RECRUITMENT TOOLKIT

January 2019

A Guide to
Competency Based
Interviews
2 A Guide to Competency Based Interviews

Welcome
Welcome to the LSE’s Guide to Competency Based Interviews. This document
builds on the School’s Recruitment and Selection Policy (Professional
Services Salaried Staff) and provides further practical guidance to help
managers across the School recruit and select staff.
 A Guide to Competency Based Interviews 3

Contents

1. Competency Interviews

a. What are competencies?

b. Competency interview example

2. Creating competency questions

a. The LSE Effective Behaviours Framework

b. The LSE Behavioural Attributes

c. Examples
4 A Guide to Competency Based Interviews

Competency Interviews help candidates give evidence of the personal

qualities which are needed to perform well in the
role.
The following guidance has been prepared to help
you, as a hiring manager, establish your questions
to ask candidates at interview. The guidance uses Usually, candidates are expected to give an
the School’s Effective Behaviours Framework and example of how they have demonstrated particular
guidance on technical / skills based questions. qualities in the past.

For further guidance and support, please contact

your HR Adviser who can assist you with
developing further questions, advice on interview
techniques or incorporating behavioural attribute EXAMPLE:
questions into your interviews.
Describe a situation where you
had to …
• show leadership
1.1 What are competencies? • make a difficult decision
• show initiative
Competency-based selection methods are based • overcome a difficult
on the assumption that past behaviour is the best obstacle
predictor for future behaviour. It is not enough for a
• refuse to compromise
candidate to just say what they can offer; they need
to provide evidence.

Competency-based questions (also referred to as

behavioural attribute questions) can be used in
applications and at interview. They are designed to
 A Guide to Competency Based Interviews 5

1.2 Competency interview example

It is recommended that your interview format should include a mix of behavioural attribute questions and
technical / skills based questions.

As an example, your competency (behavioural attribute) questions could make up for around 70% of your
interview questions with the remaining 30% covering the technical skills specific to the role.

COMPETENCY INTERVIEW

Competency (Behavioural Attribute) Questions Skills / Technical

i.e. the Effective Behaviours Framework Questions

70 30

1.3 What next

• How do I create competency (behavioural attribute) questions?

• How do I decide on skills based and technical questions?

Further information on these can be found in the remaining pages of this guidance document.
6 A Guide to Competency Based Interviews

The Effective Behaviours Framework

The Effective Behaviours Framework is based on the LSE Ethics Code, and is a set of six core behavioural
attributes underpinning life at the LSE, that all staff are expected to show.

When assessing candidates at interview, the Effective Behaviours Framework is a useful tool to help you, as
hiring manager decide on relevant competency (behavioural attribute) questions to assess whether
candidates can demonstrate the relevant skills and experience to carry out the role.

It is recommended that your competency (behavioural attribute) questions make up for around 70% of your
interview questions, with the remaining 30% covering the technical skills specific to the role.

Further information on the Effective Behaviours Framework can be found here.

 A Guide to Competency Based Interviews 7

LSE Behavioural Attributes Guide

This framework has been created to support managers in designing their interview questions.

This provides an overview of what the Effective Behaviours may look like at the different band levels in the School, and what behaviours you could
expect to see evidenced from a candidate in their responses at interview.

Bands 1 – 3 Bands 4 - 6 Bands 7 - 9

Communication Communication Communication

The capacity to communicate effectively with The capacity to communicate effectively with others The capacity to communicate effectively
others with others
• Clearly explains ideas to others in a way that
• Able to communicate effectively with is easy to understand. • Clearly and confidently explains
others in both verbal and written • Able to use a range of communication styles ideas and complex issues in a way
form. and channels to effectively convey that is easy to understand.
• Able to listen and respect others’ messages. • Communicates ideas clearly and
views and opinions. • Actively listens and respects others’ views fluently, commanding attention and
• Recognises the right of others to and opinions. making a strong impact.
freedom of expression. • Recognises the right of others to freedom of • Actively listens and respects
expression. others’ views and opinions.
• Able to deliver difficult messages
with tact and sensitivity as
required.
• Recognises the right of others to
freedom of expression.

