Mastering Behavioral Interviewing and Screening: Key Competencies and Red Flags to Look for When Hiring

Feb 14, 2023

Behavioral interviewing is a type of employment interviewing that seeks to determine how job candidates have behaved in specific situations relevant to the job for which they are applying. Unlike traditional interviews, which tend to focus on the candidate’s education, experience, and qualifications, behavioral interviewing assesses the candidate’s competencies by evaluating their past behavior, which is believed to be a good predictor of future behavior.

Behavioral interviewing is an important tool for employers to identify candidates who are a good fit for a particular job and for their organization’s culture. It can help employers reduce the likelihood of hiring someone who may have the right qualifications on paper but lacks the necessary behavioral competencies to be successful in the role.

To conduct a successful behavioral interview, employers need to identify the competencies that are most important for the job and ask questions that prompt the candidate to provide examples of how they have demonstrated those competencies in past roles or situations. The competencies can be grouped into four main categories: intellectual, personal, interpersonal, and managerial/leadership.

This article will focus on the intellectual, personal, interpersonal, and managerial/leadership competencies that are important for employers to assess during a behavioral interview. We will provide examples of interview questions and behaviors that can help employers identify whether a candidate possesses the desired competencies or whether they are displaying interview flags that suggest they may not be the best fit for the role. By the end of this article, employers will have a better understanding of how to conduct a successful behavioral interview and what to look for in candidates to ensure they hire the right person for the job.

By using this method, employers can gain valuable insights into a candidate’s capabilities, work style, and potential fit for a specific role.

We will explore the 50 competencies and how to screen for them during the interview process.

