University President Office interview - Administrative Leadership

SAMPLE INTERVIEW QUESTIONS

The questions that follow are samples only, and do not constitute a required list.These are examples of ways to find out about an applicant's experience with supporting diverse environments, or her/his thinking about how to do so in a way that will be relevant to the functions of the job. Many of the questions are based on the principles of behavioral interviewing, which uses questions about specific past performance to predict future on-the-job performance. Some candidates have not encountered behavioral interview questions before, so be prepared to ask follow-up questions that encourage them to give specific examples rather than general responses.

These samples include a range of questions that might be asked of people applying for all kinds of positions at institution, with various levels of responsibility. Not every question is appropriate for every position. Please review the questions to see how they are designed, and see whether you find any that are particularly appropriate for the position you are filling. You may also write your own questions that are tailored to the needs of your unit.

• (after giving them the university Mission Statement and drawing their attention to the section on the value of diversity) How has your background and experience prepared you to be effective in an environment that holds this value?
• Tell me about a time that you adapted your style in order to work effectively with those who were different from you.
• What kinds of experiences have you had in relating with people whose backgrounds are different than your own?
• Can you recall a time when you gave feedback to a colleague who was not accepting of others?
• Can you recall a time when a person's cultural background affected your approach to a work situation?
• Have you ever realized you had said or done something that may have been offensive to a colleague? How did you respond to that realization, and what was the outcome?
• Give examples of times when your values and beliefs impacted your relationships with your colleagues.
• Tell me about a time when you had to adapt to a wide variety of people by accepting/understanding their perspectives.
• In your experience, what are the challenges faced by members of historically underrepresented groups in the workplace? What strategies have you used to address these challenges, and how successful were those strategies?
• What does it mean for you to have a commitment to diversity? How have you demonstrated that commitment, and how would you see yourself demonstrating it here?
• Describe the climate for diversity at your present position. What impact have you had on that climate?
• What efforts have you made, or been involved with, to foster multicultural understanding and cultural competence?
• Have you encountered concerns about "chilly climate" raised by members of identity groups that have historically experienced discrimination? If so, how have you handled them?
• What measures have you taken to make someone feel comfortable when some people seemed uncomfortable with his or her presence?
• What have you done to further your knowledge/understanding about diversity? How have you demonstrated your learning?
• Tell us how you work with people to create or foster diversity in the workplace.
• In what ways have you integrated multicultural issues as part of your professional development?
• What do you see as the most challenging aspects of an increasingly diverse academic community, and what steps have you taken to meet such challenges?
• Suppose that you encounter a pervasive belief that diversity and excellence are somehow in conflict. How do you conceptualize the relationship between diversity and excellence? What kinds of leadership efforts would you undertake to encourage a commitment to excellence through diversity?
• In what ways do you feel it is appropriate to incorporate topics related to diversity and (your discipline) into the classes you teach? How would you do this?
• Has diversity played a role in shaping your teaching and advising styles? If so, how?
• What is your vision of diversity at an institution like Oregon State University?
• Describe a specific situation in which you worked with a diverse group of people over a period of time. Based on this experience, what did you learn?

Source from http://oregonstate.edu/leadership/president/sample-interview-questions

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General personal review

The purpose of this review is to gain insight into some key dimensions of your work and life to give you more clarity in career development decision making. It is useful to start here if you are unsure about your future career direction.

Your career priorities change as your life and learning progress. Regular review is integral to continuing professional development.

Questions to ask yourself

Here are some initial suggestions. Some questions may be easier to answer when you have used other tools such as the career priorities tool,Prospects planner or skills audit. Try to get feedback from others in addition to your self-evaluations.

Your career motivators

Recognising the factors most important to you helps you make career choices founded on what motivates and satisfies you. You are then much more likely to achieve career fulfilment.

• What are your career priorities? 
• Does your current job match your career priorities?
• What if anything is lacking?

What could you do to address the missing dimension(s)?

