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Competency Based
Interviewing The
Behavioral Event
Interview

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2Contents
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81. Objectives of the Training Program

92. Competency Based Approach

103. Competency Frame work

114. Introduction to Coding

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125. What is Codable Data?

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136. Exercise on Codable Data

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147. Your Score

17

158. Interviewer Style

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169. Interview and Interviewing Techniques

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1710.Structure of a Behavioral Event Interview

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1811.The Process of Logging, Coding and Scoring in a BEI

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1912.Competency Inventory

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2013.Interview Script

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2114.Sample Interview (Exercise for Coding)

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2215.For Your Notes

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1
2OBJECTIVES OF THE TRAINING PROGRAM
3
4This training program aims to:
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6
To provide the participants with a selection framework.
7

To differentiate between BEI and other interview technique.

Give participants the opportunity to practice the skills and the

techniques and in particular to gather data against looked for

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11

competencies
To initiate the process of inter rater reliability

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1Competency-based Approach
2
3Context
4
5There are different ways of looking at Performance in organizations. All these try to
6capture the factors that lead to Desired Performance and then use these as a basis for
7selection, evaluation, training and promotion. The requirement for such a use is that it
8should be possible to correlate the factors to performance and then to define and
9measure the factors.
10
11Objectives
12
13We need to understand the Competency-based approach such that we are able
14
1. To distinguish it from the other prevalent approaches
15
2. To determine the conditions in which it can be used to achieve objectives.
16
17Fact Structure
18We select a person on the basis of the technical knowledge and skills that s/he
19possesses. We look at his background to see if he would stay with us, at his
20communication and other interpersonal skills to assess his fit and his expectations to
21gain acceptance of our offer.
22
23The person joins the organization, goes through an induction and is placed in a job.
24He starts working on assignments given to him. He communicates with superiors and
25colleagues, learns the parameters within which he would perform and through
26experience, he gains confidence and can handle things independently and faster. Once
27he settles down, different possibilities open up: he can remain satisfied with current
28level of performance, he can start flying high or he may stumble with rising
29responsibilities.
30
31Concepts
32
33Minimum Acceptable Performance: Meets expectations
34Desired Higher Performance: Exceeds expectations consistently
35
36The difference is not caused by initial Knowledge and skills but something that
37happened with experience. There are personal strategies that the person used to gain
38value from experience and exceed expectations. These are based on underlying
39motives, knowledge and abilities, which are bound up with the person, i. e. cannot be
40separated from the person. These are referred to as Competencies that generate
41responses in situations leading to superior performance.
42
43The concept of Competencies focuses on behavior that decisively alters, shapes or
44influences the situation and assumes that it is linked to some factors, which are
45attributable to the person and transferable across situations.
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1A model of performance
2
3The Conceptual Model of Performance at a simple level would be as follows:
4
5
6 Knowledge skills Comptencies Situations Performance In a Context
7
8This can be further differentiated as follows:
9
10
11
Competencies
12
Judgment
13
14

Knowledge
15
P
Skills
Performance
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18
19
Application
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21
22
23Here Competencies are divided into two broad categories: Judgment, whereby one
24reads the situation with its specificities and makes a choice of engagement and
25Application, whereby one mobilizes energy into specific courses of action in the
26situation. There are also Competencies forming the very important linkage between
27Judgment and Application.
28
29The model looks upon Competencies as all those abilities, which enable transfer of
30(generic) knowledge and skills into a situation leading to superior performance. This
31model can explain why persons with a high level of knowledge and skills do not
32always produce superior performance. The explanation can lie in the level of
33Judgments and Application. It is also possible to see why persons who at entry stage
34did not possess a high level of knowledge and skills produce sometimes-superior
35performance.
36
37Distinguishing features of the model
38
39The competency model looks at what the person does, thinks and feels in a situational
40context. It is therefore closer to performance settings. The specific competencies are
41defined in terms of behavior that is demonstrated. It is not espoused behavior.
42Theoretically, the validity of competency measures is likely to be higher.
43
44Since it is demonstrated behavior, the context does not have to fit into a narrow, pre45selected range. Contexts can have a sufficient variety at the specific level. It is
46possible to look at the specific contexts brought in by candidates from their
47experience.
48
49Since competencies are not tied to a particular set of Knowledge and Skills, it is
50possible to explore them in a variety of settings.
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3Utility in organizations
4
5These features lend validity and flexibility to the Competency-based approach. In
6organizations, it is easier to explain to user-department managers, why a particular
7competency like, Interpersonal Awareness, is being used. They can relate to the
8behavioral description of that competency and also appreciate its connection to the
9superior performance.
10
11Most of all, the Competency-based approach enables the conversion of the traditional
12wisdom available in the organization into a competency menu. Asking experienced
13managers to describe in detail cases of superior performance is helpful. Thus the
14selection process can make for bonding- and not barriers- between HR and user15department managers.
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1COMPETENCY FRAMEWORK
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6
Competency is a word used in everyday life to refer to the persons ability or
7
capacity to undertake a particular task.
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9
Competency approach focuses on what the person can do rather than what the
10
person knows.
11
Competency is observable behavior not espoused behavior.
12
13
14Some Definitions of Competency
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An observable skill or ability to complete a managerial task successfully
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18

(Jacob)

Competency is an underlying characteristic of an individual that is

19

causally related

20

performance in a job or a situation (McClelland)

21

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23

Underlying characteristic of a manager causally related to superior

performance (Evarts)

24
25

to criterion referenced effective and/or superior

The ability to perform effectively the functions associated with

management in work situations (Hornby and Thomas)

An underlying characteristic of a person in that it may be a motive, trait,

26

skill, aspect of ones self image, social role or a body of knowledge.

27

(Boyatzis)

28

Competencies are characteristics of a manager that lead to demonstration

29

of skills and abilities, which result in effective performance within an

30

occupational area. Competence also embodies the capacity to transfer

31

skills and abilities from one area to another. (Hogg)

