Academic MSO Competencies
Behavioral Interviewing Guide
UC Davis
Staff Development & Professional Services
Revised
January 2008
Academic MSO Competencies Behavioral Interviewing Guide
Context
This academic management services officer (MSO) competencies behavioral interviewing guide
provides you, the hiring manager, with a tool for interviewing and selecting academic managers.
Central to the role of a hiring manager is promoting the campus Principles of Community, thus
fostering a civil and respectful environment and building a diversified workforce that represents
all members of this community. The academic MSO competencies were developed after
consultation with academic management services officers, assistant deans and a cross-section
of department chairs from all colleges on campus. The competencies include:
1.
2.
3.
4.
5.
6.
Leadership
Business and Financial Analysis
Analysis and Planning
Human Resource Development
Community Building
Communication
Contents
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Basic Principle of Behavioral Interviewing
Guidance on Assessing Candidates for Selection to MSO I, II, III Positions
Academic MSO Competencies Checklist
Interview Matrix
Sample Behavioral Interview Questions
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Basic Principle of Behavioral Interviewing
Behavioral interviewing is built on the basic principle:
Past behavior is the best predictor of future behavior.
Thus, a candidate’s responses to questions are based on past work behaviors rather than being
focused on what he/she might do in the future. Responses focus on facts and actual behaviors,
reducing the chances that a candidate will tell what he/she thinks you want to hear.
The behavioral interviewing process can target the abilities and characteristics that help people
make the most of their technical competencies on the job; the “how” factors. For example, if
you have determined that Achievement is a priority competency for an open position, in addition
to technical ability, you would ask questions to get to how a person has achieved results in the
past. How does a person take initiative and ensure that a project is completed? Under the
competency of Community Building, how does a person build a work community where people
are motivated to do their best work? Under the competency of Communication, how does a
person communicate with people from diverse cultural backgrounds and all levels of the
organization?
Guidance on Assessing Candidates for Selection to MSO I, II, III Positions
This model for differentiating academic MSO level positions for selection is all inclusive,
meaning that each level builds upon the previous level and reflects increased complexity and a
broader organizational view. The MSO I or threshold level represents minimum competency
levels required. At the MSO II or operational level, the candidate would need to demonstrate at
least four competencies at the threshold level and the remainder at least at the operational
level. The hiring department would determine which four competencies it needs at the threshold
level and which they need at the operational level.
MSO I: Threshold level
All competencies at threshold level or better.
MSO II: Operational level
At least four competencies at threshold level, remainder at least at operational level.
MSO III: Mastery level
Three or more competencies at mastery level, remainder at least at operational level.
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Academic MSO Competencies Checklist
This checklist can be used in the planning process for filling an academic MSO position.
For example, say that this position is a Level II – operational level. First, determine the
priority of each competency for this position. Then determine which 4 competencies can
be at Level I – the threshold level and which 3 competencies you would like to see at
Level II - the operational level. After interviewing a candidate and completing the
Selection Tool, compare the results for each candidate against this checklist.
Position: _________________________ Dept: _____________________________
Level: I
II
III (circle one)
Competency
Priority for
this
position
I
Threshold
II
Operational
III
Mastery
Leadership
Business and Financial
Analysis
Analysis and Planning
Human Resource
Development
Community Building
Communication
MSO I: Threshold level
All competencies at threshold level or better.
MSO II: Operational level
At least four competencies at threshold level, remainder at least at operational level.
MSO III: Mastery level
Three or more competencies at mastery level, remainder at least at operational level.
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Interview Matrix
Using this matrix after the interview:
Circle the level at which you assessed the candidate based on the responses he/she gave during the interview. For example, if you
assessed a candidate to be at a mastery level in the competency of Leadership, circle “Mastery” in that column.
Leadership
Business and
Financial
Analysis
Analysis and
Planning
Human
Resource
Development
Community
Building
Communication
Mastery
Mastery
Mastery
Mastery
Mastery
Mastery
Operational
Operational
Operational
Operational
Operational
Operational
Threshold
Threshold
Threshold
Threshold
Threshold
Threshold
Some Evidence
Some Evidence
Some Evidence
Some Evidence
Some Evidence
Some Evidence
No Evidence
No Evidence
No Evidence
No Evidence
No Evidence
No Evidence
MSO I: All competencies at threshold level or better
MSO II: At least four competencies at operational level, remainder at least at threshold level
MSO III: Three or more competencies at mastery level, remainder at least at operational level
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Interviewing Tips
Approach to Behavioral Interviewing
In behavioral interviewing, ask the candidate to tell you about specific, actual past events in
which he or she played an active role. You listen for evidence that the person demonstrated
behaviors in those situations that are identical to or similar to the competencies you are looking
for. For example, if you hear about a candidate trying to persuade a supervisor to change a
decision so the unit would benefit, that would constitute evidence of the Leadership
competency. If the candidate was successful in persuading the supervisor to change a
decision, you might assess that competency level at a Level I – Threshold, or a Level II –
Operational, depending upon the complexity and regularity of the situation.
Getting this type of behavioral information can greatly increase the effectiveness of the interview
process. Specifically, this approach is more reliable and effective than asking candidates to say
what they would do in a hypothetical situation.
Guidelines for Developing and Asking Behavioral Interview Questions

Develop questions that will elicit from candidates examples of their behaviors in given
situations and whether they would be likely to repeat those behaviors.
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During the interview, look for patterns of behaviors. A candidate is likely to repeat behavioral
patterns.

Inquire about behaviors that are contrary to patterns you’ve noted.

