Learning to act right (45)… a racist old white guy

Torrey Orton

Dec 04, 2014

I’m swearing at the tube again…

I’m becoming a racist old white guy, much by the same process of my stopping being a homophobe years ago. Daily I’m confronted with objectively powerful white guys (and some white gals) bemoaning aggressively their perilous condition, if they are not spurring other white guys and gals to fear their own perilous condition as members of a threatened dominant species – white folks. The amount of scaring other white guys and gals they do is proportional to their power – those in government and corporate leadership are more aggressively scarifying than those out of it.

 

That I’m a white-on-white racist is exposed in my frequent resort to expressions like “white, Christian fuckwits” (our current national government is notably avowedly Christian, undoubtedly white and undeniably male, but for one minister) while watching the news.  Few count as “old” in the normal sense of the term, but they aren’t young. They are unified in my appreciation by an absolutely consistent refusal to speak ordinary English and acknowledge that anything they have said might be wrong. It may turn out that this refusal has crystallized into an inability. Whichever, this is particularly galling when they are hiding invasions of others’ freedoms and rights – notably, the usual suspect refugees, unionists, et al.

As one of this government’s cheerleaders J. Albrechtsen said in The Australian (261114) of the ABC funding fiasco:

… But instead of working through that initial error, the government played condescending word games. Finance Minister Mathias Cormann declared: “These are not cuts.” The PM, in question time on Monday, refused to answer the question of a broken promise about cuts.

This utter nonsense leaves voters fuming. When the government doesn’t respect them with straight-talking honesty, voters will respond with even more disrespect.”

Some of us think such mis-spokes (see Bigotry-is-OK-Brandis for another whopper out of the same kettle) actually occur because they do not respect the voters or working families or the community, full stop, not because they are having failures of rhetorical competence. The right wing argument for freedom of speech so often comes down to unintentional, unaware, unconscious (?) authorisations of vile speech (bigotry, etc.) rather than just acknowledgment of it as part of the speech practice spectrum. Dog whistling to the pub standard??

Speaking of bigotry, now that I can draw on its implicit authorisation by the government and the IPA* (surrogate for a beer style of imported popularity from a place over there which specialises in bigotry, racism, classism….), I’m noting that my disdain for the current crop of middle-aged white guys leeches out into the current opposition, driven partly by their being the initial authors of the great moral scandal of our immigration policy and practice and they too being often self-espoused Christians, but more gender generous in their composition!!! And the leeching goes further since the institutions of their belief (the various churches) never act with consistent moral fervour or ethical precision to publically embarrass the hypocrisy of that policy!!

And. in the end it’s the repetition that gets me…of weasels’ words and wishes and the blind and dumb refusal to follow the evidence of their effects, while creating the conditions in which their effects cannot be perceived, hidden as they are in the closet of neo-liberal plus PC plus anti-terror speechifying.

And, most irritating / enraging are the powerful who deny their power either outright by lying or covertly by keeping their processes from us. Deception is a far greater threat to a relationship than a misdeed, or even deeds, for they can be known and that is a kind of certainty. Uncertainty is the greatest threat to stability in all (?) things.

But the coincidence of their behaviours with numerous challenges of deep and broad sorts - climate change, economic conflicts, ethical transgressions – regresses me in rage, itself fuelled by endless public reportage inflammations of all manner of human events into tragedies and smash-ups and truth flipflops and…. My rage is not far in its inarticulate name calling (“white Christian fuckwits” being the higher end of my expressive spectrum in this matter) from that of the anti-abortion fundamentalists at the Fertility Control Clinic, though our terms of condemnation differ. Ah, we are on common ground at last!!

*IPA = Institute for Public Affairs, a self-anointed think shop with a thought range from Ayn Rand on the right to Hayek / Friedman on the left.

Learner Therapist (51) … Valuing your gift

Torrey Orton

November 15, 2014

Polymaths aside, most of us are gifted in some sense. That is, we have strong preferences for different life activities. These may range from a gift for being active, for taking action, to a gift for music or numbers, or…on it goes. Take a list of human needs and you can populate a map of potential gifts. These gifts are the source(s) of our vocational interests and preferences, or the matters of style which couch the interests in optimum performance settings. They seem to be congenital effects with a positive spin, if they can be expressed and developed. On good days we are thankful that others have the gifts we don’t so we don’t have to spend much time doing unattractive things like programming applications, taking care of the wayward, milking cows….what I call the natural division of labour.