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1The definition given by McClellend is the definition that has found acceptance among
2the practitioners. The definition has three important elements (shown in italics above).
3
4Underlying characteristic means that the competency is fairy deep and enduring
5
part of the persons personality and can predict behavior in wide
6
variety of situations and job tasks.
7Causally related means that a competency causes or predicts behavior and
8performance.
9Criterion referenced means that the competency actually predicts who does what
10well or poorly, as measured on a specific criterion or standard.
11
12A. Underlying Characteristic Competencies are underlying characteristics of people
13and indicate ways of behaving or thinking, generalizing across situations, and
14enduring for a reasonable period of time. The competencies have five characteristics,
15viz,
161. Motives (Things a person consistently thinks about or wants that cause action,
17motives drive, direct and select behavior towards certain actions) example
18achievement motivation people consistently set challenging goals for themselves, take
19responsibility for accomplishing them and use the feedback to do better
20
212. Traits (physical characteristics and consistent responses to situations) Good
22eyesight is physical traits of a pilot. Emotional Self Control and initiative are more
23complex consistent responses to situations.
24
253. Self Concept (a persons attitude value or self image.). A persons value are reactive
26or respondent motives that predict what a person would do in the short run. Example:
27A person who values being a leader would be more likely to exhibit leadership
28behavior.
29
304. Knowledge (Information a person has in a specific work area) Example: An
31accountants knowledge of various accounting procedures.
32
335. Skill (is the ability to perform certain mental or physical tasks) Example: Mental
34competency includes analytical thinking. The ability to establish cause and effect
35relationship.
36
37The type or level of competency has significance for human resource planning. A skill
38or knowledge can be easily developed. Training is the most cost effective way to
39bring these competencies.
40Motives/Self Concepts and traits are more difficult to train and or develop. These
41need to be a part of the selection process.
42
43B. Causal Relationship: Motives, traits, self-concept predict skill/ behavior and
44action that in turn predict job performance outcomes, as in the motive/trait
45Behavior.
Outcome
46Competences always include an intent, which is the motive or trait force that causes
47action towards an outcome.
48Behavior without intent does not form a competency. Behavior can include thought,
49and feelings where thinking, feeling precedes and or succeeds action.
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1C. Criterion Referenced: This is the most important part of the definition of
2competency. A characteristic of an individual is not a competency unless it predicts
3something meaningful in the real world. The criterion most frequently used in
4competency studies is superior performance. Thus, the characteristic is a
5competency if it can predict superior or effective performance.
6
7Competencies can be divided into threshold and differentiating competencies.
8Threshold competencies define the minimum necessary fro performance of the job
9and differentiating competencies are the ones that separate average performers from
10the superior performers.
11
12 Boyatzis distinguishes threshold competency and competencies. Threshold
13competency is a persons generic knowledge, motive, trait, self image, social role,
14or skill that is essential to performing a job, but is not causally related superior
15job performance
16
17
18An example would be competency with the local language. Threshold competency is
19essential for performance of a task. Whereas some competencies are causally linked to
20superior performance on the job. Thus, in the case of software job the knowledge of
21the platform may be a threshold competency whereas ability to think logically and
22break down problems into logical units may be a superior performance competency.
23Often threshold competency is assumed or can be checked by asking only a few
24questions.
25
26Are Competencies generic?
27
28Threshold competencies are generic (in the sense same in different organizations).
29Managerial competency like decision making also falls under generic competency.
30However, decision-making with sensitivity to people issues is not a generic
31competency. Certain jobs or businesses may not call for handling people issues.
32Competencies related to superior performance are not generic. However, threshold
33competencies are generic.
34
35
36 What are Meta Competencies?
37
38Burgoyne defined three categories of competencies:
39
40
1. Meta Competencies like mental agility, creativity;
41
2. Skills and attributes like social skills, emotional resilience;
42
3. Basic Knowledge and Information like technical professional knowledge
43
44Basic Knowledge and Information is the same as threshold competencies. Skills and
45attributes are necessary for superior performance and Meta competencies are
46necessary for continued superior performance in a changing environment. It can also
47be argued that Meta competencies may be underlying the skills and attributes.
48
49
50What are Behavioral Indicators?
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1Competencies, in order to be measurable, are described in behavioral indicators
2Competencies are measured from observable behavior. Behavioral Indicators are
3behaviors exhibited by the interviewees. Behavioral Indicators describe directly
4observable behavior or specific evidence of an individuals competency. Since it
5describes a behavioral indicator would usually include a verb, include contextual
6information to make meaning of the action and describe only a limited behavior or
7evidence. However, care needs to be taken to look at the motive/intent that causes the
8behavior. Behavior without intent is not a competency.
9
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4Introduction to Coding
5Coding is a scoring technique used to analyze interview data for evidence of
6competencies. Coding differs from rating in that it increases the reliability of
7evaluation by substituting strict rules for relative judgment. As in a court of law,
8circumstantial evidence is not sufficient for conviction, in an interview the candidates
9theory or generalization is not sufficient for presence of a competency. A person either
10did something or did not do something. In coding the evidence is either present or
11absent. There is no scope for inference or judgment on part of the interviewer.
12
13Coding is based on coding categories, which are behavioral indicators. The behavioral
14indicators are from the interviews/observations of sample of job incumbents that are
15used to build the Competency Model for an organization. The indicators explicitly
16define those behaviors that are associated with a competency and are demonstrated by
17superior performers.
18The wording of the behavioral indicators is general enough for it to apply to behavior
19in variety of similar situations, rather than simply in one kind of situation.
20The behavioral Indicators are applied rigorously, so that there is reliability among
21coders. Rigorous application of the behavioral indicators is also necessary for
22validating the decisions.
23
24The Competency Model is made using only those behaviors that relate to superior
25performance on the job. If coders accept other evidence as codable data, then the
26validity of the method would be reduced. Consider for example a statement, I usually
27seek the approval of my boss and the behavioral indicator is expresses a need or
28desire to persuade others. The data does not point to what the candidate did on the
29particular occasion (the event) nor is there evidence that the candidate had a desire to
30persuade others, in this case the boss.
31
32Coding requires careful attention to what the candidate did on the particular occasion.
33Coding requires scrupulous avoidance of emotional reactions to what is said and

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1done, as well as avoidance of any interpretation. What is codable is what is said, done
2or thought in the particular event or observed in the simulation.
3Thus, coding entails a new way of listening and observing. The coder must attend to
4specific details of what is said, done and thought by the candidate in the particular
5event chosen by the candidate for narration.
6
7As summary we can say:
8

Coding involves recording data of the behavior (thoughts, feelings and

actions) of the candidate in the context of the event or simulation.

10

Only direct evidence is admissible, circumstantial evidence is neglected

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Codable data is behavior that is logically related to the behavioral

12
13

indicator from the competency model.

Inferences or Imperatives of behavior are not codable data. For example

14

if the candidate is forced to behave in a particular manner, then this

15

behavior is not codable. There should be clear evidence of choice of

16

behavior in the event.

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Behavior without intent is not competency

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1
2What is Codable Information?
3
4Coding is a method of assessing the performance of an individual in variety of reported settings. The information

5that is coded is contained in the transcript of the BEI (BEI Method).

