• abuse
  • accelerated learning
  • active verbs
  • adapt activities to the available time
  • adapt learning activities for large groups
  • adapt participatory activities for large groups
  • administrative organization
  • admit mistakes
  • adult learning principle
  • advanced leadership institute
  • affinity diagram
  • agenda process wall map
  • ampliication options for facilitating small groups
  • answer interview questions
  • anticipation
  • attitude
  • audience size
  • audiovisuals
  • avoid trainer mistakes
  • binders
  • blaming messages
  • blocked compassion
  • Bloom's Taxonomy
  • brain research
  • brainstorming
  • build in extra time
  • burnout
  • business growth
  • candles
  • case study
  • celebration circle
  • change
  • change initiative
  • change management
  • check AV equipment
  • check marking pens
  • children
  • choosing learning activities
  • class audits
  • classroom management
  • classroom training
  • clear action-oriented requests
  • close training session
  • code of conduct
  • cognitive load
  • comic strips in av
  • common ground questions
  • communication
  • community college
  • compassionate communication
  • conflict management
  • constructive criticism
  • constructive dialogue
  • content mistakes
  • courage
  • craft organization
  • critical conversation
  • critical evaluation
  • Croatia
  • crossword puzzle
  • curriculum design
  • customer service
  • customer-centered
  • debriefing activities
  • decisions
  • delegation
  • demonstration
  • design mistakes
  • difficult participants
  • dignify jobs
  • do the best you can
  • Dr. Deming
  • dry topics
  • effective trainers
  • effective training
  • Elderhostel
  • emotional liberation
  • emotional slavery
  • empathy
  • employee emotional needs during change
  • employee productivity
  • employee turnover
  • encore career
  • energizers
  • engage learners
  • enrich learning situations
  • entrapment
  • entrepreneur
  • evaluation mistakes
  • evidence-based
  • examples
  • Exploritas
  • express feelings
  • facilitate
  • facilitate large groups
  • facilitation mistakes
  • facilitators
  • fading
  • fatigue
  • flip charts
  • fourth level education
  • free tuition for seniors
  • frequent breaks
  • gender subversion
  • generosity
  • George Soros
  • Golden Circle
  • good business
  • good impression
  • grace
  • group facilitation
  • handle disruptive participants
  • hands on activities
  • help participants be more focused
  • highly technical topics
  • hiring interview
  • hiring steps
  • hope
  • humor
  • humor in training
  • incompetence
  • independent training consultant
  • interpersonal communication skills training
  • interpreting other's actions
  • interview strategy
  • isolation
  • job interview
  • Jordan
  • just-in-time training
  • keep lights on during AV
  • key learning
  • kinesthetic objects
  • leadership training
  • learner competence
  • learner confidence
  • learner participation
  • learner-centered training
  • learning
  • learning activities
  • learning contract
  • learning environment
  • learning institute
  • learning objectives
  • learning process
  • learning styles
  • lesson plan
  • level of learning
  • life management
  • lifelong learning
  • limited training time
  • long-term memory
  • luggage snafu
  • make a difference
  • make boring topic interesting
  • make good impression during interview
  • make participants more alert
  • make participants more comfortable
  • making requests
  • making requests instead of demands
  • management issues
  • manager's role
  • mark up
  • materials checklist
  • mature learner
  • measure learning
  • mistakes when timing activities
  • misuse of training
  • monitor performance
  • moralistic judgment
  • more beginnings and endings
  • multi-day training
  • naysayers
  • negative attitude to training
  • negative participants
  • nightmare
  • nonviolent communication
  • number pages
  • NVC
  • observation without evaluation
  • off-the-shelf training
  • oral relay
  • organizational success
  • overcome adversity
  • overextension
  • pair share
  • paraphrasing
  • participant buy-in
  • participant materials
  • participant resistance
  • participatory activities
  • participatory learning
  • peace
  • performance feedback
  • performance impact
  • performance management
  • planning
  • political
  • poor health
  • pop ups
  • positive difference
  • powerlessness
  • PowerPoint
  • practice
  • preparation
  • presentation
  • prime learners to participate
  • priming employees to learn
  • printing training materials
  • problem-solving
  • problem-solving conversation
  • productivity
  • program feedback
  • promotional organization
  • prompt return from breaks
  • proper use of Power Point
  • quality service
  • questionnaire
  • reading AV
  • receiving empathetically
  • redirect negative attitudes
  • relay race
  • responding to questions
  • role-play
  • room arrangement for large groups
  • satisfy participants
  • self-discovery activity
  • Simon Sinek
  • social networking
  • solo practitioner
  • song
  • specific learning objectives
  • spirit
  • start with "why"
  • steps during change process
  • stop waiting for life to start
  • stress
  • success
  • successful training
  • supervisory involvement in training
  • supervisory training
  • supplementing lecture with AV
  • survive business challenge
  • system barriers
  • table of contents
  • take digital photos of flip charts
  • take responsibility for feelings
  • teachers
  • team mission
  • team operating principles
  • team training
  • teamwork
  • TED
  • three decisions trainers make
  • time limitations
  • timing learning activities
  • timing mistakes when scheduling activiites
  • title pages
  • too much information in training program
  • trainer assumptions
  • trainer characteristics
  • trainer credibility
  • trainer mistakes
  • trainer preparation
  • trainer preparation materials
  • trainer respect
  • trainer's primary mission
  • training activities
  • training benefits
  • training design and delivery
  • training design questions
  • training evaluation
  • Training in Nigeria
  • training logistics
  • training mistakes
  • training needs assessment
  • training participants
  • training preparation
  • training reinforcement
  • training scheduling
  • training travel
  • turn AV off
  • UCLA Mastery Teaching Model
  • Uncategorized
  • understanding
  • use a pointer with AV
  • use of audiovisuals
  • validate concerns
  • value of training
  • vicious cycle
  • walkabout
  • why and change
  • win/win communication
  • worked examples
  • working memory
  • worry
  • wrong participants
  • wrong training focus
  • Tip #324: Tricks to Answering Interview Questions