A gift makes itself known to us by imposing itself on us, and, through our submission to its compulsion, on others who may be the first to notice it. What we do is what we do and therefore not necessarily a subject of reflective observation until its impinging on others draws their attention to our behaviour. Kids often have this experience of validation by others early in schooling or the reverse: its denial of validation by their parents or teachers. They may object that certain gifts are not socially or economically viable - “don‘t let anyone see you doing that; they’ll think you’re crazy” or “you’ll never make a living painting, lad!”

A gift of any sort has a number of characteristics. \

·         One, it is self-validating because it arises undoubtedly from within individuals. I hear a gift’s presence in patient remarks like: “Oh, I’ve always wanted to write. I was putting stories together before I learned to write.” Or, “I started drawing before I could write…I just doodled my way through primary school, and continue to this day.” (holding up a sketch of me on their notepad)

·         Two, it is self-sustaining because it is its own energy source, drawing on the total available to a person and siphoning it off into the focal length of the target domain.

·         Three, it is intrinsically motivating.

·         Fourth, the shaped energy of our gift feels to others sometimes like a command to make way for us, even though it may not be our intention at all. Gifted actions tend to have clarity of direction, form and content – that is, they focus on definite materials, in an observable manner towards some kind of objective or vision.

·         Fifth, gifted action tends to produce the all-embracing conscious experience called “flow” – a state at times like presence or mindfulness in action.

·         Sixth, gifted action feels creative in some sense and it may actually produce something; it tends to build or construct.

·         And, seventh, the activity of the gifted feels unique; it is what makes us unique in our eyes (and sometimes those of others!).

In therapy for complex trauma the presence of workable gifts is an essential, though not sufficient, condition for something better than mere survival. What a gift does is help a partially whole person, what’s called “high functioning” in our trade, to emerge from the dreck of abuses, ambling alongside the abuse in the self-affirming developmental steps intrinsic to the gift. Some of these may translate into socio-economic successes which fully obscure the injuries of trauma to others (who want us to be normal so they don’t have to put themselves out to engage our uniqueness).

But the agents of these successes often don’t consciously take them for what they are: confirmations of their worth. So, part of therapy is to help patients establish their objective realities, to point out the unintended evidence of their own performance self-reports occurring or implied naturally in therapy. This can take great therapeutic persistence because the defence against recognising their successes is a central dynamic of protection from further harm – the harm of disappointment again that they have not done well enough, not been perfect…!!!

Learning to act right (44)… consulting conception or deception – 2 or 3 bombs going off

Torrey Orton

Oct 27, 2014

 

In his mind the performance target is 2 or 3 bombs going off on the way to the solution.

In the assignment where “I am making it up as I’m going” I find myself sort of promising something I can’t really promise. That is, my interventions claim to do something with the agreed problem(s) I’ve been hired to engage, but the unfolding nature of the circumstances, their complexity and fluidity, often compromise the conditions and assumptions of intervention design which were operating at the moments of my last promise.

When I undertook the assignment or near the beginning when I had a first grasp of it, I suggested that often such situations can only be moved by a few bombs going off. Failing the bombs, the participants can sustain their existing muddling through strategies, motivated by a mutually sustained conviction that anything else than the muddle will be an unrecoverable disaster. The bombs would be wholly typical on reflection, yet unpredictable. They would just be exaggerated versions of the existing disturbances which frame much of everyday interactions in the place.

The first bomb happened near the end of the first month of engagements and was loud and clear enough to be heard down the hall of the head office space. Neither participants nor others stakeholders (non-family employees) could doubt that something tumultuous had occurred. No one died from that and some air clearing had occurred. That bomb was engineered by one participant “dragging” another, reluctant, participant out of his office and into the meeting with the explicit rationale that everyone else needed him involved for progress to be made. She drew on her powers of motherhood for her successful intervention.