6There are two basic principles used in coding. A behavior (reported thought, word or action)
7detailed in an interview transcript is potentially Codable if;
8
1. It is logically related to a behavioral indicator in the competency inventory chosen
9
and
10
2. It is a statement beginning with I (first person singular) that describe what the
11
candidate did, said, and thought or felt. Or
12
3. It is a statement in first person singular in which the candidate is describing his
13
involvement in one situation, or
14
4. Statements that indicate (although not in first person singular) the personal
15
involvement of the candidate in a particular situation, or
16
5. Statement in which the candidate describes in detail his/her activities in a particular
17
situation, or
18
6. A statement describing the characteristic way of responding to a situation, provided
19
the candidate gives the details on what led to a particular action and provided the
20
candidate in fact responded in the characteristic manner, or
21
7. Statements in which the candidate volunteers to state his thoughts, feelings, or words,
22
or
23
8. A statement that indicates specific reconstruction of the a dialogue, or
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9. Statements that describe what the candidate did in the past and repeated in the
25
particular situation.
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1Exercise on Codable Data
2
3Using the principles listed above decide whether the statements give below are codable, give your reasons for the

4same. Assume for this exercise that the material pertains to a competency inventory and behavioral
5being studied. Underline the Specificity and Attributability and Intent in each of the statements.

indicators

6
7

1.

8
9
10

We met the village headman, he seemed to me very cooperative. We then attended a Panchayat Meeting.
I realized that the problem was with the Dy. Sarpanch; he wanted that his land be covered under the
scheme. I immediately stepped in and assured him that his land would be covered in the scheme. I knew
I would have to take care of his interests in order to achieve my goals

11
12Would you code this statement

Yes

No

13Reasons:
14
15
16

2.

17
18

The social worker was boiling the syringe. I asked her to hurry up, as the patients were waiting for
along time. She got irritated and said, I know how to do my job. I was surprised at her attitude. I did
not understand her nature and was left puzzled.

19
20
21Would you code this action

Yes

No

22Reasons:
23
24
25
26

3.

27
28
29
30

There was a crisis in the village. Cyclone had destroyed including school and PHC building. I rushed to
the District Headquarter, without waiting for my bosss directions. I contacted the District PWD office
and made them construct a temporary shed to house the most affected people. I wanted to establish my
credibility in this village. I thought that quick and immediate action will go in a long way to establish
myself in this village. The cyclone was in a way an opportunity for me.

31
32Would you code this action

Yes

No

33Reasons:
34
35
36

4.

37
38
39

The Sarpanch said there is no place for women folk to act against drinking habits in the village. That
was a dangerous trend. The correct place for a woman is in the kitchen and to serve her husband and
family. I was upset. I told him Ask your wife about what she feels is her duty in life? . I was trying
to start a dialogue with him.

40
41Would you code this action

Yes

No

42
43Reasons
44

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2
3
4

5.

5
6

Tom and I went to the meeting with a lot of apprehensions, but the meeting went of well and the team
congratulated us for clear understanding that we were able to show. I guessed that our presentation was
good on the basis of the applause we received. We were trying to make the best of this opportunity

7
8Would you code this narration

Yes

No

9Reasons:
10
11
12

6.

13
14
15

I was getting angry and irritated by the minute. My boss seemed to have no idea about the ground
realities. I knew that my boss had very little idea about the agricultural input market in my area. I
decided not to argue although I was feeling hurt. An argument would be pointless and I was trying to
avoid one.

16
17Would you code this action

Yes

No

18Reasons:
19
20

7.

21

I was scared when I met the lady, because I could not speak Telugu fluently. I asked her the directions
to the health centre in sign language.

22
23Would you code this action

Yes

No

24Reasons:
25
26
27

8.

28

I talked to him about all the issues If I could explain him my stance I knew that half of my battle was
won.

29
30Would you code this action

Yes

No

31Reasons:
32
33
34

9.

35

More than eighty women waited in the queue for three hours. I made sure that I had filled their forms
accurately. I did not want their efforts to be wasted because of my negligence..

36
37Would you code this action

Yes

No

38Reasons:
39
40
41
42
43
44

45
3

10. You see every dog has his day, this was mine. I knew this was my chance to get back at him. I wanted to
make the best of this opportunity.

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1
2Would you code this thought

Yes

No

3Reasons:
4
5

11. I felt lousy at the response my boss had to the presentation, we had put in a lot of efforts

6
7Would you code this feeling

Yes

No

8Reasons:
9
10

12. I would have definitely solved the problem, if he had asked me to, but I let it pass because it was none

11

of my business. I told him this. I did not want to get involved in this matter and later invite more work.

12
13Would you code this action

Yes

No

14Reasons:
15
16
17

13. God is responsible for this drought. Only he will bring rains. Said the farmers wife. At least you can

18
19

convince him not to drink, I argued. She looked at me with despairing eyes. I said Do not worry, I
will talk to him about it. I know he will argue, but I will persist for the sake of your children.

20
21Would you code this action

Yes

No

22Reasons:
23
24

14. I was refused the job because I did not have the experience, I tried convincing the interviewer that I am

25
26
27

a fast learner (I gave him evidence of this) and I will pick it up easily, but the interviewer was not
convinced I wanted the job and I was ready to do whatever it needed to convince the interviewer. But,
alas, I was not successful.

28
29Would you code this action

Yes

No

30Reasons:
31
32
33

15. All technologies are good but some are better and few are the best. I am interested in developing

34

technologies that are the best

35
36Would you code this thought

Yes

No

37Reasons:
38
39
40
41
42
43

16. Usually we take turns in completing arduous tasks

44
45Would you code this narration

Yes

No

16

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2
1Reasons:
2
3
4

17. I changed my job because the NGO I worked for was only interested in health sector. Although I am a

5
6

doctor by training I believe that health is a multidimensional issue. I told my project Director this. He
argued with me to stay back, but I was convinced that I had no place in his organization and so I left.

7
8Would you code this action

Yes

No

9Reasons:
10
11
12

18. I was told at the last moment to attend an important negotiations with the workers, I panicked but, you

13
14

see, at such times one has to go there and do something, I did what was best, but all this left me feeling
terrible I was clear that I will not let my department down.

15
16Would you code this feelings

Yes

No

17Reasons:
18
19
20

19. The salesman from the fertilizer company said, your yield would double with this product. The

21

farmers were clearly not convinced.

22
23Would you code this thought

Yes

No

24Reasons:
25
26
27

20. The caste composition of the village is a very important piece of data. One must have a clear fix on the

28
29

caste composition before entering the village with a plan. I was saying this to the new sales officer who
was fresh out of an agriculture college and had no idea of the practicalities of the job.

30Would you code this thought

Yes

No

31Reasons:
32
33
34

21. If you have seen, the powers that be in a village, are not cooperative with our company.

35
36Would you code this thought

Yes

No

37Reasons:
38
39
40
41
42

43

22. I found myself in a difficult situation, there was no cooperation from the farmers, and my boss was
pressurizing me to start the advance booking scheme . I felt frustrated and I resigned my job.

