PwC Employability E-learn Interview script - Content

Podcast - Content

One of the key techniques you can apply to help you provide a structured response is using the STAR model. Let’s have a closer look at how this technique has been applied in the interviews you’ve listened to.

In the following example, you’ll hear how Amit outlines the situation he was faced with, which set the scene for the interviewer, clearly and concisely, telling them more about the situation he was in.

Amit: Last year we had to complete some work experience during term time…..my school organised for me to work for a local company in the finance team. (Enthusiastically) and I was really excited…..it was an area was thinking about getting into. Then, a week before I was due to start, I had a call from them and the person who was supposed to be supervising me had gone off sick ……but what that meant was that there was no one there to look after me

Here’s an example of where Amit could have used the STAR technique to help him structure his response to let the interviewer know more about his situation. You can hear the interviewer was unsure of what this was so asked Amit to clarify this. Think about how this compares to the previous example of setting the scene by focusing first around the ‘Situation’ element of the STAR model.

Ermm…….I guess I needed to get a new placement as soon as possible…… thought they’d be able to help me as some of them worked in companies where they had finance teams

In the next example you’ll hear how Amit clearly explains what his task was given the situation he was in. This is where you should begin to focus on the specifics of the question you have been asked.

I thought I’d get in touch with some people that I knew to see if there was anything out there that sort of fit what I was looking for.

Now, listen to the response from Emma.

So…. I learnt…I learnt how to make my classes better for the age group I was teaching…. You know basically, I learnt how to put the exercises together from Anita.

In this snippet, Emma’s keen to tell the interviewer about what she’s learnt however she’s jumped too far ahead in her example after all  she is only at the beginning of her answer. Ideally she’ll need to back track to make sure she answers the question. Utilising the STAR technique would have helped her to structure her response and tells us systematically what exactly she did.

Consider the difference a structured response makes when listening to the following clips.

Amit:So I sent emails to start off with, just to let them know what I was looking for and why I wanted their help… Then I followed up with a phone call… so I spoke to my brother’s friend about how to approach the meeting.

In these examples, Amit tells us about the exact actions he took to resolve the situation he was in – for example he talks about sending emails and speaking to his brother’s friend- this helps to give the interviewer an in depth understanding about what actions he took to help him achieve the outcome he desired. Giving a high level of relevant details of the actions he took provides the interviewer with a clear understanding of how he dealt with the situation and evidence of his behaviour.

The final step to consider when using the STAR technique is explaining what the outcome of your action was. In the next example you’ll hear what happened to Amit as a result of the actions he took.

In the end, they offered me a week’s work experience for the week I needed it……I really enjoyed it

You’ll note how enthusiastic Amit sounds about his placement when he changes tone towards the end of the clip. We will look into how the way you deliver your answer can support you during your telephone interview in the delivery section of our analysis.

Now let’s consider the information you share with the interviewer and how you might need to think about the way in which you give your response. For example, in the next clip Emma is asked about a time when she learnt something from feedback she’d received. She provides the interviewer with a generic response but doesn’t detail the specifics of what exactly she learnt; or what the feedback was. So this is an example of when it would have benefitted Emma to be more specific in her response.

Emma: I learnt a lot while I was at my base at school

We know that Emma hasn’t quite answered the question from listening to this clip, as her response is generic and hasn’t been tailored to the question asked. So, bear this in mind when you listen to the next set of examples. Here, the interviewer hasn’t been given the evidence they were after so has rephrased the question for Emma. The interviewer will do this to gather evidence in relation to the competency area if your responses are not sufficient. Don’t be put off by any additional questions, just take the time to listen to what is actually being asked before doing your best to answer.

Interviewer: when specifically, have you received some feedback which helps you to learn something about yourself?

Emma: I learnt a lot about their culture and also how different the schools are compared to here….definitely, definitely opened me eyes.

I watched Anita, my friend on the placement, teach a class and I learnt a new technique for my own class…...you know it’s a good learning experience….I didn’t really have many interactive elements in me class but Anita did so I adapted some of the things she used for the children in my class. 

Think about what you’ve just listened to. You might have noted Emma has given us a general response to the question and again, she doesn’t give us any details on what exactly she learnt. It’s quite clear she is being too general in her response this time and therefore doesn’t answer the question.

Although she tells us she’s learnt “a lot about their culture” this is very broad and could relate to a number of things. Emma’s failure to identify the feedback she received implies she hasn’t listened to the question or applied the STAR model to support her response. It seems Emma is struggling to answer this question – perhaps she doesn’t have a specific example, or maybe she is finding it difficult to adapt a pre-prepared response to fit the question? Remember, preparing a range of examples will help you provide an example which goes some way to answering the question.

Have a think about this when you listen to the next clip where Emma gives the interviewer another vague response. In this instance it would have been useful for her to have shared how she adapted the things she is referring to and why she took this action.  

Emma: As I said, I learnt a lot about how I could have done my class differently……plus the children learnt new words which they used in sentences.

Consider the structure of your response and use the STAR technique, not only when giving your response to the interviewer but also when preparing your examples under the various competency areas. This will help you to give the interviewer all the details they need as well as making you feel more relaxed in the interview as you’ll be fully prepared.

Here’s an example of where David has clearly done his preparation and thought about his response, giving us enough information about what he did to resolve a situation he was in.

David: So I asked if I could look at the system and come up with a simple programme that meant the code changed at the start of each month and all the residents were sent an e-mail with the new code – it was dead easy really and we just kind of went from there.

 

As we mentioned earlier, sometimes, the way in which you deliver your response will have an impact on what it is you’re saying. In this example David’s language is a somewhat informal when he says “dead easy”  - consider some of the informalities in what you say and practice talking in a professional manner so you don’t detract attention from the quality of the content you are sharing.