And so it was a few weeks ago (4 months later) that another client threw a hissy around the type of issue they all could have predicted, but for failure to pay attention they did not notice they were invoking his rage again, and so they were thrown into blame attribution mode conducted over some days in the murky waters of indirect dealing with the rage in question. And all of which sustained the entire dynamic with increased energy. Non family stakeholders - trusted advisors and executives – flushed my phone lines with wondrous queries and hopes someone had the situation under control…and hoping that my work with the hissy one had not prompted the perceived outrage. The situation is still not under control. Like all previous bombs before and since my time on the job it remains a vivid memory, perhaps this time to be turned into leverage for a change of habit(s)?

The concept of “bombs” is self-explanatory, except in the clinical interventions practice where expectations are high that previously long colluded undiscussables implicitly in play will be engaged without imagined terrors overwhelming everyone. A “bomb” in this sense is a high energy event which typifies the secrets and can no longer be avoided. Sometimes 2 or 3 are necessary. We have evidence in public life where “bombs” in this sense can be contained within the collusive secrets process (GFC, WMD in Iraq…) which is also evidence that the containment is an instrument of the denial, of the making undiscussable of such matters.

That bombs were in my clients’ expectation sets makes it somewhat more easy to bear them when they arrive because they can be seen as necessary markers of change. No bombs; no change. Just a bit unpredictable for a consulting assignment.

Learner Therapist (49) … How much is a performance failure worth?

Torrey Orton

October 19, 2014

“A misunderstanding can be a good place to start….”

…I wrote to a prospective client 19 years ago in concluding my response to her justifiable irritation with my proposing to charge her for something she had not imagined was chargeable. I went on…

“I am sorry that we have a misunderstanding about fees, though on reflection I am not surprised. Please accept my apologies for my contribution to that misunderstanding.”

 

It has been a principle of mine to acknowledge mistakes, even perceived failures, in my professional life (and personal, too, often enough). In therapy, it seems to me essential to do so since relationship failures are the stuff of mental health matters and those failures often thrive on unacknowledged misdeeds by the more powerful over the less. Learning to acknowledge and ask for acknowledgment of perceived mistakes / failures is an essential capability outcome of useable therapeutic development. It cannot be learned when the pressure is on not to fail and not to acknowledge.

 

I concluded that

“The only charge for a service that has not been perceived to be rendered can be nothing at all.”

I have occasionally run into colleagues who explicitly counsel non-acknowledgment of perceived errors or missteps in therapy, and I gather my professional organisation counsels that as well (perhaps an infection of negligence suit paranoia in both cases?). It seems to me that counsel is a recipe for a paranoid process which is the enemy of professional development. The latter depends on conducting real practice undertaken for real purposes and discovering that my judgment failed the patient’s need(s) at a certain time. And the repair of failed efforts is usually a matter of slight adjustments of tone and timing, which can only be practiced in real time.

So I added that

 

“Therefore I am returning your cheque.”

One of my colleagues, my professional supervisor, has with reason proposed that I do not make mistakes. That I do what I thought best at the time and so they cannot be mistaken. An interesting line of approach since it recognised that I do do what I think best at the time, and not lightly so. Perhaps a call for more acknowledgement of successes?

And I closed with

“I look forward to working with you at any time you may find useful in the future.”

 

This may seem a strange offer, but I still feel it stands up to my understanding of best practice. This aspect has to do with not assuming that an error is a death notice to a relationship. I have insisted on making similar offers at times since then, even where the patient who bore my mistake(s) was more mistaken than I.

My founding assumption is that it is always my responsibility to ensure that all the relationship Ps and Qs are dotted and crossed. It is my capacity for relationship design and execution that is what patients are buying, and in that sense any mistake is mine first, even if it was theirs. When their mistake is unexpected or, the reverse, it is perfectly expected as a result of a design and /or implementation malfunction, it’s my mistake.

By the way, the cost was only $80 lost income. A small price.