44
45Would you code this action

Yes

No

17

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2
1Reasons:
2
3
4

23. It was a very conservative group of women. We realized that this the moment we saw each one of them

5
6

had come with a male escort. I would have to now structure my speech in a very mild way, I thought to
myself.

7
8Would you code this understanding

Yes

No

9Reasons:
10
11
12
13
14
15
16
17

24. My professor told me that social work is a mission and that I have to dedicate my life to make a career

18
19

in this field. I felt like asking him to take a walk. I just told him I agree with you sir. It is often not
advisable to argue with people in authority

20
21Would you code this action

Yes

No

22Reasons:
23
24

25. My boss usually insists that all head office reports should be filed in time

25
26Would you code this narration

Yes

No

27Reasons:
28
29
30

26. I thought they would be put off by the three piece suit and brief case, so I walked in shirt sleeve,

31

carrying a clip board

32
33Would you code this persons thought

Yes

No

34Reasons:
35
36
37
38
39
40
41

27. I went to the field early in the morning. The farmers were already at work. A train chugged away in the

42
43
44
45

distance, and the whistle seemed to shout is this the development that rural India was destined to have?

18

I remembered my village in Bengal, where I had grown up and the poverty all around me. I was the
lucky one; I had at least escaped the grinding clutches of deprivation. I looked at the farmers with
something nearly approaching empathy.

1
2
1
2Would you code this thought

Yes

No

3Reasons:
4
5
6

28. They were all singing songs about love and romance. I decided to join them and sing a song about the

development of women. I thought this was a good way of introducing new ideas to them. .

8
9
10Would you code this action

Yes

No

11Reasons:
12
13

29. I knew that there was little awareness among the students of their own culture, so I suggested we

14
15

organize a program to help students understand their own culture, this was accepted by the group and we
organized a Indian music nite

16
17Would you code this thought

Yes

No

18Reasons:
19
20
21

30. I was the captain of the team, I found that my main bowler was going for runs, I thought I had to do

22

something innovative, I got on a non regular bowler and he took quick wickets

23
24Would you code this action

Yes

No

25Reasons:
26
27

31. As I moved to the local health center I was nervous. All this was very different from what I had

28

expected at the institute. Clearly there was a wide gap between theory and practice.

29
30Would you code this thought

Yes

No

31Reasons:
32
33
34

32. You see, honesty is the best policy

35
36Would you code this thought

Yes

No

37Reasons:
38
39
40

33. People in this village just do not understand that many traditions are actually adding to their hardships.

41
42

I knew that our development programme would make their life a little better. I felt confident that I
would put in my best. I ran my fingers through the little girls hair. She looked up to me and smiled.

43
44Would you code this feeling

Yes

No

45Reasons:

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1
2

34. We spent hours on the issue and finally arrived at a mutually acceptable solution

3
4Would you code this narration

Yes

No

5Reasons:
6
7

35. This village was in a hilly terrain; very little flat land was available for cultivation. I knew that we were

8
9
10
11

providing the villagers with alternative land far away (as apart of the compensation for shifting out). The
villagers had very little knowledge of modern cultivation methods. We talked to the local agriculture
college and started teaching the villagers agriculture practices much before they knew the land they were
receiving. This ensured that they could start plantation almost immediately on rehabilitation.

12
13Would you code this persons thought and action

Yes

No

14Reasons:
15
16
17
18
19
20
21
22

36. I went to the Sarpanchs office and sat before him. He said madam, why are you wasting your time

23
24

and mine. This is the tenth day that you are coming here and talking about the same things. Do you
really feel that the matter is so important?. I told him I will come again a hundred times if necessary.

25
26Would you code this action

Yes

No

27Reasons:
28
29
30

37. This village was very different from the earlier one. It was the constituency of a national leader. I had to

31
32

be very careful that I dont step on the leaders foot. The first thing I did was met the leader and sought
his blessings for the intervention we were planning.

33
34Would you code this action

Yes

No

35Reasons:
36
37
38

38. Give me a large scotch with soda, he told the bartender. Then he turned to me and said Development

39
40

is also about making sure you do not go hungry. You can only share the joy that you have. His
statement astonished me. I told him the poor mind looks at life differently.

41
42Would you code this action

Yes

No

43Reasons:
44
45

20

1
2
1

39. The rule of our organization is that we must report every day in the morning before we go into the field.

I did this.

3
4Would you code this action

Yes

No

5Reasons:
6
7

40. This was the first time we were entering this area with a watershed plan. The entire village was rain fed,

8
9
10
11

and suffered acute water shortage in summer. I thought we must first take care of the drinking water then
plan for irrigation. My boss disagreed. I stood my ground and convinced my boss of my scheme. I told
him this way we would immediately get the cooperation of the women, who were any case our target
group.

12
13Would you code this action

Yes

No

14Reasons:
15
16

41. Usually I consult my boss first on all important decisions that I take, so I am sure that I have his

17

concurrence

18
19Would you code this thought

Yes

No

20Reasons:
21
22
23

42. I have no authority to spend money from the development fund, but in cases of emergency, like the

24

cyclone last year, I just went ahead and spent the money.

25
26Would you code this action

Yes

No

27Reasons:
28
29
30

43. I usually get up early in the morning and think of the day ahead

31
32Would you code this action

Yes

No

33Reasons:
34
35
36

44. In my previous job I have worked on Microsoft platform, now I am looking to work on other platforms

37
38Would you code this thought

Yes

No

Yes

No

39Reasons:
40
41
42

45. I usually let everyone express their ideas

43
44Would you code this thought
45Reasons:

21

1
2
1
2

46. I had been walking for three kilometers and I was sweating profusely. The scorching sun was relentless

3
4

and I was feeling thirsty and tired. I decided to wait for the bus. I sat down under a tree and reviewed
my action plan.

5
6Would you code this action

Yes

No

7Reasons:
8
9
10

47. My boss was in charge of the liaison work with the district administration. I was to be in the village, but

11
12

my boss was transferred. The liaison with the district administration suffered and that I thought was the
reason why the project did not get off the ground.

13
14Would you code this thought

Yes

No

15Reasons:
16
17
18
19
20
21

48. All the women were looking at me with hope in their eyes. I knew they were tired after working in the

22
23
24

fields the whole day. I thought I must make a difference to their lives. I decided to tell them a story
about a village in Bangladesh where the women had mobilized themselves to take action against the
local government official. This would inspire them, I hoped.