For example, in research work you could:

• contribute to setting the research agenda or bidding for resources to increase your autonomy if this is a key priority
• ask for more supervisory responsibility if managing others is an unfulfilled priority
• look for a longer-term contract or ‘permanent' position if security is an issue for you.

Achievements

What do you consider are your most significant achievements so far?

What did you learn from them?

Disappointments

What have been your most significant disappointments so far?

What did you learn from them?

Your work tasks

The following questions help you identify your levels of accomplishment and work preferences. They could provide insight into how you might develop areas that are weak. They also help you make career choices that capitalise on your areas of strength and enjoyment, whilst reducing involvement in weaker or less enjoyable areas.

• What are the main tasks of your current work?
• Tasks you perform well are...
• Tasks you perform less well are...
• Tasks you enjoy are...
• Tasks you do not enjoy are...
• What are your key areas of expertise?

For example, considering your work as a researcher, relate the above questions to the elements of the research cycle (based on the Research career builder):

• Winning research income
• Using expert knowledge
• Data collection and analysis
• Generating research output (papers, reports, etc)
• Exploitation of the research
• Understanding the research environment
• External recognition
• Managing the project
• Managing people.

Which of these areas do you need to develop further to enhance your effectiveness and career prospects? How could you do this? (Look atcareer development methods for ideas)

Your skills

• Compile a list of skills that each of your work tasks requires.
• What are your strongest skills? (If it is difficult to identify these, try theskills audit and/or look at the Research career builder)
• What are your weakest skills?

What are the skills you need to work on to ensure you can do your current work effectively?

See career development planning for ideas on how to develop your identified skills needs.

Work/life balance

• Are you content with the balance between your work and life outside work?
• Are you content with the time you have for leisure, sport, relaxation?
• Do you have sufficient time for friends and family?
• What could you do to gain a better work/life balance? (For example, could you ask for flexible working arrangements?)

Your network

• Review your network. This is your key development resource, whether looking for a new job or looking for ways to develop within your current role. Advice, insight and information and support are all available from the people around you.
• What can you do to develop your network?

Personal constraints

Are there any internal constraints or demotivators, pressures, negative thinking, health and fitness, or time issues holding you back from reaching your full potential?

How could you overcome these?

Support

Who can you rely on to support your career development?

Career goals

• What are your short-term career aspirations?
• What are the skills you need to develop to ensure you reach your short-term goal?
• What are your longer-term career aspirations?
• What are the skills you need to develop to ensure you reach your ultimate career goal?

Where next?

• If you are currently unsure about your future career direction, you will not be able to answer these last questions specifically. For help, look at‘Where do you want to be?'
• If you are clear about your aims and ready to begin planning, go to how will you get there?
• For more information about career reviews, see help and support.

Sources from : http://www.vitae.ac.uk/researchers/1349/General-personal-review-.html

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What employers look for

In 2006 the Association of Graduate Recruiters surveyed 236 employers and found that the following skills and attributes were the most sought after, in order of importance to their business.

• Commitment and drive
• Motivation and enthusiasm
• Teamworking
• Oral communication
• Flexibility and adaptability
• Customer focus
• Problem solving *
• Managing learning and career *
• Commercial awareness *
• Planning and organisation
• Time management
• Leadership *
• Numeracy
• Cultural sensitivity
• Computer literacy
• Project management *
• Report writing
• Risk taking/enterprise. *

* Denotes skills that the recruiter has difficulty in finding.

Although research training allows you to develop most of the skills listed above to a high level, it is important not to assume that employers will appreciate this. In a job application, clearly translate your experience, for example:

• Thesis = reports
• Research group = teamwork, creativity
• Scholarship = planning, creativity, analysis
• Running experiments, implementing methodology = project management, problem solving

Research in 2002 'Set for Success', in fact, revealed that doctoral researchers are failing to reach their full potential partly because of their inability to recognise and articulate their transferable skills.