Learning to act right (43)… from intuition to thinking to intuition

Torrey Orton

Sept 30, 2014

I have always been clearly an intuitive thinker, but I am not without logic. The right thing to do springs into my awareness automatically and years of being an object of my own commands has largely worked. In a current consulting assignment I have been “making it up as I go” for three months, week to week, and I’m open with the clients (a family of 5 in one business) about the fact. One effect is that I am including them in the design of my interventions, which also ensures they are “on board with it” as this week’s make up turns into next week’s activities. For an average of six contact hours a week I generate another couple of days thinking, mostly consciously done at night, spurred into action by an intuition coming into view at 3am or so and recorded on double sized post-its on the bedside table under torch guidance.

This is an unusual experience for me. I can do conscious thinking about technical matters in training or therapy once the target / objective / direction has been intuitively formulated. In what matters to this client family, the targeting is always in doubt because I am having to do it for them and then test it each week. So, for some as yet unclear reason I am able in the dark to lie there and work slowly thru the week’s development challenge in a manner mixing intuitive and analytic. This looks like the following:

A direction for action presents itself such as getting them to appreciate each other’s life a bit. Entry level tools for this already exist – mapping a group’s history with current and past players present, if necessary. With the family all the players are present. So what to do to map it? Try it out with them on a segment of the history which is big enough to show a pattern and small enough to be graspable. What these time quanta are is a matter of importance, but can be revised as we go. What the contents of the map should be is also revisable in retrospect, as patterns and time chunks assume useful shapes. But, the choice of starting content labels (the basis for the content eliciting questions which frame the exercise of mapping) is critical to the viability of the process. The specification of desired contents has to be sharp enough to matter and loose enough to give personal wriggle room in the early stages as trust is explored and built. And, the content needs to be elaborated from events to purpose(s) so the meaning is shared as well as the ‘facts’. A sheet of butcher’s paper for each time segment (e.g. decade) may be appropriate as the data recording system, allowing all participants to record items themselves at times and the whole map to be visible as it emerges.

So, that’s what I worked thru bit by bit (there was a lot more, but...) in a slow, pick-a-brick-and-try-it-for-fit kind of building way. Intuitive grasp with mixed salad of analytic components. I’m pretty sure that I’ve only given the results not the feel of the process here, which means I’m more in the analytic than the intuitive but there ya go. One characteristic of intuition is that it is a not-to-be-summoned-by-will kind of process.

Learner Therapist (48) …Power and Influence in Job Interviews (tools)

Torrey Orton

September 20, 2014

 Interview Preparation Process

Your main thought about interviews may be that 'they' have all the power ... and you have none. If you feel powerless, you will act less convincing than you are; you will be less influential than you need and want to be.

The purpose of preparation is to increase your influence on the panel. In these notes you will find some ways to build your influence.

So, what if …

• you aren't comfortable telling others your strengths

• you think you don't meet all the criteria

• the job seems written for someone else

• your hands get sweaty when you're nervous

• there are questions you don't have a clear answer for?

Remember that ....

• telling about strengths doesn't have to be yelling

• you're being interviewed because you meet the criteria

• nerves aren't a sign of weakness; they're a sign of concern & interest

• dead certs often end up just that ... without the job

• hiding your uncertainty is difficult …it's easier to admit it and get on

with what you do know.

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For openers ... what these notes are for:

One thing will make your preparation weaker. That is treating the interview like 'business as usual' because you may know some of the panel well. But it is not business as usual. This is a special relationship for a short period of time. Treat it that way.

Think of the interview as a formal activity: you're 'dressing up for it; you're getting anxious about it - so it must be different from normal. As a formal event, different behaviour is appropriate - which you won't notice if you're in 'business as usual' mode. 

The following notes are designed to give you a thorough preparation for an interview - if you work through them from start to finish. They can be recycled if you use separate sheets to answer the questions and record other ideas and facts as you go.

The notes attempt to provide you with some alternative approaches to a variety of interview problems. You may find some of the suggestions quite different from your normal practice; give them a moment to see if they could fit for you.

For example, a general principle here is that you not try to hide your real feelings, thoughts and responses. Most interviewers will notice when you are doing this, though they probably won't tell you directly. You'll notice that they notice by the way they ask the next question, and so on.

So, many of the strategies for managing the interview are designed to increase your influence by being direct - including about weaknesses of many types!

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The Job

The first step is to bring the job interview to mind that you want to prepare for.