25
26Would you code this action

Yes

No

27Reasons:
28
29
30
31
32
33
34
35
36

49. I needed to talk to the Sarpanch, she was a woman, it is difficult for an outsider (especially a man), to

37
38
39
40
41
42

talk to a woman. I found out that the PHC Doctor was a woman. I thought of taking her along, but she
did not live in the village. I chose an alternative path. I knew that the Sarpanch was only a figurehead; it
was her husband who was the de facto Sarpanch. I went and spoke to him. I knew he would be
convinced if I showed that he had taken the lead in bringing the scheme to the village. I told him to call a
meeting (in my absence) and announce that the new Agricultural Credit Scheme would be introduced
from the next season.

43
44Would you code this action

Yes

No

45Reasons:

22

1
2
1
2

50. People in this village just do not understand that many traditions are actually adding to their hardships.

3
4

I knew that our development programme would make their life a little better. I felt confident that I
would put in my best. I ran my fingers through the little girls hair. She looked up to me and smiled.

5
6Would you code this feeling

Yes

No

7Reasons:
8
9
10
11
12
13
14
15
16
17
18
19
20

21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36

23

1
2
1For Your Notes
2

1
2

2A
2B
2C
3

Particulars
No. Of Correct Answers
Errors

Of which on account of attributability

Of which on account of specificity
Of which on account of lack
motive/intent
Total
Score

Number

Notes for myself

of

(1) * 5 [(2( A)) * 3 ( 2( B )) * 2 ( 2(C )) * 1]

24

Interviewer
Style
Theorist

Fact finder

Fortune teller

Goal

Situation

To determine the Interviewer has very little

interviewees general direct experience of the
approach to the job
interviewees
style
of
working or her job
To determine the
details
of
the
interviewees
experience
or
accomplishments
To determine what
the
interviewee
would
do
in
situations she is
likely to face
To determine the
interviewees
underlying feelings,
or motives
To find out exactly
what the interviewee
did on the job

Why did you..?

A placement interview to How many..?

put someone who has been How much?
hired for an appropriate job When?
For how long?

Applicant for the job or

promotion has not had to
deal with issues that will
arise
in
the
new
job/promotion
Therapist
The interviewer is primarily
interested in helping or
understanding the complex
feelings of the interviewee
BEI Interviewer
Interviewer wants to find
out whether the interviewee
operating style is similar to
outstanding holders of the
job
1Source: Competency at Work Spencer and Spencer

Typical Probes

Nature of
Data
General
data
and
explanation of why she
did something
Detail
of
the
task
requirements of the job
held

What would you Interviewees expressed

do if..?
intention or theory about
she might do in the future
Tell me about Abstract
emotional
yourself..
statements
about
the
So you felt
interviewees reaction to
particular events
What led up to it? Detailed examples of the
Who
was interviewees performance
involved?
on the job or during the
What did you do, course of n event.
feel or think?

1
2
1
2Interviews and Interviewing Techniques:
3
4
There is a widespread use of interviews at some stage of the selection process
5
by most organizations. Hunter and Hunter (1984) estimate that 99 percent of
6
the UK companies use interviews. This compares well with about 40 percent
7
that use other techniques for selection.
8
Interviews are either structured or unstructured. Structured interviews have a
9
set of questions that the interviewer has ready prior to the interview and the
10
same questions are asked to all candidates. Unstructured interviews are free
11
flowing and the interviewers ask questions on the spur of the moment.
12
The same study by Hunter and Hunter claims that the predictability of
13
unstructured interviews (predicting subsequent job performance) has
14
correlation coefficients as low as 0.14.
15
The two elements that contribute towards interview predictability are16
reliability and criterion related validity.
Reliability means that two
17
interviewers using the same process to interview a candidate would produce
18
the same over all assessment. Criterion related validity is the correlations of
19
the questions asked in the interview to the job performance.
20
Wright et al (1989) estimate on aggregate statistical data a correlation
21
coefficient (with subsequent job performance) of 0.47 to 0.54 for structured
22
situational interviews. Structured interviews improve the predictive validity
23
because the interviewers have a clear idea about the purpose of the interview
24
and the questions are based on the job needs.
25
Another classification frequently used in literature is for structured interviews
26
are: Biographical Interviews (What the interviewee did), Situational
27
Interviews (what the interviewee would do) and Aspirational (what the
28
interviewee wants to do). Biographical Interviews are often recommended for
29
testing competencies which are believed to be generic and non developable.
30
BEI Interview method technique was pioneered by Flanagan (1954) is based
31
on the premise that a few critical incidents in the life of the interviewer will
32
provide accurate evidence of the interviewees competence. BEI Interviews
33
are biographical interviews and are based on the assumptions that: The
34
patterns of behavior and motivation remain fairly constant over time; The
35
individuals approach to critical incidences is not situation specific, but is
36
based on personal values, attitudes and beliefs; Individuals behavior in non
37
work situations may have parallels with work performance and can provide
38
the basis for predicting performance in work related areas.
39
BEI Method is a structured biographical interview.
40
41References:(as quoted by Marchbank, T., Beard, D, The use of biographical
42interviews and questionnaires in Development Centres: Realizing the potential
43of your employees through Assessment and Development Lee, G. and Beard, D.
44(ed) Mcgraw-Hill Training Series
45Flanagan, J.C The Critical Incident Method, Psychological Bulletin, 51 (4)
46Hunter, J. E and Hunter, R.F. (1984) Validity and Utility of alternative predictors of
47job performance Psychologists Bulletin, 96, pp 72-78.

26

1
2
1Wright, P.M., Lichtenfels, P.A., Pursell, E.D. (1989) The Situational Interview:
2additional studies and meta-analysis Journal of occupational Psychology, 62, pp 1913199.
4
5
6

27

1
2
1
2The Behavioral Event Interview is structured as follows:
3
4A. Introduction: The purposes of this section are:
5
1.To develop satisfactory initial rapport with the interviewee
6
2.To set clear expectations about the process and scope of the interviewing
7
3.To reduce the anxiety of the interviewee so that he can provide the details
8
sought in the interview.
9
Introduce yourself and the panel
10
Make small talk to set a relaxed tone
11
Explain the purpose of the interview
12
Outline the format of the interview
13
Clarify roles of the additional panelist
14
15B. Trigger: The purpose of this section is:
16
1.To make the candidate recollect the critical event among the events that
17
comes to his mind
18
2.To judge whether the event has the characteristics of the event solicited by
19
the trigger
20
3.To give an opportunity to the candidate to change the event, if in the
21
opinion of the interviewer/panelists, the event does not meet the
22
characteristics sought by the trigger.
23
24
Give the candidate time to think of the event
25
Deliver the trigger and wait for the candidates response.
26
Repeat the trigger in case the candidate has not understood the trigger or if the
27
interviewers/panelist feel that the event does not satisfy the characteristics
28
sought by the trigger.
29
30C. Structure of the Event: The purposes of this section are:
31
1.To get a clear outline of the event the interviewee is going to speak about
32
2.To get from the interviewee the start of the event for him or her
33
involvement in the event and the end of the event or the end of her
34
involvement
35
3.To divide the event into logical/critical and chronological sub stages
36
between the start and the end of the event.
37
4.To create the skeleton for probing
38
39
Ask the candidate for the start, the end of the event and the important
40
stages in between the start and the end. Note down the structure on the
41
assessment sheet. Please note ongoing events are to be broken and the
42
end stage of the event could be even the time of the interview.
43
Repeat the structure for the understanding and confirmation by the
44
interviewee and the co panelists.
45
Before beginning to probe confirm that the co panelists have the same
46
structure as the interviewer.
47

28

1
2
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47

D. Probing and details of the event: The purposes of this section are:
1.To get the details of the event
2.To understand the nature of the interviewees involvement in the event
3.To probe the thoughts, feeling and actions of the interviewee during the
course of the event
4.To live the event with the interviewee.