  • Intelligence is a broad and multifaceted competency that encompasses a candidate’s cognitive abilities, reasoning skills, and learning aptitude. In an interview, employers can ask questions to gauge a candidate’s problem-solving skills, critical thinking, and ability to handle complex situations. For example, “Can you tell me about a time when you faced a challenging problem at work and how you went about solving it?”
  • Analysis skills refer to a candidate’s ability to gather and interpret data, identify patterns and trends, and draw logical conclusions. Employers can ask questions to assess a candidate’s analytical skills, such as “Tell me about a project where you had to analyze a large amount of data. How did you go about it, and what were your findings?”
  • Judgment and decision-making skills are crucial for any position, as they involve making sound and logical choices based on available information. During an interview, employers can ask a candidate to describe a situation where they had to make a difficult decision and what criteria they used to arrive at their conclusion.
  • Conceptual ability is a skill that involves thinking abstractly and understanding complex concepts. Employers can ask candidates to describe a project where they had to use their conceptual abilities, such as “Can you describe a project where you had to develop a new strategy or approach? What was your process, and what was the outcome?”
  • Creativity is a highly sought-after skill in many industries, as it involves developing innovative and novel solutions to problems. Employers can ask candidates to describe a project where they had to think creatively, such as “Can you tell me about a project where you had to come up with a unique solution to a problem? How did you go about it, and what was the result?”
  • Strategic skills refer to a candidate’s ability to plan and execute long-term goals and objectives. Employers can ask questions to assess a candidate’s strategic thinking, such as “Can you describe a time when you had to develop a long-term plan for a project? What steps did you take to ensure success?”
  • Pragmatism is a skill that involves being practical and realistic in one’s thinking and decision-making. Employers can ask candidates to describe a situation where they had to balance idealism and practicality, such as “Can you tell me about a time when you had to make a decision that balanced short-term needs with long-term goals?”
  • Risk-taking is a skill that involves taking calculated risks to achieve goals and objectives. Employers can ask questions to assess a candidate’s risk-taking skills, such as “Can you describe a project where you took a calculated risk, and what was the outcome?”
  • Leading edge refers to a candidate’s willingness to stay current with industry trends, technologies, and best practices. Employers can ask questions to assess a candidate’s leading-edge skills, such as “What do you do to stay current with industry trends and best practices? Can you describe a project where you had to incorporate new technology or methods into your work?”
  • Education is an important competency that includes a candidate’s formal education experience, licenses, and certifications. During a behavioral interview, you should ask a candidate how this information can be verified and follow up to ensure that credentials are accurate.
  • Experience is a critical competency that involves a candidate’s past work experience and how it relates to the job they are applying for. Employers can ask questions to assess a candidate’s experience, such as “Can you describe a project or achievement in your past work experience that is relevant to this position?”
  • “Track Record” A candidate’s track record is a measure of their past achievements and accomplishments. Employers can ask questions about a candidate’s track record, such as “Can you provide an example of an accomplishment in your past work experience that you are particularly proud of?”
  • Integrity is a personal competency that refers to a candidate’s honesty, ethics, and values. Employers can ask questions to assess a candidate’s integrity, such as “Can you describe a situation where you had to make an ethical decision at work? What did you do, and what was the outcome?”
  • Resourcefulness is a personal competency that involves a candidate’s ability to find creative solutions to problems. Employers can ask questions to assess a candidate’s resourcefulness, such as “Can you describe a situation where you had to come up with a creative solution to a problem with limited resources?”
  • Organization and planning skills refer to a candidate’s ability to manage their time, set priorities, and plan and execute projects effectively. Employers can ask questions to assess a candidate’s organization and planning skills, such as “Can you describe a time when you had to manage multiple projects simultaneously? How did you prioritize your tasks?”
  • Excellence is a personal competency that involves a candidate’s commitment to producing high-quality work. Employers can ask questions to assess a candidate’s commitment to excellence, such as “Can you describe a project where you went above and beyond what was expected of you? What was the result?”
  • Independence is a personal competency that refers to a candidate’s ability to work independently and take initiative. Employers can ask questions to assess a candidate’s independence, such as “Can you describe a situation where you had to work independently on a project? How did you manage your time and stay focused?”
  • Stress management skills refer to a candidate’s ability to handle stress and pressure effectively. Employers can ask questions to assess a candidate’s stress management skills, such as “Can you describe a situation where you had to work under pressure? How did you handle the stress, and what was the outcome?”
  • Self-awareness is a personal competency that involves a candidate’s ability to understand their own strengths, weaknesses, and emotions. Employers can ask questions to assess a candidate’s self-awareness, such as “Can you describe a situation where you received feedback on your performance? How did you respond, and what did you learn from the experience?”
  • Adaptability is a personal competency that refers to a candidate’s ability to adjust to changing circumstances and environments. Employers can ask questions to assess a candidate’s adaptability, such as “Can you describe a situation where you had to adapt to a new work environment or team? How did you adjust, and what was the result?”
  • First impressions refer to a candidate’s initial impact on a potential employer. Employers can assess a candidate’s first impression by observing their communication skills, body language, and overall demeanor during the interview.
  • Likability is an interpersonal competency that refers to a candidate’s ability to connect with others and build positive relationships. Employers can assess a candidate’s likability by observing their communication individually and in a group setting to observe their ability to navigate a team dynamic, build rapport, and encourage others to connect.
  • Listening skills refer to a candidate’s ability to actively listen and understand others. Employers can assess a candidate’s listening skills by asking questions and observing how they respond.
  • Customer focus is an interpersonal competency that involves a candidate’s ability to understand and meet the needs of customers. Employers can assess a candidate’s customer focus by asking questions about their past experiences working with customers.
  • Team player is an interpersonal competency that refers to a candidate’s ability to work well with others and contribute to a team’s success. Employers can assess a candidate’s team player skills by asking questions about their past experiences working in teams.