• what is the name of the job?

• what part(s) of the interview do you expect to be difficult? (the opening, unexpected

questions .... ? )

• are there things you have trouble with generally in interviews, or similar public

situations? (nerves, talking too fast, tongue-tied, muddled .... ?)

• who will be the interviewers? are they difficult for you to deal with? do you have

personal experience with them which may inhibit/enhance your performance?

• how important is getting the job to you? does your immediate future depend on it?

Now you are ready to set a few preparation goals for yourself, so ......

 

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Interview Preparation Goals

Having done the short analysis of the job, you can identify a number of factors which may be critical to improving your performance in the interview. These will be the focus of your preparation. They will be the cutting edge of your interview performance. Having them in hand will increase your sense of power and capacity to influence.

 They may be things like:

1- feeling confident that you've done your 'homework' thoroughly;

2- having a strategy for clarifying questions you're unsure of;

3- knowing what you'll try to do when surprised; or,

4- having a technique to give yourself thinking space.

It is best to have quite specific goals like' knowing the 7 most critical questions I'm likely to be asked' or 'building a strategy for managing the opening minutes of the interview: what I want to say to them.'

General goals like' being clear in answering questions' or 'feeling confident' won't actually be achievable. That's why your self-assessment on page 2 is so important. So, if you're having trouble setting specific goals now, go back there and make some more specific statements about the interview. Then you can decide that your principal preparation goals are:

1-

2-

3 -

 

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Objectives of Interviewing

 What's an interview supposed to do anyway? There are a number of things – and they may not be the same for both interviewee and for the organization. If you have a feel for what an interview is for, then you can set your expectations at the right level.

 For example, if you think the interview will be the time to show detailed evidence of your suitability, you are wrong (though a single example could be a sign of interest). The detailed evidence should be in your CV and Expression of Interest, or attached to them. If you want paperwork to form part of your case, it needs to be sent beforehand.

 A few examples of the objectives of interviewing from both points of view are:

 

Objectives of the organization	Objectives of the candidate
1) Make a choice among options 2) Get the 'facts' about work skill, experience, aptitude from different sources 3) See if the candidate will 'fit in' 4) Confirm previous judgments 5) Discover new approaches to work 6) Be seen to be fair in the process 7) Find features which will allow clear choice among relatively equal candidates	1)      Be the one chosen! 2)      Present 'facts' about work skill, experience, aptitude from different sources 3)      Try to look like you'll fit in to their way of doing things without faking it 4)      Confirm/disconfirm judgments 5)      Appear inventive 6)      Assure fairness 7)      Present self as special, distinctive

There may be some objectives which apply to you that don't appear above; add them.

You may want to check which of these apply to your situation; where there are conflicts between your objectives and the organization's, you may have trouble; this will be an area where your interview preparation might focus.

An example is objective #4 - 'Fitting in' - when you don't feel that you want to 'fit in' exactly, and believe that the existing way of doing things is partly off the rails. How to raise this? Can you get away with pretending that you 'fit in'??

 Also, there may be conflict between some of yours and some of theirs! For example, they may want to get a 'real' picture of you, and you may not be sure you want them to - you may have some weaknesses you don't feel comfortable about.

 

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A Word on Power & Influence

Power is in the eye of the beholder, so what's possible is a matter of assessing your capabilities and the risks.

These notes are about increasing your power in the interview. But being more powerful and influential may require risks - doing some things you haven't done before. Some things you should think of in calculating the risk of an action are:

·          What could you lose by getting it wrong?

·          Will the risk challenge the panel's authority, self-esteem, etc. too much for them to bear or for you?

·         Can you carry it off without a major increase in personal anxiety?

·         Would it be suitable for you - that is, would it 'fit' your style, personality .... ?

Process power can overcome role or expert power - being able to shift the direction of the interview (see Strategies) or counter a shift from the panel helps you feel in control. So, where can you get power from; what are some influence levers you can pull??

Sources of your power and influence may include:

1- How you appear: a rule for dress would be to dress up one level from your normal workplace level; so if you don't wear a tie, then do; if you wear a tie, but not a jacket, add the jacket; and so on.