But researchers who do manage to convince employers they have what it takes are highly appreciated. In 2004, Vitae (formerly the UK GRAD programme) contacted employers that regularly hire researchers:

'We like PhDs in our business sector - they never take anything at face value. That is a real bonus in a business compliance function. Their philosophical training and critical judgement have direct application in business services, whatever the topic of their research.'  Head of Graduate Recruitment, 'Big4' accountancy firm.

‘We don't set out to employ PhD graduates specifically - we take the best candidates available. However, we've found that PhD graduates have a combination of maturity and autonomy that is more useful for our work than engineering graduates with a similar length of experience in industry.'  Alan Prior, ABAQUS UK 

Sources : http://www.vitae.ac.uk/researchers/2376/What-employers-look-for-.html

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Managing your career

The term ‘career management' suggests taking control. In practice, careers are interactive processes between individuals and their employers and it can be difficult to feel in control of your destiny. The better your career knowledge and understanding, the more able you are to take the lead.

Career management is based on:

• understanding yourself and what you want from your life
• understanding careers e.g. types of work, recruitment methods, career structures and what support, training and development is available
• understanding the wider economic, political, social, and technological climate

Career management is a continuous process over your lifetime - and its focus will change:

• sometimes geared to developing in your current role
• sometimes aimed at preparing you for promotion
• sometimes directed at finding you a new job.

The career management cycle has several stages:

• Where are you now? A self-awareness review. Think about your career priorities and values. Evaluate your current skills and abilities, experience, work-life balance, family commitments and constraints.
• Where do you want to be? Explore your options - anything from improving as a researcher to a complete change of career and life pattern.
• How will you get there? Make plans. Decide how to achieve the desired career outcome. Set manageable objectives and be prepared to revise these plans if things change.
• Getting there Take actions to fulfil your plans.
• What have you learned? Achieve your goal - celebrate! Begin the new cycle with a review and record of your completed activity: evidence of what you did and what you learned to use in the future.

Sources :http://www.vitae.ac.uk/researchers/1335/Career-opportunities-outside-higher-education.html

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Working in higher education - Admin and other support

As large organisations (often the largest employer in a locality), higher education institutions require knowledgeable, talented individuals to work in roles that support front-line staff and students. There is a wide range of academic-related support roles in administration and student and staff services that often are overlooked by doctoral graduates and research staff. ‘What Do PhDs Do?-Trends', which analysed 2003-2005 doctoral graduate career destinations found that around one in twenty moved into professional support roles in higher education and opportunities are increasing. As a researcher, you have many skills that support staff in higher education need as well as knowledge of how higher education organisations function. In return you will be employed in a familiar environment which is usually flexible and supportive.

Administration

‘The expansion in the numbers of students in higher education during the last two decades has led to a corresponding increase in the number of personnel needed to support the 'business' that is now higher education...

Increasingly 'administration' has become a more dynamic management activity in which staff collaborate closely with academic managers to make decisions which influence the university's direction.'

Association of University Administrators ‘Careers in HE administration' factsheet

Administrators play an important role in the smooth running of a higher education organisation. Administrative careers can be broadly split into specialist (requiring e.g. legal, financial, personnel or management qualifications) and generalist, which we briefly consider here. Generalists are most likely to be recruited into a registry, or faculty or departmental office. Examples of activities in 'academic administration' are:

• administrating the rules and regulations and handling student- related issues
• serving on and servicing committees and academic boards
• providing administrative support for large research projects
• managing information and providing advice related to internal or external policies and procedures
• preparing reports and statistics for internal and external use
• contributing to policy and planning
• managing budgets and funding schemes
• liaising with other administrative staff, academic colleagues and students
• collaborating with external organisations
• facilitating knowledge transfer activities.

Here is an example from a recruitment advertisement describing a typical generalist opportunity in higher education.

Academic support and planning officer

We are looking to recruit to our team an Academic Support and Planning Officer who will play an important role in helping to develop our approach to university governance, and support the work of key policy-making committees. This is a wide-ranging and challenging role, which calls for a good understanding of the higher education research scene, a keen strategic sense and excellent report-writing skills.