Working with People Working with People Working with People

The ability to help and support others. The capacity to collaborate with and motivate The capacity to lead and influence others in
others in the combined achievement of objectives. the achievement of their objectives.
8 A Guide to Competency Based Interviews
• Actively encourages others to
contribute diverse ideas, opinions and • Actively promotes a climate of openness • Gets the best out of people by
suggestions. and trust to contribute their diverse ideas, recognising their individual needs
• Works collaboratively with others. opinions and suggestions. and personal and professional
• Motivates and support colleagues. • Wins the co-operation of others through development aspirations.
• Plays a role in the team or motivation and inspiration to get things • Empathises with others, taking
departments success. done and deliver results care to listen, and using summary
• Acts sensitively, recognising the • Clearly and confidently explains ideas clarification to ensure full
feelings and needs of others. understanding.
• Listens with concentration and tact. • Motivates and inspires others,
building their confidence in their
own capacity to succeed.
• Recognises and rewards good
performance, and encourages
colleagues to share their
successes.
Equity and Diversity Equity and Diversity Equity and Diversity

The ability to work in line with the Schools’ The capacity to champion the Schools’ EDI The capacity to champion the Schools’ EDI
EDI principles principles principles

• Reports inappropriate behaviours, • Challenges where appropriate and reports • Promotes an inclusive environment
attitudes and languages towards inappropriate behaviours, attitudes and which values equality of
others. languages towards others. opportunity and diversity.
• Demonstrates mutual respect, open • Acknowledges and respects the broad range • Actively encourages the exchange
mindedness, tolerance and integrity at of social, cultural customs, beliefs and of views and opinions, ensuring
all times. values within the law. equitable access to development
• Actively works in a way that fosters • Promotes an inclusive environment which for all.
an inclusive environment which values equality of opportunity and diversity. • Engages proactively with
values equality of opportunity and • Actively encourages the exchange of views legislation and School initiatives
diversity. and opinions. relating to EDI principles.
• Leads by example and champions
EDI behaviours.

Managing Self and Others Managing Self and Others Managing Self and Others

The ability to manage time and workload The ability to manage their own, and others’ time The ability to manage time and workload
effectively. and workload effectively. effectively.
 A Guide to Competency Based Interviews 9
• Manages time effectively to ensure • Provides clarity to colleagues and sets clear, • Ensures that local work plans are
required tasks are completed on time. effective and stretching objectives for consistent and in line with the
• Has a positive and ‘can do’ attitude others. objectives of the School.
towards work. • Shows an understanding of the links • Ability to manage themselves and
• Seeks feedback from colleagues on between individual, others efficiently and effectively.
performance and actively learn from department/division/centre/institute and • Gains trust and confidence through
the responses received. School objectives. transparency and consistent
• Acts in accordance with the Ethics • Creates momentum and enthusiasm with decision making.
Code principles. colleagues and empowers others to take • Stands by considered decisions,
• Accepts and demonstrate person responsibility. even if they prove unpopular
responsibility for health and safety, • Sets an example in conduct to promote and among colleagues.
GDPR and statutory requirements. support good ethical behaviour. • Collaborates effectively and
• Acts in accordance with School policies and develops and maintains personal
principles. networks of contacts across the
• Accepts and demonstrates responsibility for School and externally.
health and safety, GDPR and statutory • Acts proactively to support
requirements. succession planning and develop
colleagues with high potential
through meaningful and
constructive Career Development
Reviews (CDRs).
• Accepts and demonstrates
responsibility for health and safety,
GDPR and statutory requirements.
Continuous Improvement Continuous Improvement Continuous Improvement

The ability to self-reflect and seek feedback. The capacity to make improvements based on self- The capacity to improve and innovate
reflection and through feedback. based from feedback and self-reflection.
• Being open to new ideas and
proposals and embracing and • Spotting opportunities for improvement and • Fosters a culture that encourages
engaging change. working to deliver these. others to take calculated risks in
• Actively reflecting on ways to improve • Identifying risks and any mitigation that can pursuing innovation.
and enhance the service delivered to be put in place to limit them. • Seeks input from the whole team.
customer groups (i.e. students and • Encourages a diverse range of viewpoints. • Actively supports and drives a
staff). • Works with others to foster a culture of continuous improvement
• Shares learning experiences with support when working with change. philosophy.
others to help them. • Able to adapt to changes outside of
• Takes part in formal and informal L&D the School.
opportunities. • Coaches and guides other in
10 A Guide to Competency Based Interviews
development improvement and
innovation strategies and ways of
working.