2 - Body language - the way you move: think of stepping straight forward at the first introduction, shaking hands cleanly and firmly with all panel members; establishing eye-contact with the hand-shake; how you sound: this includes the tone, rhythm, speed, volume;

3- Expertise - you know the job, the techniques, the issues much better than managers do; that's why they want someone else to do it! You have the qualifications and experience and attitude - they are looking for someone to do the job; they want you (if you can do the job).

4- Interest - your level of motivation for the job: this should be evident in the overall way you present, and in explicit statements of your interest ('I find this kind of work really exciting ... ') or motivation ('This is exactly the position I'm looking for to expand my experience and challenge my capacities ... ').

5 - Articulation - being clear, concise, relevant: the ability to present relevant evidence at the right level and in the n right language for the interviewers'; eg - using the right mix of detail and generalities, of experience and hopes.

6- Intervention skill - gaining or regaining control of the direction of the interview: being able to ask a question or interrupt to clarify what's happening when you are confused (or before you get confused, anxious, defensive, etc.). (see Strategies below)

7- Personal expectations - not being desperate for the job: this leaves you free to be more experimental in your approach (see Strategies).

8- Nerves - theirs and yours: to a degree being anxious is a good thing; it keeps you focussed with high energy on the business at hand. No anxiety is a sign of low interest or avoidance of the challenges.

9 - Conflict-free discussion - they want you to present well; it makes it easier for them; so they are on your side.

 

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Six Step Preparation

The most important thing to do is thorough preparation. If you have done your homework, the interview will be manageable because you will know you are as ready as you can be. Think of the preparation as taking 10 to 20 times the length of the interview; it will to do all six steps. And leaving any step(s) out will reduce your power and influence.

1- Research the job:

• what are the Critical Success Factors for it?

• what is its future in the business unit?

• how does it contribute to the business unit's results?

• has it been done well before?

2 - Research the job context:

• who else is in the contest for the job?

• what are the key issues for the business unit?

• how does the business unit fit into the organization's work

(Note: the major expected questions for the interview should come from these two research steps).

Do not just read the job description; go talk to others concerned with the job, including other prospective candidates and the panel; collect other publications, documents, etc, which provide information on where the organization is heading .....

3 - Research the decision-makers:

• what are the real business needs of the interview panel? (they may not be in the job description; for example, the real need for the short term may be someone who can stand constant change).

• which of them can you meet?

• are there personal characteristics which must be managed?

• what are the decision styles of the panel? do some handle details better, while others handle the big picture more easily?

• are there likely prejudices about your performance which you should challenge? (see 'Strategies')

4 - Research your capacity to meet the requirements above - (some of which will be set out in the job description) :

• what evidence is there of your performance?

• what skills can you draw on from outside the workplace?

• how will you answer the difficult questions?

5 - Prepare interview notes to take to the interview: these should be two pages of key points set out as below (a sample page layout is found at the end of these notes on page 12).

• how you will open the interview: the introduction and Opening statement

• the 7 or 8 critical questions you expect, (see Typical Questions, pg. 11)

• the evidence for the critical questions

• your critical questions for them

• your sue-e-estions for how the job should be structured, shaped, etc.

• a Closing statement highlighting your suitability for the job

6 - Rehearse your strategies for managing your Entry, controlling the Action and making the Closure - try them out if they are new; get someone to ask you the critical questions; tryout your first words and moves.

********************************

 

Now, what are you preparing for? What does a typical interview look like? What happens from beginning to end? Here's a picture of that process:

 

Interview Process Framework

 

There are three major stages in an interview: this is a way of thinking about the interview process which may help preparation; some of the most important impressions are made in the Entry and Close of interviews, when our interpersonal attitudes become very apparent. These are special opportunities to influence the panel that occur once only.

 

Other opportunities to influence may occur repeatedly - that's why there are different kinds of strategies: to do different things at different times in the interview.

 

Your preparation will be more effective if you decide on a few influence points which you really want to improve (you should review them after each interview, as well).

 

Another way of choosing key improvements for your interviewing is provided below.

 

Three Stages:

 

(    ) Entry - warm-up (about 5-8% of the total time)

 

- entering the room

- politeness, introductions, panel members' status on the panel (representing who or what?).