Take the interviewee back to the start stage of the event and begin to
probe
Follow the structure of the event probe one sub stage at a time and
proceed chronologically
Return to a previous sub stage in case the interviewer feels that some
codable data is likely to emerge.
Ask no leading questions. Leading question is a question that is
likely to lead the interviewee to a particular answer about her
involvement in the event. Example: You must have consulted your
boss at this stage, is it not?
Each sub stage in the structure of the event is a possible source of
codable data. Probe each stage to your satisfaction.

Legitimate Questions:
1. What were you trying to accomplish?
2. What was the first key thing you did?
3. How exactly did you do it?
4. Who else was involved at this stage?
5. Do you recall any conversation you had at this stage?
6. What exactly did you say?
7. What were you thinking at this stage?
8. What were you feeling at this stage?
9. Do you recall anything significant that happened at this stage?
10. How did it turn out?
11. Is there anything at this stage that you would wish to add that we
have missed out?
12. What was your role?

D. Closure of the Interview: The purposes of this stage are:

1.To give an opportunity to the interviewee to add anything related to the
event that has been missed out
2.To thank the interviewee and to close the interview.

Ask the interviewee if she wishes to add anything related to the event
that has been missed out.
Thank the interviewee on behalf of the panel.

29

1
2
1
2
3
4The Process of Logging, Coding and Scoring in a BEI
5
6
Interview
Logging
Logging
Coding
Coding
Coding

Coding

Scoring

Scoring

Reported Behavior / Observed behavior

Thought, Feeling or Action of the Interviewee

Logging of Interviewees statements

Establishing actions in case of reported feelings or thoughts

Establishing the motive / intent of the behavior

Comparing the motive with

the essence statement of the competency

Relating to specific indicator & categorizing

into the competency inventory.

Establishing the strength on the basis of frequency

and / or complexity of the behavior
by comparing with the Behavioral Indicators.

Add the total score.

7
8Logging and Coding
9The diagram above shows the logical process of arriving at a score for an interviewee.
10The candidate narrates his behavior in response to the probing by interviewer. This is
11called reported behavior. Behavior has three elements - thoughts, feelings & actions.
12The behavior has to be specific and attributable to the interviewee for it to be
13logged. The probing process of the interview establishes the specificity and
14attributability of the behavior.
15
16Such reported statements are logged (recorded) by the interviewer / panelist(s).
17At the end of the interview the panelist(s) establish, specific behavioral units which
18would have specific thoughts, feelings and actions.
20The motive is established from the context or in response to the probe What were
21you trying to achieve? The motive of the interviewee is compared with the essence
22statement from the competency inventory.
23
24
25
26
27

30

1
2
1
2
3
4Scoring
5
6The candidate reports his behavior in the course of the interview. The context of the
7behavior is the event he has narrated. This is the in context behavior
8
9Scoring is a step in which we move form in context behavior to context free
10behavior or in grammatical terms from an adverb to an adjective. In other words,
11we move from saying the candidate showed efficiency orientation during the event
12to efficiency orientation is an inherent trait of the interviewee.
13In order to judge the strength of the behavior we need to adopt a scale. More complex
14the behavior within a competency the higher score it deserves.
15Frequency of behavior is also important. Frequency is the indicator of the behavior
16being consistent and hence a trait.
17This process involves the judgment of the panelists and could lead to inter rater
18variability. Thus, there is a need to have a congruent understanding of the scale.
19
20
21
22
23
24
25
26
27

31

1
2
1
2Competency Inventory
3
4Concern with Impact (CWI)
5
6Essence Statement
7
8Actively anticipating and responding to feelings, needs and concerns of others.
9
10Description:
11
12This competency is about knowing what should be achieved while accepting that
13getting there must take into account, the perceived concerns and needs of others. It is
14concerned with preserving long-term business or work relationships while remaining
15faithful to the basic objectives. Unlike strategic influencing which relates to conscious
16choice between different influencing options, Concern for Impact is expressed in a
17single course of action. It also invariably takes into account other peoples interests or
18concerns, whereas it is not always true in the case of Strategic Influencing.
19
20Behavioral Indicators
21
22
1. Effectively communicates in order to influence.
23
2. Takes action to have an intended or desired effect on others.
24
3. Considers in advance the impact of actions on others and adjusts action in
25
order to influence.
26
4. Considers the likely impact of others and acts to address them in planning a
27
communication.
28
5. Acts to ensure that others will understand complex information.
29
6. Acts to preserver long-term work relations.
30
7. Shows consideration for and responds to the feelings and needs of
31
subordinates, peers, customers and others.
32
8. Maintains peoples self esteem in situations of criticism, disagreement or
33
discipline.
34
9. Maintains peoples self esteem while interacting with them.
35

32

1
2
1
2Strategic Influencing (StrI)
3
4Essence Statement
5Being aware of the different forms and sources of influencing and choosing between
6different influencing strategies.
7
8Description:
9People often need to explore variety of means of getting an agreement. For this people
10may consider different benefits of lobbying, use of personal relationships, rational
11persuasion, politics, etc. The strategic influencer is always aware of the different
12strategies and chooses between them. In this sense it differs from concern with
13impact, which will be guided by the need to take into account other peoples interest
14and by a single approach to influencing. It involves a wider range of influencing
15options than rational persuasion where to use logic, data, etc, are the key.
16
17Behavioral Indicators
18
19
1. Identifies the different needs of key people and adjusts strategies to influence
20
them.
21
2. Lobbies key people to get an agreement.
22
3. Switches tactics in changing situations in order to convince others
23
4. Considers the merits of different influencing approaches and acts on best24
perceived approach.
25
5. Is guided by a range of considerations in deciding the best course of action in
26
influencing people (e.g., political, cultural, personal relationships, personal
27
impact, and hierarchical positions).
28
6. Works with informal as well as formal systems to influence situations.
29