    “We wanted a responsible man for this job,” said the employer to the applicant. “Well, I guess I’m just your man,” said the young fellow. “No matter where I worked, whenever anything went wrong, they told me I was responsible.” Bill Adler

    There are tricks to answering interview questions so that the interviewers hear what they need to hear to know that you are the best candidate for the job.

    When you hear an interview question, always answer the question behind the question. Think about what the interviewer really wants to know.

    For example, a common interview question is “Why do you want this job?” The question behind the question is “Why would we want you in this job?”

    Don’t explain how you expect the job will benefit you: “It will give me a desired challenge or promotion or opportunity to use my skills.”

    Instead, tell the interviewer how you will benefit the job and the organization: “I’ve worked in organizations with similar services and challenges and feel that my experience will help this company anticipate and respond more quickly and effectively when faced with similar challenges. For example,….”

    Another common interview question is: “What do you consider to be your greatest weakness?” The question behind the question is “What have you done to recognize and address this weakness?”

    Don’t hand the interviewer a very good reason to dismiss you as a viable candidate: “Well, my greatest weakness is how long it takes me to get things done.”

    Instead, show the interviewer what you have done to constructively address this weakness: “My greatest weakness is my need to do work as deliberately and perfectly as possible. However, I have realized that my standard of quality has frequently limited my work performance. As a result, I find out the level of quality expected by my supervisor or my client and work to that standard. This way, my work product meets everyone’s expectations and is always on schedule.”

    There are some questions we worry about because we’re not sure we have an acceptable answer. For example, “Why did you leave your last job after just one month?” If you were fired from that job, this can be a frightening question. Before you plan your answer, keep in mind what the interviewer will not want to hear: answers that blame others, especially the prior employer.

    This is NOT the place to respond: “Well, my supervisor at that company was completely incompetent and always blamed me for his mistakes. I couldn’t take that kind of harassment, so I left.”

    If an interviewer hears this response, it immediately raises concerns about what you might say about the supervisor here when you leave the job- and also that you might have a chip on your shoulder that could end up in a harassment complaint against the company.

    This is also NOT the place to respond: “Well, I made some terrible mistakes that cost the company a lot of money, so they had to let me go.”

    If an interviewer hears this response, you know what concerns it will raise!

    Instead, be diplomatic and gracious: “After I started the job, I discovered that it was not what I had expected.”

    There is nothing in this response that would raise unnecessary red flags. Interviewers are human and know that some jobs just aren’t the right fit.

    There are other questions that are commonly asked for which you need a clear strategy for answering.

    For example, “Tell me about yourself.” The question behind the question may be, “What are all the things I can’t legally ask that you can now tell me about?”

    Do NOT provide personal information: “Well, I was born in South Carolina and have twelve brothers and sisters. I’m now a single parent with three children, so I really need this job.”

    Instead, keep your answer professional and work-related: “I’ve always been interested in teaching at the elementary school level and made sure that I could practice teach in that environment. I got my degree at….”

    Another example, “Where do you expect to be in five years?” The question behind the question is: “Do you plan to use the training and experience you get in this job as a springboard to a job in a different company?”

    Since no one really knows what they will be doing in five years, it’s not a very fair or useful question. But please don’t tell the interviewer that!! Instead, provide an honest and diplomatic answer: “I would plan to stay with this company as long as there is a good fit with my skills and abilities.”

    Most interviewers are interested in screening out unacceptable job applicants, so they choose questions that will accomplish that. However, if you follow these guidelines for answering interview questions, they will know that you are the best person for the job.

    To help those of us who facing a job interview, I have posted a white paper on Typical Interview Questions (and how to answer them when they are intended to screen you out) my website at http://www.laurelandassociates.com.

    In next week’s Tip, we will look at how to make a good impression during an interview.

    May your learning be sweet.