Delivering Excellent Service Delivering Excellent Service Delivering Excellent Service

The capacity to deliver excellent customer The capacity to think about customers’ needs The capacity to consider customer needs
service. proactively proactively and deliver an excellent service.

• Strives to understand their role and • Shows an understanding of the School • Develops and maintains excellent
the needs of customers across the environment and varying customer needs working relationships with
School, whether they are students, within it. customers.
alum, staff and/or external. • Builds and maintains good working • Gains trust and confidence in
• Listens to and engages with service relationships with colleagues that fall within others by demonstrating expertise,
users to properly understand their the scope of the role, such as students, insight, empathy and commitment.
individual and varied needs. alum, staff and/or external. • Acts proactively to inform and
• Positively manages expectations and • Gains confidence and trust by influence.
possible outcomes in order to deliver demonstrating expertise, commitment and • Seeks to gain an understanding
the best service and solution. empathy where required. XXX.
• Takes responsibility to deal with • Proactively tailors communications to feed • Strives to measure and exceed
customer queries within the scope of the needs of different audiences. customers’ expectations, and
the role. • Adapts behaviors to suit diverse situations improve their overall experience at
• Resolves problems quickly in a • Strives to exceed customer service delivery the School.
cheerful, friendly manner. and expectations.
• Acts upon feedback from customers
on their performance.
 A Guide to Competency Based Interviews 11

2.1 Example
The following example shows how the behavioural attributes framework can be used to help create interview
questions against the person specification for a Customer Support Adviser (Band 4).

Person Specification Criteria E/D Competency Question Example

Knowledge and Experience – Strong Describe a negotiating experience that

negotiation experience you feel was particularly successful.

E OR

Describe a time when you had to

negotiate a compromise or had to help
others arrive at a compromise.

Communication – Ability to convey important, E Provide an example of where you have

and at times complex, information to had to adapt your communication style to
customers. your audience in order to convey a
message.
What was the situation? What approach
did you take?

Initiative and Problem Solving - Proven ability E Tell me about a time when a problem
to resolve majority of customer enquiries, arose and your manager was
escalating where necessary unavailable? How did you handle the
situation, and how did things turn out?

Teamwork and Motivation - Examples of having E Tell me about a time when you worked
participated in and contributed to a team with a group to complete a shared goal.
What was your role?
Planning and Organising Resources - Proven E What does it mean to you to be
ability to plan and organise and prioritise own organised?
workload How do you prioritise you workload, what
tools to you use?

Planning and Organising Resources - Ability to E Describe a time sensitive project or piece
work to deadlines whilst maintaining attention of work you worked on, that required
to detail close attention to detail.

Please note that this list of questions is not exhaustive.

12 A Guide to Competency Based Interviews

2.2 Further Example Questions

The next few pages cover some examples of general and behaviour style questions, grouped by the Effective
Behaviours Framework headings.

COMMUNICATION

COMMUNICATION

• Give me an example of when you have written an important letter to a client / customer. How did
you ensure it was clear to the reader? What feedback did you receive?
• Give me an example of when you had to explain something complex over the telephone. What was
difficult? Would you act differently next time?
• Tell me about a time when you found it difficult to keep someone’s attention. What did you do?
• Tell me about a time when you had to communicate a complicated idea to others. How did you go
about this? How did you plan to communicate this so they understood? How did you check their
understanding?
• Tell us about a time when you had to brief another person or team. How did you structure this
communication? How did you plan to cope with queries or conflict? What did you learn from this?

