ACRL News Issue (B) of College & Research Libraries


April 1 9 9 7  /  249

Planning an in terview : 
W hat do candidates w an t?
By Stacey K im m el and Scott R. DiMarco

Increase your chances o f hiring 
the best candidates

J ob interviews involve considerable plan­ning and preparation on the part of the 
interviewer and the interviewee. There is a siz­
able body of literature for job applicants who 
want advice on making a good impression 
during an interview. In contrast, there is com­
paratively little information for organizations 
on how to make a good impression on the 
candidate. Most of us have heard the adage 
that the interview is a two-way street— while 
we assess the candidate, the candidate assesses 
us. Because of the tight job market, competi­
tion for qualified candidates is keen. Top can­
didates may receive several job offers from 
prestigious institutions. Both library1 and man­
agement2 literature address the importance of 
recruitment and interview practices in attract­
ing candidates. While the position, salary, and 
professional opportunities are important con­
siderations, a candidate’s perception of the 
coworkers, the work environment, and the sur­
rounding community are also factored into a 
job decision. By tailoring the interview experi­
ence to candidate interests and needs, the li­
brary can increase the likelihood that the can­
didate will say yes to a job offer.

The red  c a rp e t tre a tm e n t
A well-executed interview combines the art of 
public relations, rules of etiquette, and rituals 
of courtship. Planning an exceptional interview 
experience takes extra time and painstaking 
attention to detail. Why should a library roll 
out the red carpet for its candidates? The inter­

view is an example of a small-scale project that 
the library has undertaken. A well-run inter­
view suggests a well-run library. The treatment 
of the candidate during the interview reflects 
the library’s attitude toward its staff and the value 
it places on the position. Word-of-mouth can 
have a powerful and far-reaching impact. A 
good or bad interview experience may circu­
late widely and affect future applicant pools.

W h a t  do c a n d id ates w a n t?
In the recruiting literature, Rynes asserts that 
the recruiting representative, administrative 
practices, and interview procedures can be 
important influences on job seeker attitudes and 
behaviors.3 Fink, Bauer, and Campion surveyed 
MBA graduates on their reactions to the on-site 
interview.4 The candidates rated highly a) the 
chance to meet formally and informally with 
coworkers, b) tours of the community and hous­
ing, and c) tours of the work environment. 
Negative ratings resulted from a) repetition of 
interview questions, b) poor travel arrangements 
and accommodations c) a rushed or hectic 
schedule, and d) unexpected changes in the 
itinerary. As for the overall rating of the posi­
tion, Donahue reported that candidates look 
primarily at the company, the management, the 
work environment, and the salary when evalu­
ating a job offer.5 Of these four considerations, 
three are perceptions gleaned primarily from 
the on-site visit. These studies suggest that a 
well-planned interview experience can assist 
in the recruiting effort.

The suggestions presented below are based 
on a review of library and management litera­
ture, interviews with job seekers, and responses 
to a posting to the LIBADMIN listserv. These 
suggestions are especially applicable to candi­

Stacey K im m e l is collection m a n a g e r  f o r  ed u ca tio n , psychology, a n d  m a n a g e m e n t a t N orth C arolina State 
University, e-mail: sta cey_kim m el@ ncsu.edu; Scott R. D iM arco is access services lib ra ria n  a t M ia m i 
University, e-mail: dim arcsr@ m uohio.edu

mailto:stacey_kimmel@ncsu.edu
mailto:dimarcsr@muohio.edu


2 5 0  /  C&RL News

dates who are inexperienced at on-site inter­
views. For a detailed discussion on planning 
an interview, we suggest M an agin g the Inter­
view  by Susan Carol Curzon6 and the ACRL 
Model Statement for the Screening and Appoint­
ment of Academic Librarians Using a Search 
Committee.7 Finally, this article is not intended 
as a substitute for knowledge of federal and 
state laws regarding interviewing and hiring 
practice.

P lan n in g
B e fo r e  contacting th e ca n d id a te
Assess strengths and weaknesses in the job and 
the organization. Use this information in recruit­
ing efforts (e.g., if the salary is low, stress the 
strong benefits package or generous profes­
sional travel funding). Know your institution’s 
internal travel/reimbursement policy and pro­
cedures.

Interview  a rra n g e m e n ts
Provide an overview of the search process and 
timeline for completion. If possible, give the 
candidate a choice of interview dates. Encour­
age the candidate to bring questions and con­
cerns to your attention. Provide an e-mail ad­
dress for making travel arrangements. E-mail is 
suitable for informal communications and cuts 
down on long-distance calls. Tell the candi­
date about travel reimbursement policy at your 
in stitu tio n . Mail the in form atio n  p ack et 
promptly. If travel involves an overnight stay, 
invite the candidate to dinner the night before 
or the evening after the interview. If the inter­
view is early or late in the week, give the can­
didate the option of staying over the weekend. 
Weekend air travel is much less expensive than 
a one-night stay and gives candidates time to 
explore the surrounding community. Arrange 
airport pickup for air travelers if possible. Oth­
erwise, provide approximate costs and recom­
mendations for cabs and shuttles. Distribute 
resumes to staff well in advance of the inter­
view date. This will allow them to review quali­
fications and prepare for the visit.