- agenda setting for the session: its structure, duration, roles of each panel member, etc.

 

 (    ) Action - the 'business' of the interview (about 90% of the total time)

 

- key questions from panel

- interviewee questions to panel

- interviewee statements/questions about special aspects, etc.

 

(    ) Close - cool-down (about 2-5 % of the total time)

- signal close coming

- where to from here

- goodbyes

Learning needs check:

A chance to review your interview effectiveness from another perspective.

• Order the three stages above from most [1] to least difficult [3) for you by numbering the items in the brackets provided.

• Then, order the steps within each stage from most to least difficult for you.

• Now, check these against the learning needs you have just written on page 3; change your learning needs if necessary.

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Strategies for increasing your power in the interview

A range of strategies is available to increase your influence in the interview. Some are presented relating to each of the three major stages of the interview.

 Pre-Interview Strategies
 

1) - Network - be seen to be talking to people involved in this job; talk to people you don't normally talk to - for example, higher level managers than usual; or, managers in sections which depend on this job's performance for some of their own output.

2) - Prepare: (see six preparation steps) and especially, rehearse entry strategies which are important and new to you!!

 

Entry stage
 

• Opening words and actions at introduction

- to shake hands with the panel or not? (recommended that you do, even though you know them)

- direct eye contact with each member

- say their name (and write them down on your preparation notes if you are likely to forget - you can ask them for them again when you sit down, especially the unknown person on the panel)

Note: after the initial formalities, the panel chair should say something like:

"This interview will run like this - each of us will ask a few questions and then there will be space for you to ask questions of yours, raise other issues not covered so far or make a statement summarizing your points. This will take _ minutes altogether."

If he/she fails to do so then you will want to ask about these points in your opening statement. Otherwise the process will be cloudy and your anxiety may increase.

• Opening statement: this is something strongly recommended. The purpose is to get you started talking from your point of view and making an impression that you choose, not just a response to their direction! Actually having an excuse to start talk yourself gets you into action, makes you feel you have some initiative, gets the motor running. Following are a number of approaches you could take in an opening statement.

As part of your opening statement about how the interview is going to go, consider advising that you will check out your understanding of their questions and responses to your answers because you want to avoid misunderstanding (which you know is very easy in these circumstances); so you may "jump in" at points (see Action strategies below for an example of how to do this).

Or, you may want to mention some factor(s) beyond your control which are likely to influence your performance - such as the fact that all your children were sick last night and you've only slept 2 hours.
 

Or, at least, you may want to say how interested you are in this position and that you're looking forward to the interview!

Action stage

 Intervention Steps: these are needed for moments when you lose sight of what's intended by others or are shocked or distracted by your own thoughts, or wonder what an interviewer's expression means as they are listening to your response .... and so on. All are points at which you may 'lose the plot' or be thrown off guard.

Each strategy is presented with some possible words you could use to implement it. You certainly won't find them all comfortable, so some rehearsal will be particularly appropriate for these.

1) - Evidence: how do you know they accept what you provided as evidence of the

case you are making?

·         " Some evidence for this is ....... does that sound to you like a relevant example?"

Note - an area in which this may be important is with questions about things like "proven ability to work as a member of a team".

2- Clarifying the question: when you don't understand what they're getting at, like:

·         " ... .I'm not too clear what you're asking: could you say that in another way, or give me an example of what you mean ... ?"

Or,

·         Restate their question to them in slightly different words to test your understanding of it.

3- Managing nerves: at the moment you are feeling nervous, say so if it is obviously going to get in the way; they will know it's happening anyway, so pretending it isn't doesn't work; saying something like the following may help:

·         I’m a bit nervous about this and one of the things I do when I'm nervous is ................. ; so it's nothing personal.

Note: this can be usefully included in an Opening statement.

4- Distraction: when you've lost the plot for a moment and can't find it.

• "Sorry, I got sidetracked for a minute ..could you repeat that for me please ?"

5- Puzzlement at interviewer's expression: you are distracted by one interviewer's non-verbal response to something you're saying.

• "You look a little surprised (shocked, put off, etc. ) by what I'm saying ...what's striking you that way?"