This example outlines a role requiring more specialised experience.

            Project manager

You will provide high quality project management, including monitoring and reporting of activities and outcomes, for a multi-million pound biomedical research and knowledge transfer collaborative project between two universities. You must have proven project management experience, with substantial experience of large multi-partner research projects, ideally in the biomedical field, together with professional negotiation and communication skills.

Student and staff services

If you would prefer a more people focused rather than administrative role, you might consider the growing number of opportunities to support staff and students in:

• staff development and training
• graduate schools or similar bodies
• careers services
• student and staff counselling.

Here is an example of a recruitment advertisement in this area.

Careers adviser for research staff

To support our university's research staff with their career management, development and training. You will have experience of career work or an appropriate professional qualification. Postgraduate experience and qualifications to doctoral level would be useful. Essential personal qualities include enthusiasm, curiosity, objectivity, stamina and the ability to switch tasks frequently. Above all, the postholder will need to be outgoing, to like people, and to be able to work under pressure, both independently and in a group. Professional training courses are available.

Sources from: http://www.vitae.ac.uk/researchers/1355/Admin-and-other-support.html

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Frequently changing jobs

It is very easy for an employer to look at a CV where someone has had three or four jobs in one year and make the natural assumption that they are perhaps not committed or not capable of focusing on the job in hand.  There may be any number of reasons why you have changed jobs so frequently, including simply that you didn’t enjoy the work, but it is important that you try to emphasise what you learnt during this time.  Highlight the diversity of the companies you worked for and, therefore, the variety of skills which you acquired as a result.  Also, make it perfectly clear that you are looking for a permanent role that will utilise your knowledge and experience.

Source : http://www.cvcl.co.uk/job-history-career-future.htm

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Top 10 interview questions...and how you should answer them

As the saying goes, "If you fail to plan, you plan to fail". So here is a valuable insight into the world of interview questions and the techniques best used to answer them.

There are some questions that are asked frequently in interviews and you should prepare your answers beforehand. The key things to remember when responding to interview questions are to keep your answers relevant, brief and to the point.  If you are faced with a difficult question, make sure you stay calm, don't get defensive, and take a moment to think about your response before you answer.

Remember, these responses are only suggestions. Try to personalize your response as much as possible.

Question: Tell me about yourself.

Answer: Identify some of your main attributes and memorize them. Describe your qualifications, career history and range of skills, emphasizing those skills relevant to the job on offer.

Q: What have your achievements been to date?

A: Select an achievement that is work-related and fairly recent. Identify the skills you used in the achievement and quantify the benefit it had to the company. For example, 'my greatest achievement has been to design and implement a new sales ledger system, bringing it in ahead of time and improving our debtors' position significantly, saving the company $50,000 per month in interest'.

Q: Are you happy with your career to date?

A: This question is really about your self-esteem, confidence and career aspirations. The answer must be 'yes', followed by a brief explanation as to what it is about your career so far that's made you happy. If you have hit a career plateau, or you feel you are moving too slowly, then you must qualify your answer.

Q: What is the most difficult situation you have had to face and how did you tackle it?

A: The purpose of this question is to find out what your definition of difficult is and whether you can show a logical approach to problem solving. In order to show yourself in a positive light, select a difficult work situation which was not caused by you and which can be quickly explained in a few sentences. Explain how you defined the problem, what the options were, why you selected the one you did and what the outcome was. Always end on a positive note.

Q: What do you like about your present job?

A: This is a straightforward question. All you have to do is make sure that your 'likes' correspond to the skills etc. required in the job on offer. Be enthusiastic; describe your job as interesting and diverse but do not overdo it - after all, you are looking to leave.

Q: What do you dislike about your present job?

A: Be cautious with this answer. Do not be too specific as you may draw attention to weaknesses that will leave you open to further problems. One approach is to choose a characteristic of your present company, such as its size or slow decision-making processes etc. Give your answer with the air of someone who takes problems and frustrations in your stride as part of the job.