P h o n e  interview s
When arranging the date and time of a phone 
interview, designate the time zone if appropri­
ate. Provide the names and positions of partici­
p atin g  s ta ff in a d v a n c e , and test the 
conferencing feature prior to the call. Call from 
a private office and avoid interruptions. Before 
starting the interview, have participants intro­

duce themselves. Do not attempt to hold an 
interview over a noisy line.

C andidate p re s e n ta tio n s
If possible, give the candidate latitude in choos­
ing the presentation topic. Suggesting a gen­
eral topic or range of topics is less constraining 
and gives insight into the candidate’s interests. 
Ask about equipment needs and preferences. 
Have technical support available before and 
during the presentation. Provide complete in­
formation about facilities (size of room, equip­
ment, power, etc.). If the room is large, pro­
vide a microphone. Make sure no construction, 
fire drills, network/power outages, or other 
disruptions are scheduled for that time. Make 
sure all candidates have access to the same fa­
cilities.

Planning th e s c h e d u le
Begin the day with a review of the schedule 
and note any changes. For interview sessions, 
designate a host who makes staff introductions 
and reserves time for candidate questions.

Over mealtimes, pace questioning and make 
sure the candidate has a chance to eat. Don’t 
overschedule the candidate; provide short 
breaks between interviews. Schedule the pre­
sentation (if any) early in the day. The presen­
tation provides a basis for future discussions 
and lets the candidate speak while he or she is

Suggested interview 
packet contents

• Library mission statement
• Interview agenda and participants
• Library annual reports, new sletters, 

statistics, etc.
• Library governance information
• Benefits and personnel documents
• Community information (local newspa­

per, housing, tourist information)
• Visitor parking sticker, if appropriate
• Maps
• Hotel phone, location, and reservation 

information
• Reimbursement instructions
• Presentation instructions, if any
• Work and home phone of contact (in 

case of travel delay, other problem)
• Library and university brochures



April 1 997 /  251



2 5 2  /  C&RL News

fresh. Allow 10 minutes prior to a presentation 
for room setup and preparation. Provide ample 
time with supervisor and coworkers. Schedule 
a wrap-up meeting with the search committee 
(or committee chair) late in the day. Schedule 
a meeting with the personnel officer to review 
benefits and personnel information. Provide the 
candidate a stamped, addressed envelope for 
sending receipts for reimbursement.

In tern a l ca n d id a tes
Plan ahead to avoid awkward encounters with 
an internal candidate. If a staff member is act­
ing in the position the candidate has applied 
for, inform the candidate. This will permit open 
discussion of projects and activities related to 
the position. Assure candidates that the selec­
tion process is fair and unbiased. Caution li­
brary staff against discussing other candidates 
with the visiting candidate.

The d a y  b e fo re
A rriv a l
If you are meeting the candidate at the airport, 
arrive promptly. Carry a sign to help the candi­
date find you. If the candidate arrives by car, 
phone to touch base and review the next day’s 
activities. Alternatively, leave a message with 
home and work phone numbers. Arrange for 
staff to have dinner and/or breakfast with the 
candidate.

In te rv ie w  d a y
G en era l
Designate a locked, secure place for the candi­
date to put any of his or 
her personal b elo n g ­
ings. Use neutral phras­ Organizations that create exceptional 

interview experiences w ill increase the 
likelihood of hiring the best candidate.

ing in discussing the job 
(e.g., if you were in this 
position … ). Provide 
fre q u e n t restro o m

Interview time averages
Based on a survey of 62 MBA graduates and the
view schedules for entry-level positions.9

Number of interviews in a day 4.67
Length of individual sessions 50 minute
Time with supervisor 2 hours 4
Time with coworkers 2 hours 2
Time with human resources staff 2 hours
Time completing paperwork 10 minute

breaks. Have water available dur­
ing interview sessions. Participat­
ing staff should dress profession­

ir inter­ ally. S o licit the c a n d id a te ’s 
perceptions of the job and cor­
rect misunderstandings.8

s T o u rs
5 minutes Provide a tour of the work envi­
0 minutes ronment and the surrounding 

community. Gear the tour to the 
s candidate’s position and interests. 

Do not rush the tour. Show the 
candidate the office and equipment designated 
for the position. Limit the amount of walking 
required for the tour and use elevators when 
available.

E x it interview
Solicit applicant’s perceptions and concerns re­
garding the position. Provide a timeline for the 
selection decision and tell the candidate how 
he or she will be contacted. Provide a contact 
person for the candidate to call with questions 
or for an update. Escort the candidate to the 
library entrance or to the hotel.

Contacting th e  can didates
M aking an o f f e r
Be cautious in making promises to the candi­
date. After negotiations are over, accept refusal 
gracefully. Try to ascertain the reason for re­
fusal. End with a gesture of goodwill.