  • Assertiveness is an interpersonal competency that involves a candidate’s ability to express their opinions and ideas confidently. Employers can assess a candidate’s assertiveness by observing their communication style during the interview.
  • Oral communication skills refer to a candidate’s ability to express themselves clearly and effectively through speech. Employers can assess a candidate’s oral communication skills by observing their responses to interview questions and how they interact with others during the interview.
  • Written communication skills refer to a candidate’s ability to express themselves clearly and effectively through written materials such as emails, reports, and proposals. Employers can assess a candidate’s written communication skills by reviewing their resume and cover letter, as well as any written materials they submit during the interview process.
  • Political savvy is an interpersonal competency that involves a candidate’s ability to navigate office politics and build alliances within the organization. Employers can assess a candidate’s political savvy by asking questions about their past experiences working in complex organizational environments.
  • Negotiation skills refer to a candidate’s ability to reach mutually beneficial agreements with others. Employers can assess a candidate’s negotiation skills by asking questions about their past experiences negotiating with others.
  • Persuasion skills involve a candidate’s ability to convince others to accept their ideas or opinions. Employers can assess a candidate’s persuasion skills by asking questions about their past experiences persuading others, such as in sales or marketing roles.
  • Selecting A players is a management competency that involves a candidate’s ability to identify and recruit top talent for their team. Employers can assess a candidate’s ability to select A players by asking questions about their past experiences in recruiting and hiring.
  • Coaching skills refer to a candidate’s ability to provide guidance and support to their team members to help them improve their performance. Employers can assess a candidate’s coaching skills by asking questions about their past experiences mentoring or coaching others.
  • Goal setting is a management competency that involves a candidate’s ability to set and achieve specific objectives for their team or organization. Employers can assess a candidate’s goal-setting skills by asking questions about their past experiences setting and achieving goals.
  • Empowerment is a management competency that involves a candidate’s ability to delegate authority and responsibility to their team members. Employers can assess a candidate’s empowerment skills by asking questions about their past experiences delegating tasks and responsibilities.
  • Accountability is a management competency that involves a candidate’s ability to take responsibility for their team’s performance and outcomes. Employers can assess a candidate’s accountability skills by asking questions about their past experiences taking ownership of projects or initiatives.
  • Redeploying B/C players is a management competency that involves a candidate’s ability to recognize when team members are not meeting expectations and to take appropriate action to improve their performance or find a better fit within the organization. Employers can assess a candidate’s ability to redeploy B/C players by assessing the employee’s ability to accurately assess the capabilities of others, give direct feedback, find empathy, and make connections between organizational needs and employee abilities.
  • Team building is a management competency that involves a candidate’s ability to foster positive relationships among team members and build a strong, cohesive team. Employers can assess a candidate’s team-building skills by asking questions about their past experiences leading or participating in team-building activities.
  • Diversity is a management competency that involves a candidate’s ability to appreciate and manage differences among team members, such as differences in culture, race, gender, and age. Employers can assess a candidate’s diversity skills by asking questions about their past experiences working with diverse teams and managing diverse team members.
  • Running meetings is a management competency that involves a candidate’s ability to plan, organize, and facilitate effective meetings. Employers can assess a candidate’s ability to run meetings by asking questions about their past experiences leading or participating in meetings and observing how they facilitate the interview process.
  • Vision is a leadership competency that involves a candidate’s ability to articulate a compelling and inspiring vision for the future of the organization. Employers can assess a candidate’s vision skills by asking questions about their long-term goals and how they plan to achieve them.
  • Change leadership is a leadership competency that involves a candidate’s ability to manage change and lead others through periods of transition. Employers can assess a candidate’s change leadership skills by asking questions about their past experiences leading change initiatives and how they approach change management.
  • Inspiring “followership” is a leadership competency that involves a candidate’s ability to inspire and motivate others to follow their lead. Employers can assess a candidate’s ability to inspire followership by asking questions about their past experiences leading and motivating others and how they build trust and rapport with team members.
  • Conflict management is a leadership competency that involves a candidate’s ability to manage and resolve conflicts among team members or stakeholders. Employers can assess a candidate’s conflict management skills by asking questions about their past experiences handling conflicts and how they approach conflict resolution.
  • Energy is a motivational competency that involves a candidate’s ability to sustain high levels of energy and motivation over time. Employers can assess a candidate’s energy levels by observing their engagement and enthusiasm during the interview process.
  • Passion is a motivational competency that involves a candidate’s strong emotional connection to their work and their desire to make a meaningful impact. Employers can assess a candidate’s passion by asking questions about what motivates them and what they are most passionate about in their work.
  • Ambition is a motivational competency that involves a candidate’s desire to achieve success and advance their career. Employers can assess a candidate’s ambition by asking questions about their career goals and how they plan to achieve them.
  • Compatibility of needs is a motivational competency that involves a candidate’s alignment with the organization’s culture, values, and goals. Employers can assess a candidate’s compatibility of needs by asking questions about their motivation for working for the organization and how they see themselves fitting into the company culture.
  • Balance in life is a motivational competency that involves a candidate’s ability to balance their work and personal life to maintain a healthy and fulfilling lifestyle. Employers can assess a candidate’s balance in life by asking questions about their hobbies, interests, and how they manage their time outside of work.
  • Tenacity is a motivational competency that involves a candidate’s ability to persevere through challenges and setbacks to achieve their goals. Employers can assess a candidate’s tenacity by asking questions about their past experiences overcoming obstacles and how they approach challenges and setbacks.