Avoid asking leading questions that imply a correct or specific answer.
During the Interview:
1. Focus in on what seems significant
After getting a brief overview of the event/situation, follow up on specific aspects of it:

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
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Tell me more about how you were involved
You mentioned…tell me more about that
What was your role in…?
How did you demonstrate...?
What part of the project was significant to you…why?
What stands out as a milestone, decision point that you were involved in?
2. Keep the candidate focused on actual past events
Keep questions brief, specific, and in the past tense (the best predictor of future behavior is
past behavior)


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What did you do then?
What were you thinking when that happened?
What did you say?
How did you feel when it happened?
What led up to that decision?
What happened next?
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Invite dialogue. If the candidate can’t remember, ask for a general sense of the event to
spark recollection. If a candidate still can’t remember or you are not getting any useful
information, ask for another example/story.
If you are getting generalities, philosophizing or hypothetical actions (e.g., The way our
department did things was to…”) redirect the candidate to specifics by saying something
like, “What did you do in this situation?"
3. Keep the candidate focused on his/her role in those situations
If the candidate talks about “we,” ask, “What was your role?”
4. Probe for thoughts and feelings behind actions
Questions about thoughts/feelings, reactions can provide information about what a
candidate values or how he/she is motivated and will assist in evaluating behaviors
expected for specific competencies.
 How did you reach that conclusion?
 How did you know what to do?
 What was your reaction to that?
 What were you thinking about at the time?
 What were you thinking before going into that meeting?
 What did you find satisfying/frustrating about that?
5.
Keep your responses to a minimum
Make the most of the time you have with the candidate to learn as much as possible.
Comment to put him/her at ease and keep on track.
Try to avoid verbalizing your own reactions (e.g., telling a related story, agreeing or
disagreeing, expressing surprise or approval). Focus on learning more about the
candidate’s behavior in the situation.
Refrain from asking leading questions – questions that point a candidate toward a specific
answer, or express a bias or judgment. For example:
Leading
Try this instead
Tell me what kind of preparation
you did for the budget meeting.
Tell me about the events leading up to the
budget meeting.
Did you check with anyone else
before making that decision?
Could you say more about how you
ended up making that decision?
What did you say to them when
they criticized your recommendation?
What happened next?
How did you know to go to the chair
with that problem?
What was the next step you took?
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6.
Assess what you heard
What evidence did you hear for each competency for which you specifically probed?

What were the actions, thoughts, feelings that you think provided evidence of each
competency?

How strongly did you hear that competency? For example, did you hear some
ambiguous evidence once or twice, or clear evidence several times?

What other competencies did you hear evidence of (even if you weren’t specifically
probing for it)?

What other things of interest did you hear (e.g., skills, expertise that may be relevant to
the position)?
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Sample Behavioral Interview Questions
1. Leadership
a. Tell us how you have built working relationships across an organization.
b. Describe a time when you demonstrated leadership.
c. Describe your experiences being a leader in a diverse environment. How did you
model mutual respect for differences?
d. Describe how you have gone about understanding the informal culture of an
organization for whom you worked.
e. Tell us about a situation where you influenced your supervisor to your way of thinking.
What did you say and/or do to influence your supervisor?
f.
Describe a situation in which you demonstrated personal integrity.
g. Describe a time when you were persistent in finding resources to achieve a goal.
 Did you achieve the goal?
 What specifically did you do to help achieve the goal?
h. Tell us about a time when you were instrumental in finding a new, more efficient way of
doing something.
 Describe your role
 What did you do to elicit support from others for the change?
 What part was most difficult for you? What part did you enjoy?
 What did you learn from your experience?
2. Business and Financial Analysis
a. Describe ways that you have developed knowledge of an organization’s structure,
culture, and politics.
b. Tell us about a situation when you were responsible for implementing a change at work.
 What was your role?
 How did you approach the situation?
c. Describe, from your experience, three key principles of understanding/using a financial
system.
d. Tell us about your experience managing an organizational budget. In what ways were
you successful?
e. Describe a situation where you faced organizational barriers to accomplishing a goal.
 How did you address these barriers?
 What were some potentially touchy issues? How did you manage them?
 What would you do differently if a similar situation happened again?
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f.
Describe a recent situation when you managed multiple and sometimes conflicting
priorities at work.
 What did you do to determine priorities?
 Would you do anything differently if that were to happen again?
3. Analysis and Planning
a. Describe how you’ve used an analytic technique to solve a problem and/or make a
decision.
 What did you do to engage others in the process?
b. Describe a difficult and/or controversial decision that you’ve made in a previous job.
 Tell us about the process you engaged in to come to the decision.
 What was difficult about this situation?
c. Tell us about a situation where you’ve had to discover the root cause of a problem
before you could solve it.
 How did you determine the root cause?
 What was the effect of your efforts?
4. Human Resource Development
a. Describe what you’ve done to continue to grow as a professional.
b. How have you developed/mentored individuals who have worked for you?
c. Describe a situation where you’ve had to adjust your own behavior or style to build
relationships with those who have different styles, cultures, and/or values.
d. Tell us how you create a work-life balance for yourself and others at work.
e. Describe how you have actively supported multiculturalism and diversity in a work
environment.
5. Community Building
a. Tell us about a time when you built a work culture that was inclusive and sensitive to
differences among individuals.
 Describe how you established it.
 What was difficult, easy about building the environment?
 What would you do differently?
b. Describe a situation where you created an environment in which individuals were
inspired to do their best work.
c. Describe how you’ve collaborated with others to get something done.
 How did you approach this task?
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6. Communication
a. Tell us about a situation when you communicated with people from different cultures
and with diverse perspectives.
 What values did you try to embody?
 What did you learn about yourself?
b. Describe a situation where you have had to give feedback about poor performance.
c. Describe steps that have you taken to facilitate a work environment of open
communication?
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