30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46

33

1
2
1
2Tenacity
3
4Essence Statement
5Repeated and enduring efforts to overcome obstacles and or complete tasks.
6
7Description
8Tenacity relates to repeated and or enduring nature of attempts to achieve a goal rather
9than different approaches used, the latter being more likely to relate to flexibility. In
10its reference to repeated / enduring acts tenacity also differs from Independence which
11can be expressed in the context of enduring behavior or a single brief act.
12
13Behavioral Indicators
14
15
1. Sticks to the problem until it is resolved.
16
2. Repeatedly pushes others to do something.
17
3. Demonstrates unflagging energy in pursuing a problem.
18
4. Works unusual hours to accomplish a goal.
19
5. Keeps trying to achieve a goal despite encountering obstacles
20
6. Demonstrates repeated efforts to complete a task.
21
7. Stays with a position or a plan of action, until the desired objective is achieved
22
or no longer reasonably attainable.
23

34

1
2
1
2Self Control
3
4Essence Statement
5Continuing to perform effectively in stressful and difficult circumstances.
6
7Description
8
9Conflict, workload, fatigue, frustration, disappointment, ambiguity and working to
10tight deadlines can all cause stress. The resilience and emotional control, which
11release the ability to work effectively in these conditions, are the keys to this
12competency. While it can certainly encourage tenacious behavior, this competency
13differs from Tenacity in its exclusive focus on the management of pressure and
14personal stress.
15
16Behavioral Indicators
17
18
1. Works effectively under tight deadlines.
19
2. Keeps things in perspective despite fatigue or frustration
20
3. Maintains effectiveness and commitment in the face of disappointment
21
4. Copes effectively with ambiguity.
22
5. Maintains objectivity when interpreting information and defining problems.
23
6. Is objective under pressure and in difficult or stressful circumstances
24
7. Remains calm when personally attacked
25
8. Maintains a businesslike approach when unduly annoyed, disturbed, or
26
disrupted by others.

35

1
2
1Interview Script
2
3(Good Morning) (Good Afternoon)
4
5Let me introduce my colleagues to you
6
7(Small talk .)
8
9The purpose of this interview is to learn more about you as a person. We will try to
10do this by asking you about a situation your experienced in the recent past. The
11interview will take about 25 minutes. I will be asking all the questions and my
12colleagues will make their observations.
13
14Are you comfortable with this?
15
16Preamble
17We do many things in life. Some of them are very easy to do while others are difficult
18and require repeated and sustained efforts to carry them out.
19In some of them we encounter obstacles, in others, things move smoothly.
20(Pause)
21
22Trigger
23So, (name) think of a time in the recent past when you did something where you
24encountered obstacles and you completed the task successfully with repeated and
25sustained efforts and felt good about it.
26
27
28
29(Candidate narrates)
30Before we get into details, tell me the main part or stages of this event, with the
31beginning and the end.
32
33When exactly did it begin and when did it end?
34
35(Candidate Replies)
36
37What are the two or three main stages in between?
38
39(Candidate replies)
40
41Let me repeat the main stages for our understanding (Recaps)
42
43Now I would like you to walk me through the event in detail and I am mainly
44interested in knowing what you did, said, thought and felt in this event.

36

1
2
1
2
3
4
5Probes Use when appropriate
6
7
Who else was involved in the situation?
8
9
What were you trying to accomplish?
10
11
What was the first thing you did?
12
13
How did you do that?
14
15
What were you thinking at that point?
16
17
Tell me more about your sequence of your thoughts?
18
19
What was your part in that?
20
21
Tell me about one of those meetings or conversations that stands out in your
22
mind.
23
24
As you were going into the meeting, what were you thinking?
25
26
Tell me what you said
27
28
What were you feeling at that point?
29
30
What was the next key thing that you did?
31
32
How did it turn out?
33
34
Is there anything else you would like to add about what you did in that
35
situation?
36

37

1
2
1
2
3
4
5Interview of Mr. Shrinivas (fictitious)
7(I: Interviewer and S: Shrinivas)

IMDR

8
9I: Good morning Mr. Shrinivas. What would you like me to call you?
10I hope Shrini you have had a good day. I has been quite pleasant today. Pune is quite beautiful at

11

this time of the year. How did you find it?

12Let me introduce the panel here. To my left is Dr XYZ to the right is Dr. ABC and I am PQR.

13
14

Shrini, the purpose of this interview is to know more about you as a person and we shall do
this by asking you to talk of an event in your life.

15I would be asking all the questions and my colleagues here would be noting their observations.
16The interview would last about 20 minutes. Are you comfortable?
17
18Shrini, I want you to think of a time in the recent past when you did something significant and challenging

19on your own and felt good about it.

20First give me a brief outline of the event you would be talking to us about. We will go into the details later.
21

22S: (Gives the event)

23
24I: Before we go into the details, could you tell me when all this began and when it
25ended, with two or three significant milestones in between.
26S: (Gives the structure)
27
28I: (Repeats the structure for the understanding of the panelists and the interviewee)
29 O.K. For our understanding, let me quickly recapitulate what we have talked about
30so far. Youre going to talk to us about appearing and clearing your SSLC examination
31in an injured state. It all begins when you fell from the tree and concludes at the end
32of the exams. The important stages there are four in between. The first one is when
33you were put in a plaster, the second stage is when the doctor advises against taking
34the exams, the third stage is when you practice writing, and the fourth stage is when
35you decided your priorities. Right? O.K. now lets talk about this particular event in
36detail.

38

1
2
1Shrinivas let me point out that I am

primarily interested in knowing what you did,

2what you said, what you thought and what you felt throughout this entire experience.
3Right?

39

1
2
1So let me go back in time to that point when you actually fell from the tree. How did
2it all happen?
3S: In fact, I was reading. I just went for a casual walk to a farm and I find mango was
4good to eat. So I thought lets have a mango. So I climbed a tree, the entire branch
5broke and I fell, fell along with the branch but fractured.
6I: After you fell from the branch what were you thinking?
7S: When I fell from the branch my hand was twisted like this (demonstrates). So,
8immediately it struck to my mind that I cant writes my exams. Rather than the pain, I
9was thinking about the exam.
10I: So what happened next?
11S: Yeah I came to the house with the same condition saying thatI was tense, what
12am I going to say next I told I fell from the tree and my hand is got twisted. Then
13they said nothing to worry. It may be a small sprain. I said that, my exams were within
14a couple of days. I need to worry. They just rubbed the oil. I was worried for my
15exams. My exams were the only thing on my mind. My uncle who came home later
16in the evening started to scold me. He said that I had no business to climb the tree
17when my exams were so close. I maintained my cool. I said I realized that after I fell
18down. He kept shouting at me. I told him that we need to find a way out. It serves no
19one if you keep shouting at me this way.
20I: So what happened next?
21S: I just expressed the same thing, that I am getting the pain and I will not be able to
22write the exam. I started weeping. My uncle and aunt were there. My aunt rubbed oil
23on my hand. She asked me to sleep and I went off to sleep. I was worried, we could
24have gone on the same day to the doctor so he could have put the plaster on the same
25day.
26I: So what actually happened?
27S: Because we have gone next day, my entire hand became swollen. Doctor said you
28have come little bit late. I was really got tensed. The first thing that I asked the doctor
29was whether I could write the exam this condition? Is it possible? I inquired. He said,
30you cant write the exam. Dont take that risk. Losing one year is no big deal. I told
31the doctor frankly, I could not afford to lose a year. I have been a good student and
32exams mean a lot to me.
33I: What were you feeling when he said that (loosing one year)?

