause for concern? c) What experience, training, attributes, operat­ ing style, accomplishments, and personality factors are sought in the “ideal” candidate? VI. Assessing status of automation within the li­ brary. 1. Is automation taking place? 2. How will automation change the organiza­ tion? a) Are there committees composed of all levels of staff to help with the process? 3. W hat is the effect of automation on staff mo­ rale? 4. Is there a need for training for all categories of users? How is the training need being met? 5. Are microcomputers available for staff use within the library? Is training provided? W hat software packages are currently in use? VII. Assessing salary and benefits. 1. W hat is the salary range for the position? Is the salary or salary range stated? Is it negotiable? W hat is the salary range in the area (locale) and for peer institutions? 2. W hat is included in the benefits package? a) Is there a medical, dental, vision, and m ater­ nity plan? b) W hat are the options for vacation, sick leave and personal leave? c) W hat kind of life insurance and retirement benefits are included? W hat is the vesting sched­ ule? W hat percentage represents the employer’s contribution? d) Is there a credit union affiliated with the insti­ tution? e) W hat kind of tuition reimbursement or assist­ ance and release time is available for attending classes? Where are classes available? f) Is there an option for flexible scheduling or job sharing within the library? g) Are there any tax incentive plans available within the institution? h) What is the parking situation at the institu­ tion? VIII. Assessing the community environment. 1. W hat cultural, recreational, religious, and entertainment activities/facilities does the commu­ nity provide? 2. W hat is the approximate standard of living within the community: rents or housing market, groceries, utilities, taxes, etc.? Is public transporta­ tion available and frequent? 3. Is the community homogenous or is there a mix (singles, families, retirees, etc.)? 4. W hat is the availability and cost of health care and day care facilities within the community? 5. W hat is the quality and quantity of schools and their locations within the community? 6. W hat clubs and intellectual/civic organiza­ tions are available? 7. Describe typical weather conditions through­ out the year. ■ ■ WESS discussion The ACRL Western European Subject Spe­ cialists Section’s Membership and General Dis­ cussion Group will be held on Sunday, January 18, from 2:00 to 4:00 p.m. at the ALA Midwin­ ter Meeting in Chicago. 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