Q: What are your strengths?

A: This is one question that you know you are going to get so there is no excuse for being unprepared. Concentrate on discussing your main strengths. List three or four proficiencies e.g. your ability to learn quickly, determination to succeed, positive attitude, your ability to relate to people and achieve a common goal. You may be asked to give examples of the above so be prepared.

Q: What is your greatest weakness?

A: Do not say you have none - this will lead to further problems. You have two options - use a professed weakness such as a lack of experience (not ability) on your part in an area that is not vital for the job. The second option is to describe a personal or professional weakness that could also be considered to be a strength, and the steps you have taken to combat it. An example would be, 'I know my team think I'm too demanding at times - I tend to drive them pretty hard but I'm getting much better at using the carrot and not the stick'.

Q: Why do you want to leave your current employer?

A: State how you are looking for a new challenge, more responsibility, experience and a change of environment. Do not be negative in your reasons for leaving. It is rarely appropriate to cite salary as your primary motivator.

Q: Why have you applied for this particular job?

A: The employer is looking for evidence that the job suits you, fits in with your general aptitudes, coincides with your long-term goals and involves doing things you enjoy.  Make sure you have a good understanding of the role and the organization, and describe the attributes of the organization that interest you most.

Other questions to consider:

• How does your job fit in to your department and company?
• What do you enjoy about this industry?
• Give an example of when you have worked under pressure.
• What kinds of people do you like working with?
• Give me an example of when your work was criticized.
• Give me an example of when you have felt anger at work.  How did you cope and did you still perform a good job?
• What kind of people do you find it difficult to work with?
• Give me an example of when you have had to face a conflict of interest at work.
• Tell me about the last time you disagreed with your boss.
• Give me an example of when you haven't got on with others.
• Do you prefer to work alone or in a group? Why?
• This organization is very different to your current employer - how do you think you are going to fit in?
• What are you looking for in a company?
• How do you measure your own performance?
• What kind of pressures have you encountered at work?
• Are you a self-starter?  Give me examples to demonstrate this?
• What changes in the workplace have caused you difficulty and why?
• How do you feel about working long hours and/or weekends?
• Give me an example of when you have been out of your depth.
• What have you failed to achieve to date?
• What can you bring to this organization?

Source:　http://www.michaelpage.com/content/39-top-10-interview-questions-and-how-you-should-answer-them.html

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MEETING THE NONPROFIT: TEN INTERVIEWING TIPS

MEETING THE NONPROFIT: TEN INTERVIEWING TIPS

by Commongood Careers

The job interview can be a stressful experience if you're not prepared. Interviewing in the nonprofit sector is no exception - especially as every organization has its own unique mission, culture, and expectations. That's why the staff at Commongood Careers has compiled their expert advice to help you put your best foot forward when interviewing with a nonprofit organization.

Tip #1: Connect with the Mission
Gone are the days when just wanting to "do good," "give back," and "have a positive impact" were acceptable reasons to pursue work in the nonprofit sector. Today, hiring managers value true commitment; candidates need prove their individual connection to the organizational mission with specificity and demonstrated action. Think about the real reason you are applying to the position and be thoughtful about communicating that. Describing volunteer work or board affiliations can be a great way of illustrating your commitment to a mission.

Tip #2: Do Your Homework and Prepare Questions
Many hiring managers base a great deal of their decision-making on the questions a candidate asks during the interview. Come prepared with questions for each of the interviewers with whom you will be meeting. Make sure the questions are ones that will demonstrate the research you have done on the organization/field and showcase your critical thinking skills. "What is your budget?" is a question that a good candidate would already know the answer to after having done some simple on-line research. A question such as "I recently read that the state is considering cutting its funding for after-school programs. How is your organization prepared to handle this development?" shows that you are up-to-date on developments in the field and have made the connection between something you read and the potential impact on this particular organization.