6- Strengths and weaknesses: one of the most difficult and unavoidable parts of every interview –

(a) How to raise a question of weaknesses which may be seen to be the difference between success and failure in this application??

• "I think I have a couple of weaknesses: x and y; I am in the process of doing something to reduce them - for example: ...... "

Note - this can be used in an Opening statement when you have a potential weakness like a quiet voice: invite the panel to signal non-verbally if they can't hear you clearly.

(b) How to raise strengths which are competitively critical: that is, which are reasons why you are the candidate of choice.

• "I think there are a number of strengths I have which make me particularly suitable for this position - for example: ........... "

7- Suggestions for how the job ought to be done which go beyond the requirements of the job description or advertisement; you should have a t least one of these .

• " There's some other things I think are important for anyone doing this job; they're not in the description, but.. ..... "

8- 'Jumping in ' - how to interrupt a process or remark to suggest re-direction, ask for clarification (see #2 above), etc.

• "Excuse me a moment, but I would like to check out something you've just said before you go on, namely, ....... "

9- Pre-empting - if you believe there is a common perception of a weakness in your performance which is likely not to be mentioned, but would be a major negative hidden influence on your chances, then ....... raise it yourself!

• " One thing I'd like to raise is a weakness that people often say I've got ....... I do (don't) think this is true because ..... "

10- Pause speech - acknowledging your surprise at a question -

• "I'm not too sure about that: I'll have to give it some thought for a second ... "

Note - this is another way of giving yourself thinking space; your brain works at about three times the speed of your mouth; so you can construct a hundred-word response in the time it takes to say this.

11- Deflection - to another point in the interview when you think one issue belongs with another; or one question links to another for you.

• "Yes, I'd like to talk about that in a few minutes in connection with .... "

12- Defending - Your legal rights in an interview: certain questions may not be asked, for instance: to do with your race, religion, nationality, age, unless there are special reasons why these matter. Usually there are none!

This also covers moments when you think you are about to be discriminated against because of an unclear decision criterion. For example, if tertiary qualifications are "recommended" or "desirable" and you don't have them (or not completely), then ask precisely what the state of the requirement is; if they are unclear point out that it leaves the door open to unfair treatment of those like yourself who fall on the fuzzy boundary of the requirement.

Close stage

 These last few minutes are critical to confirm your suitability in the panel's mind; so a firm conclusion is essential.

• Closing statement: your chance to wrap up the interview. The last (and first) things you say and do will be the most memorable for the interviewers. Pick the three or four most important arguments fur your selection to the position. These should address the most critical selection criteria.

• Feedback request - at the end of the interview invite feedback on the results and your performance from the panel; ask who you can contact to check out how you went if you are unsuccessful. (The panel chair should tell you this anyway, but if they don't ... then ask).

• Closing strategy - how you will leave the room - shake hands again, if you did on entry; thank the panel for their time, etc.

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Typical Types of Questions

There is a range of types of questions you can be expected to be asked. Some examples are provided; you will need to adjust them to your own circumstances – and add others that may be more appropriate. Strictly technical questions have been omitted. You can create them yourself.

If not, maybe you are applying for the wrong job.

They won't appear in this order in the interview.

1 -Why do you want this job?

2- What are your principal strengths for this job?

3- What do you think are the most critical tasks to be undertaken in the near future?

4- How would you manage a difficult colleague or staff member in a situation like .... ?

5- If you could change one thing about this job, what would it be?

6- Describe one event where you failed to meet objectives and how you handled the failure.

7- Where do you expect/want to be in 3 to 5 years, and what are you doing about getting there?

 

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Session Notes Proforma

Nb- these might be set out on A4 sheets which can be carried taped in a folder that you lay down in front of you at the start of the interview; tick off issues, questions, and proposals as they occur.

 

Critical tasks	Strategic options	Option notes	Done? y/n?	Quality? 1(lo) – 5(hi)
Entry Strategy
Opening Statement
Expected questions from Panel (and 3 or 4 evidence dot points for each)
Questions you want to ask
Your suggestions for extending the job or reshaping it.
Closing statement (3 or 4 highlights of your suitability for the job)
Closing strategy