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1S: It really hurt me because I was doing really good in the exams. I asked him to
2give some medicine-some medicine by which I wont get the pain and I can write. He
3said dont write the exams. He refused to prescribe any medicine that would permit
4me to write my exams. I knew I had to think of ways to make the doctor agree with
5me. I then decided to weep in front of him. He was a old man and I thought he would
6fall for my weeping. I also started throwing temper tantrums at the same time
7explaining to the Doctor how important the exam was for me. I tried convincing the
8doctor. I said it is important for me give the exams, but he was adamant. I decided that
9there is no point in arguing with him. I will have to do something myself. Then he put
10the plaster. I came back home. I was determined to give the exams. I decided to cut
11the plaster and I cut the plaster.
12I: As you were cutting the plaster what were you thinking?
13S: I developed a confidence that I did the right thing. Now, I was determined. I
14would write the exam. Usually, when I make up my mind to do something then I do it
15whatever may be the hurdles. I mean, somehow I had to write the exam. I should not
16loose this year. That was in my mind. So I cut the plaster, and then started writing.
17My aunt who was with me was worried when I started to cut the plaster. I told her not
18to worry nothing is going to happen to me. I will get the hand plastered after my
19exams. She still looked worried. I could understand her worries but I assured her that
20nothing would go wrong with my hand. I said I will try and write and only if there is
21no pain will I give the exams Ill practice it tonight if I could write, at least two pages
22and I dont get a pain, tomorrow Ill go and write.
23I: So what happened next?
24S: I could write in night and I didnt get much pain. I took one the pillow, small pillow
25and kept up the pillow like this (demonstrates) and tried writing. I knew that the speed
26of my writing would be reduced. I had to decide a strategy. I needed to decide which
27questions I will attempt first. You know, whenever there is a situation of crisis one has
28to decide the priorities. So the first thing, I decided that I should not answer the
29questions in order (that they appeared in the question paper). I decided that I should
30attempt the question in such a way, that I can score full marks. Questions that I could
31answer neatly and which I get full marks. I had a clear game plan.
32I: What were you feeling as you were going for the exams?

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1S: At such times one has to control ones emotions and concentrate on the job at hand,
2I did precisely that. I had decided my game plan. I was confident that it would work. I
3knew that it is not going to be easy, but I knew that I had to make it work.
4I: What happened next?
5The exams started. There was silence in the class. As the question papers were being
6distributed, I was tense. This was very natural. I saw that all my friends were starting
7to write the answers. For a moment a pang of doubt passed me. I read through the
8question paper I picked up the questions, which I knew thoroughly. I knew that I
9would be able to attempt 2 or 3 questions only. I started writing in such a manner that
10I would score full marks. I thought of the answer I would write. I kept in mind all the
11points that I had to write. I made a mental note of the points and started writing. My
12priority was clearly to pass the exams. This meant, that I needed to get full marks in
13the questions that I attempt. I was confident that I could write at least pass marks
14questions. This is the confidence that I have gained from this incidence I have never
15till date lost this confidence. Once I decide to do something I am confident of doing
16it
17I: What were you feeling at that time?
18S: My feeling was that I have studied enough to get the top rank and here I was
19trying very hard to pass. I felt sad. But you know, life has its ups and downs, one
20cannot do anything about it. One has to take it ones stride and do whatever is possible
21under the circumstances. As the day of the result approached I was confident of
22passing. I had checked up the answers with my friends. It is usually better to check the
23answers. I was also sad, I knew I am not going to be scoring the top grade, but I also,
24knew that I am not going to lose a year. That was what (not losing a year) I had to set
25out to achieve.
26I: What exactly happened on the day of the result?
27S: I passed the SSC examination in higher second class. I scored 58 percent marks.
28I: Let me take you a step back. Is there anything during the examinations that you
29recall vividly?
30S: Yes, It was my last exam- English. You know that descriptive papers like English
31are long. It was also the last paper. I had already written 6 papers with a broken hand.
32My hand was paining. I got the question paper and the pain was almost unbearable. I
33had swallowed a couple of painkillers. These painkillers were making me drowsy. I

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1could barely read the paper. I got up had a glass of water went to the bathroom and
2washed my face. I stood in front of the mirror and talked to myself. I said Shrini, this
3is your last paper, you have endured a lot of pain, and you have to bear this for only a
4couple of hours. I convinced myself. I came out of the bathroom headed straight for
5the examination hall. I dismissed all thoughts about the pain. I read the paper again.
6Marked the questions that I knew well and started writing. The nagging pain
7continued and I would get shooting pain whenever I moved my hand a little more. I
8kept on moving the answer book instead of my hand. The pain slowly subsided, may
9be because I was not thinking about it anymore. I wrote the answers and headed
10straight home. Usually, I would have checked up my answers but on that day I was
11too tired and exhausted. I could keep the pain out of my mind only for a limited
12period of time.
13I: What happened next?
14S: I went home and collapsed. I could not tell my aunt that the pain was terrible. I
15thought that she would get worried. I told her that I was only tired. I also, promised
16her that I would go and see the doctor tomorrow- first thing in the morning. I went to
17the doctor the next day. I knew he would be angry with me. I decided that it was best
18to apologize before he called me in. I wrote a note of apology and sent it in with the
19nurse. He looked at me when I entered his room; I knew that he had cooled down. I
20smiled at him and said I am very sorry, but the exam was important to me. I have cut
21the plaster. I take all the consequences, would you please fix it again. He patted me on
22my back and plastered my hand again
23I: Is there anything in this narration that we have missed out, that you would like to
24add at this stage?
25S: It was an experience, I would remember for the rest of my life. I learnt that will
26power could take you through any difficulty.
27I: Thank you, Shrini; you have given us the information that we were looking for.

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1For Your Notes
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