Wh en  a ca n d id a te a ccep ts
Offer to assist with moving, housing, and other 
arrangements. Describe the university appoint­
ment process and provide a timeline for the 
formal (written) offer. Secure equipment, fur­
niture, and office space in time for the new 
staff member’s arrival. As soon as the accep­
tance is confirmed, contact other applicants re­
garding their status.

Contacting o t h e r  ca n d id a tes
Contact those who interviewed promptly and 
personally.10 Be brief and positive. Recognize/ 
acknowledge the candidate’s qualifications. If



April 1 9 9 7  /  253

the pool was exceptionally large or exception­
ally strong, share this with the candidate. Avoid 
comparisons of candidates (e.g., we hired some­
one with stronger leadership skills). Provide 
qualifications of the candidate hired if they are 
exceptional and can be stated objectively (e.g., 
we hired someone with more than 20 years of 
experience).11 Do not give the name of the per­
son hired or share information that could be 
used to identify him or her. End with a gesture 
of goodwill.

Conclusion
The on-site interview should seek to recruit as 
well as select the best candidate. Candidates 
will appreciate small courtesies, attention to 
personal comfort, and activities that address 
their interests and concerns. Organizations that 
create exceptional interview experiences will 
increase the likelihood of hiring the best can­
didate for the job.

N o tes
1. Alison Jago, “Join the Team! Recruiting 

for Information Professionals,” Library M an ag e­
m en t 14 (1993): 31– 34.

2. Sara L. Rynes, “Individual Reactions to

Organizational Recruiting: Review,” P erson n el 
Psychology 33 (Autumn 1980): 529–42.

3. Ibid.
4. Laurence S. Fink, Talya N. Bauer, and 

Michael Campion, “Job  Candidates’ Views of 
Site Visits,” J o u r n a l  o f  C a reer P la n n in g  a n d  
E m ploym ent 54 (March 1994): 32– 34.

5. Mick Donahue, What Makes a Jo b  a Good 
Job?” F ocu s 70 (July 1993): 32– 34.

6. Susan Carol Curzon, M an ag in g  the In ter­
view: A How-to-Do-It M a n u a l f o r  H iring S ta ff 
(New York: Neal-Schuman, 1995).

7. ACRL, Academic Status Committee, “Model 
Statement for the Screening and Appointment 
of Academic Librarians Using a Search Com­
m ittee,” C&RL N ews 10 (N ovem ber 1992): 
643–45.

8. Gary N. Powell, “Effects of Jo b  Attributes 
and Recruiting Practices on Applicant Decision,” 
P erson n el P sychology 37 (winter 1984): 721– 31.

9. Fink, Bauer, and Campion, “Jo b  candi­
dates’ Views.”

10. Jan Yager, B usiness P rotocol (New York: 
Wiley, 1991).

11. Michael G. Aamodt, “Rejecting Applicants 
with Tact,” Personnel Administrator 33 (April 
1988): 58–60. ■

(ULS cont. fr o m  p a g e  243)
ULS is a “type-of-library” section of ACRL, 

along with the College Libraries Section and 
the Community and Junior College Libraries 
Section. All other ACRL sections are “type-of-
activity” sections, such as Instruction or Rare 
Book and Manuscripts. The Activities Sections 
Council is a vehicle for communication to share 
information about programming and projects. 
At Midwinter, the ULS Executive Committee 
approved a motion to be presented to the ACRL 
Board that the three “type-of-library” sections be 
permitted to join the Activities Sections Council 
in order to benefit from this information sharing.

The ACRL/ULS Public Services Heads of 
Large Research Libraries Discussion Group 
welcomes all librarians who are interested in 
academic library public services issues to at­
tend their meetings at ALA Annual. The Dis­
cussion Group usually meets on Sunday at 2:00 
p.m. At the Washington conference topics in­
cluded: 1) ways to share Web page addresses 
developed for library instruction and distance 
learning; 2) how academic libraries are han­

dling complaints about explicit materials on the 
Web being viewed on library computers; 3) re­
ports on how various libraries are charging for 
printing from full-text databases.— P a u la  W alker

L ib ra ria n ’ s discussion g ro u p
“Should Undergraduate Librarians Publish?” was 
the question examined by the Undergraduate 
Librarians Discussion Group at Midwinter. The 
discussion included brief presentations from 
Alice Bahr, (editor of C ollege a n d  U ndergradu­
a t e  Libraries), Mark Watson, (Southern Illinois 
University), and Jim Self (University of Virginia). 
Presenters and group members affirmed the 
value of publication as a contribution to the 
profession and to the librarian’s own profes­
sional developm ent, and em phasized the 
unique perspective undergraduate librarians 
have to offer. The discussion also delved into 
practical issues such as identifying appropriate 
journals, the logistics of writing, the varying 
demands of faculty status and academic status 
appointments, and the review process.— L in d a 
T erH aar ■



25 4  /  C&RL News

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