INFLUENCE

• Tell me about a time when you had to persuade a colleague(s) to your point of view. What positive
messages and benefits did you outline and why?
• Think of a time when you had to argue a case and outline the arguments. What arguments did you
use to win the case and why? When developing lines or argument, to what extent do you involve
others?
• Describe a time when you have had to develop a long term strategic influencing strategy. What did
you do? Who was involved? How did you ensure success? What direct influencing methods did you
use?
• Describe a situation where you had difficulty getting others to agree with your decisions. How did
you handle it?
 A Guide to Competency Based Interviews 13

WORKING WITH PEOPLE

ENERGY

• Describe a time when you have been particularly motivated to achieve a goal.
• Tell me about a time when you went the “extra mile” before your employer.
• Tell me about a time when you had to demonstrate high levels of drive to achieve a goal.
• Have you ever had conflict with a colleague? How was it resolved?

COACHING AND MENTORING

• Tell me about a person who, as a result of your coaching has improved their skills or performance.

TEAMWORK

• Describe a time when you contributed to the success of a team.

• What do you like most about working with others? What least?
• Give me an example of how you have responded to a colleague who seemed overworked or
stressed.
• Give me an example of when you had to support others in a team.
• Tell me about the best team you have worked in and why it stands out positively in your mind.
• Describe a time when you had to build a team. How did you go about building the team, and was it
successful in achieving its goals?
• Tell me about a time when you worked with a colleague who was not completing their share of
work. What did you do?
• How well do you work with others? What do the words “team player” mean to you?
• How important is recognition to you?

LEADERSHIP

• Give me an example of how you have given clear direction to your staff and empowered them to
achieve their objectives.
• Tell me about how you have communicated your organisation’s vision and how you have
encouraged others to work towards this.
• Can you give me an example of how you cascade information to your staff?
• Tell me about how you have successfully managed to balance organisation and local needs
effectively.
• Provide an example of how you have taken responsibility for identifying and developing future
leaders.
• Give me an example of a time that you showed initiative and took the lead.
• Describe you management style.
• What qualitied do you feel a successful manager should have?
14 A Guide to Competency Based Interviews

EQUITY AND DIVERSITY

INTEGRITY

• Describe a time where you challenged someone because they had broken or contravened the
organisations values or policies.

• Can you tell me about a time when you were asked to do something that you did not agree with?
Why, and what did you do?

• What is your definition or understanding of diversity? How would you promote diversity and
inclusion?

• What do you see as the challenges of leading and managing a diverse workforce?

• How have you/would you handle a situation in which one of your colleagues made a discriminatory
remark?

• What kind of experience have you had of working with others from a different cultural background
than your own?

• What is your understanding of respect and dignity? How do you demonstrate respect and dignity?

• What do you understand by the term “reasonable adjustment”? How have you/ would you handle a
situation where a reasonable adjustment of one employee is affecting the workloads of others /
causing unrest in the team?
 A Guide to Competency Based Interviews 15

MANAGING SELF AND OTHERS

INITIATIVE

• Describe a time when you have sought new responsibility or volunteered to do something which
was normally outside of your role.
• Describe a time when you have used your initiative to achieve a result.

RESILIENCE

• Please provide an example of when time pressures prevented you spending a lot of time on a task.
What implications did this have on your work?
• Describe a situation where you were faced with someone not providing you with what you needed.
What did you do? What was the outcome?
• Give me a recent example of when you have experienced a set back.
• Give me an example of a high-pressure situation you have faced this past year and how you
resolved it.
• Give me an example of a time when you set a goal and were able to meet or exceed it.
• Describe a situation where you had to work under pressure. How did you react?
• Give me an example of when you were unfairly criticised. How did you respond?
• Tell me about a time when you became disheartened with a task.