Tip #3: Practice Responses Ahead of Time
Hiring managers are smart and savvy people who are trying to uncover every stone. If you are currently employed, they will likely ask why you are interested in leaving your current position. If you are not currently employed, they will likely ask you why you left your last position and what you have been doing since leaving. If you are switching careers or sectors, they will likely ask you about this decision and your motivations. Think ahead about what questions the interviewer(s) might ask you about your career progression, gaps in your resume, and other experiences. Be prepared to answer these questions in a manner that is honest, positive, and forward-looking. Put yourselves in the interviewer's shoes and decide whether your planned responses would seem logical and plausible.

Tip #4: Inquire About the Interview Structure
Every nonprofit organization will structure their interview processes differently. It is important to get a sense ahead of time about how the interview will work: with whom you will be meeting, how the interview will be structured (one-on-one, panel, case, etc.), and approximately how long it will last. Arrive early, making sure you know exactly where to go and planning enough travel time. Remember that you never know who you are talking to when you arrive; the person behind the reception desk could be the Executive Director or another important decision-maker.

Tip #5: Dress to Impress
There is a wide variety of dress codes among nonprofit organizations, ranging from jeans to suits. For any interview, unless specifically told otherwise, it is best to dress professionally in a tailored suit or professional separates; it is better to over-dress than to under-dress. Keep everything subtle: perfume/cologne, clothing, makeup, and accessories. If time permits, go to the restroom upon arrival to ensure that you look presentable. If part of the interview includes visiting the program site, for example, you may ask an organizational representative prior to the interview what would be appropriate attire.

Tip #6: Bring the Goods
Bring at least 2 copies of your resume and cover letter, a list of references, and 2 - 3 work or writing samples. You never know what the interviewer will request. Also, having work samples available can be a good visual to demonstrate your competency in certain areas.

Tip #7: Sell Yourself
Know exactly why you want this specific position and exactly why you want to work at this specific organization. Be able to outline clearly and concisely the skills, experience, and value that you will bring to the position.

Tip #8: Illustrate a Can-Do Attitude
While hard skills are very important to nonprofit hiring managers, personality and culture fit are equally, if not more, important. Being positive, smart, articulate, energetic, thoughtful, flexible, and passionate are crucial characteristics in most nonprofit environments, so maintain your confidence and positive attitude. Job searching is difficult but no one wants to hire someone who seems unenthusiastic, demoralized, or defeated. Remember that body language is an important technique for communicating interest and engagement.

Tip #9: Be Discreet About Past Employers
The nonprofit environment is small and close-knit. It is likely that the person with whom you are interviewing knows one or more of your previous employers or organizations. Be prepared to give thoughtful and professional answers if an interviewer asks you about your experience with a certain person or organization. No one will want to hire someone who criticizes or gossips about former employers, as they will expect that you will do the same to them or their organization.

Tip #10: Highlight Your Flexibility
Nonprofit hiring managers are very busy and unexpected situations arise frequently. Your reaction to unexpected circumstances will say a lot about how you might handle such circumstances if employed at the organization. At the same time, you want to make sure that you are being treated professionally. If it looks like an interview isn't actually going to happen, or if the hiring manager seems too distracted to have an effective interview, offer to come back at a more convenient time.

Finally: Remember to Follow-up
Just as many hiring managers decide not to proceed with a candidate because of typos in a cover letter, they also may not proceed with your candidacy if you do not send a thank you note after your interview; this is viewed as a professional courtesy as well as an example of your ability to identify and execute effective follow-up. While hand-written notes are still ideal, email thank-yous have become generally acceptable.

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This article was written by Commongood Careers and is published under a Creative Commons Attribution-NonCommerical-NoDerivs 2.5 License.

For more information about nonprofit and socially entrepreneurial careers, visit Commongood Careers at www.cgcareers.org. 


Source : http://www.execsearches.com/non-profit-jobs/non-profit-jobs-candidates-articles/Meeting-the-Nonprofit-Ten-Interviewing-Tips.asp

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