Interview red flags are verbal and nonverbal cues that job candidates display during the interview process, signaling potential issues that can negatively impact their suitability for the position. These warning signs can range from verbal behaviors such as failure to answer a question or inappropriate questioning, to nonverbal actions such as hiding the mouth or eyes.

Other red flags may include denial, an overly specific answer, a non-answer statement, an inappropriate level of concern, and a convincing statement. Candidates may also display process or procedural complaints, reluctance or refusal to answer, inconsistent statements, or perception qualifiers.

It is essential to keep in mind that one or two red flags do not necessarily indicate a problem candidate, and it is crucial to consider these behaviors within the broader context of the candidate’s qualifications, experience, and overall performance during the interview process. However, if a candidate displays multiple red flags, it is worth taking the time to investigate further and consider whether the individual is a suitable fit for the role.

Ultimately, identifying interview red flags can help you to make more informed hiring decisions, reduce the risk of making a poor hire, and ensure that you find the right person for the job. By keeping an eye out for these warning signs, and considering the context in which they occur, you can build a more robust, capable team that will help your organization to achieve its goals and succeed in a competitive business environment.

Here is a list of interview red flags that you might observe:

  • Unusual Pauses – a verbal behavior in which a person takes a long or unusual pause before answering a question
  • Lack of Eye Contact – a nonverbal behavior in which a person avoids making eye contact while answering a question
  • Nervous Tics – a nonverbal behavior in which a person displays nervous tics, such as tapping their feet, fidgeting with their hands, or playing with their hair, while answering a question
  • Rambling Response – a verbal behavior in which a person provides an excessively long or irrelevant response to a question
  • Sarcasm – a verbal behavior in which a person responds to a question with a sarcastic remark, rather than answering the question directly
  • Silence – a verbal behavior in which a person remains silent after a question has been asked
  • Talking Too Much – a verbal behavior in which a person provides more information than necessary, potentially revealing more than they intended to
  • Unverifiable Information – a verbal behavior in which a person provides information that cannot be easily verified or checked
  • Vague Response – a verbal behavior in which a person provides a vague or ambiguous response to a question, potentially indicating a lack of knowledge or honesty
  • Exaggeration – a verbal behavior in which a person exaggerates their skills or experiences to sound more impressive
  • Lying – a verbal behavior in which a person intentionally provides false information
  • Non sequitur – a verbal behavior in which a person provides an answer that is not logically connected to the question asked
  • Overconfidence – a verbal behavior in which a person expresses excessive confidence in their abilities, potentially indicating a lack of self-awareness or overestimation of their skills
  • Unwillingness to Admit Mistakes – a verbal behavior in which a person is unwilling to admit to mistakes or faults, potentially indicating a lack of accountability or difficulty with constructive criticism
  • Defensiveness – a verbal behavior in which a person becomes defensive or argumentative when asked a question that they perceive as critical or challenging Inconsistency in
  • Poor Body Language – a nonverbal behavior in which a person’s body language does not match the content of their verbal response, potentially indicating a lack of sincerity or honesty
  • Hesitation – a verbal behavior in which a person hesitates or stammers while answering a question, potentially indicating a lack of confidence or uncertainty in their response
  • Talking Down – a verbal behavior in which a person talks down to the interviewer, potentially indicating a lack of respect or professionalism
  • Talking Too Little – a verbal behavior in which a person provides minimal information in response to a question, potentially indicating a lack of knowledge or engagement with the topic at hand
  • Inappropriate Joking – a verbal behavior in which a person uses inappropriate humor in response to a question, potentially indicating a lack of professionalism or maturity.

Behavioral interviewing and screening are essential in selecting the right candidate for a job. By using these competencies and interview flags, interviewers can assess the candidate’s intellectual, personal, interpersonal, management, motivational, and leadership skills. These competencies and flags help the interviewer to identify the strengths and weaknesses of a candidate and evaluate their suitability for a particular job. A skilled interviewer should use these competencies to form open-ended questions and identify any red flags through the flags raised during the interview process.

It is important to remember that these competencies and flags are not absolute determinants of the candidate’s ability to perform the job effectively. However, by understanding and evaluating the competencies and flags, an interviewer can make a more informed and objective hiring decision, improving the chances of selecting the right candidate for the job.

In today’s competitive job market, finding and selecting the best candidates for a job can be a daunting task. By incorporating behavioral interviewing and screening into the hiring process, an employer can ensure that they make the best possible decision for their company.

The cost of a bad hire can be significant and selecting the right person for the job can make all the difference. With proper planning, preparation, and execution, the interviewing process can help to reduce the risk of making a bad hiring decision, improve the quality of the workforce, and lead to the success of the company.

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About

David McInnis

President & Founding Partner

David has two decades of global recruitment experience and is Founding Partner of Willard Powell. Prior to founding Willard Powell, David worked with Leathwaite International, a global executive search firm. Before his employment with Leathwaite, David worked for Wachovia Securities (now Wells Fargo Securities) supporting the firm’s Investment Banking & Capital Markets Technology group. David is a graduate of Lasell College in Newton, MA, where he received a Bachelor of Science in Business Management with a concentration in Management Information Systems. David also serves as a Trustee on Lasell’s Board.