TASK MANAGEMENT

• How important are details to you? Why or why not? What role do you think organisations play, or
should play, in this position?
• What does it mean to you to be organised? How to you prioritise your workload? What tools or
methods do you use?
• Give me an example of an important task you have had to plan and organise. What mechanisms did
you put in place to ensure you met your targets / deadlines?
• Tell me about a time when a project you were in charge of fell behind schedule. What did you do
about it?
• Tell me about a piece of work you have been responsible for from start to finish. How did you plan?
What were your deadlines? How did you ensure you met your deadlines?
• Describe a time when you had to resolve a difficult problem on your own. How did you go about it?
16 A Guide to Competency Based Interviews

CONTINUOUS IMPROVEMENT

ANALYSING AND PROBLEM SOLVING

• Can you provide an example of when you manager was unavailable and you were forced to make a
decision? What did you take in to consideration? What alternatives did you consider? What was the
effect of your decision?
• Tell me about a situation where you had to break down a problem in to smaller parts. What did you
do? What was the outcome?
• Tell me about a situation where you had to adjust quickly to changes over which you had no
control. What strategies did use to handle the situation?

KNOWLEDGE AND CONTINUOUS LEARNING

• What has been your greatest achievement / success to date?

• What specific training would you require if you were successful in this position?
• How do you exceed expectation in your current role?
• Give me an example of when you have taken active steps to improve your performance.
• Give me an example of how you have set your own objectives or development plan.
• Tell me about any ideas you have put forward to make your job more rewarding.
• Can you give me an example of how you have assessed the learning and development needs of
your team?

INNOVATION AND KNOWLEDGE SHARING

• Give me an example of a situation when you have thought of a new way of dealing with a problem
at work. How did you go about this? How did you obtain support from colleagues and managers?
What was the outcome?
• Can you give me an example of where you have improved existing systems / procedures?
• Describe a time when you made a conscious effort to share information or knowledge in order to
help others to succeed.
 A Guide to Competency Based Interviews 17

DELIVERING EXCELLENT SERVICE

CUSTOMER SERVICES

• Tell me about a time where you have exceeded customer’s expectations. What did you do? How did
you know that it exceeded expectations?
• Tell me about a time where you had successful customer working relationships. Why was it
successful? What did you do?
• Tell me about a particularly difficult situation with a customer. What did you find difficult to handle?
How did you handle the situation? What was the outcome?
• Give me an example of a time when you have gone out of your way to support / assist a customer.
What did you do?
• What is the most difficult situation that you have been in with a client? Why, how did you deal with
this, was the outcome satisfactory?
• Give an example of how you have used information on customer needs to make improvements to
the service you provide.
• Give me an example of a time when you had to listen very carefully to a customer. How did you
check whether you had all the information?
• Describe a time where you had to use a different approach to deal with a particular personality.
• What is your definition of ‘excellent’ customer service? Tell me about a time when you went beyond
the call of duty to help a customer.

LIAISON AND NETWORKING

• Give an example of when you made use of a contact in order to obtain something that you would
not normally be able to obtain. What impact did this have on the outcome you were trying to
achieve?
• Describe a situation that illustrates how you developed a positive relationship with a client.
• Describe a time when you made a conscious effort to share information or knowledge in order to
help others succeed.
18 A Guide to Competency Based Interviews

OTHER QUESTIONS

• What are your salary expectations for this role?

• What is your notice period?

• Is there any reason why you would be unable to take on this role (e.g. skills / training gap, right to
work etc.)

• If the role is for a fixed term, it is a good opportunity to remind candidates of this and the proposed
duration of the role e.g. 12 months to cover parental leave.

As explored earlier in this section of the Recruitment Toolkit, interviews are also an opportunity for candidates
to establish whether the role and School are right for them.

Be aware that candidates may have questions for you and the panel, so be prepared to answer these where
you can.

Examples could include:

• What are the training opportunities available in the role?

• What do the next 3 / 6 / 12 months look like for the Department / Division / Institute / Centre?
 A Guide to Competency Based Interviews 19

LSE Human Resources

London School of Economics and
Political Science Houghton Street
London WC2A 2AE
Email: humanresources@lse.ac.uk
Telephone: +44 (0)20 7955 6659

lse.ac.uk/careers

Design: LSE Design Unit (lse.ac.uk/designunit).