ACRL News Issue (B) of College & Research Libraries

January 1987 / 13

Proactive interviewing

By Debra R. Biggs
Reference/Instruction Librarian
Undergraduate Library, University o f Michigan

and Cheryl T. Naslund
Head, Information Services
Creare, Inc., Hanover, N.H.

Strategies for the assertive job hunt.

In te rv ie w in g for a position provides an opportu-

nity for the prospective employee and the employer
to maximize the m utual benefit or m atch between
employee and organization. The dynamics of in
terviewing are complex, and the possibility of sub
sequent interviews further enhances the need for
an organized and comprehensive approach to ex
ploring a potential match. Although numerous ar
ticles and books have been w ritten on how to inter
view, how to find a job, and w hat to do with the
rest of one’s life, most interview suggestions focus
on interviewing on the defensive, on w hat to expect
in an interview and how to respond to the inter
viewer. W ith the high financial and emotional
costs associated w ith position changes, few job ap
plicants can afford to, nor should they ignore, their
need for a satisfactory m atch. The authors of this
paper will therefore focus on interviewing from the
candidate’s perspective by taking a proactive, as
sertive position tow ard making crucial decisions
about the future.

The interview is a candidate’s prim e opportu
nity to demonstrate m arketing skills; it provides the
setting in which to project a memorable image and
to communicate style and personality. The candi
date should keep in m ind th at “85 % [of the verbal
content] of the interview will be forgotten within
an hour of [the interviewee’s] departure,” leaving
only the overall impression, the documents subm it
ted and possibly a few notes.1

As an applicant you must remember to personal

1 Jeffrey G. Allen, How to Turn an Interview
Into a fob (New York: Simon and Schuster, 1983),
49.

ize the interview to enhance your staying power in
the interview er’s m ind. This is as im portant in
group interviews where the candidate is meeting a
num ber of staff members in a single session as it is in
in te rv ie w s w ith an in d iv id u a l in te rv ie w e r.
Throughout this article, we will use the term “in
terviewer” generically, indicating both individual
and group interview situations.

Interview preparation

There is no question that preparation prior to an
interview is crucial in terms of forming a knowl
dge base from which to conduct the interview.
oing one’s “homework” on the organization will
rovide a prelim inary sense of the library’s struc

ture and operation. Once the interview date has
been set, a packet of materials describing the li
brary and its environment should be sent to each
candidate; all too frequently, however, this is not
the case. If a candidate does not receive any infor
mation, a request should be m ade for such docu
mentation as library publications, annual reports,
organizational charts, policies and procedures,
staff manuals, and, of course, the job description
for the position in question. Access to these kinds of
documents prior to the interview allows the candi
date to develop an informed understanding of the
institution and a basis upon which to evaluate it.

Interview experts frequently advise fu rth e r
sleuthing: “Once you have learned about the li
brary from published sources, begin making tele
phone calls to your friends. Learn as much as you
can about the m anagerial style of the dean or direc

e
D
p

14 / C&RL News

tor and the conditions of em ploym ent.”2 The inter
viewee’s ability to do the above is clearly contin
gent on available resources, i.e. who one knows or
who one can identify through close contacts. W alk
ing into the interview w ith pertinent background
inform ation will enable the candidate to talk intel
ligently w ith the interviewer about the library in
addition to telling the interviewer th at he/she is
sufficiently interested in the organization and the
position to have done some research ahead of time.
The interviewer will undoubtedly be impressed.3

Interview mindset
This is just the beginning in developing a con

structive approach to interviewing. D uring the
factual preparation for the interview, the candi
date also needs to start creating a positive inter
viewing mindset. It is not productive to look at the
interview as The G reat Confrontation. Instead, it
is essential to “recognize [the interview for] w hat it
really is: an informal chat to determine if your
background fits into the [library’s] needs to your
m utual satisfaction.” 4 It is im portant to remember
th at the library is interested in you and has given
you the opportunity to take a close look at it as well;
a subservient “I w ant this job” kind of attitude is of
no use here.5

Interviewing from the candidate’s perspective is
a critical proactive exercise because it turns the ta
bles, giving the candidate the opportunity to ask
the questions and to interview the interviewer. At
this point, the interviewer should endeavor to sell
the library. Based on the candidate’s questions, the
interviewer can comment on, for example, w hat
kind of relationship there exists between the li
brary, the faculty, the adm inistration; w hat kind
of change has occurred w ithin the organization
over the past five years; w hat makes the library a
challenging and enjoyable place to work. The in
terviewer’s ability to prom ote the library in a con
versational form at will provide both parties a m u
tual means of evaluating the entire experience.6
This also injects a spirit of equality into the situa
tion th at precludes the “deferential, petitionary”
role of the overly traditional job applicant. Rich
ard Irish, in his book Go Hire Yourself an E m
ployer, advocates an honest approach to interview
ing, “by simply being yourself, asking unexpected
questions, interviewing your interlocutor (asking
him about his job); in a word, treating your em

2Margo C. T rum peter, “The Job In terv iew ,”
C ollege & R esearch L ib ra rie s 41 (M ay
1980): 139-40.

3Billy R. Wilkinson, “Recruitment and Selec
tion,” in Personnel Administration in Libraries,
ed. Sheila Creth and Frederick D uda (New York:
Neal–Sehuman Publishers, 1981), 111.

4D o rrin e Anderson T urecam o, “W ould You
Hire Yourself? Guidelines for a Successful In ter
view ,” Supervision 45 (February 1983):3-5, 23.

5Ibid, 3.
6Wilkinson, “Recruitm ent and Selection,” 110.

ployer as an equal.” In this way you will be better
able to make the all-im portant decision of w hether
or not you w ant to work for the library.7

Using an honest approach in presenting oneself
to the interviewer is of course im portant in answer
ing the questions posed; a bluff is easily spotted by
an experienced em p lo y er.8 Your ab ility to ask
straightforw ard, insightful questions, however, al
lows the interviewer to view your perspective and
concerns; it also serves to m irror “your judgm ent,
analytical ability, and seriousness about this most
im portant decision”—th at is, sizing up the library
for the best possible fit. Furtherm ore, you need to
find out w hether the job is really w hat the library
claims it is, and w hether the job really meets your
needs.9

Interview question design
P reparing interview questions in a proactive

m anner can be easily accomplished by categorizing
the im portant aspects of a position and its institu
tional climate. A candidate should prepare a per
sonal and prioritized needs assessment. W hat as
pects of e m p lo y m e n t a re im p o r ta n t to y o u r
relationship w ith the job as well as the libra-
ry/organization? Are you, or, indeed, should you
be concerned about how you will fit in w ith the ad
ministrative structure and style of the library? Is
there a well established financial base for the li
brary? W hat kind of communication and authority
structure is in place? Given the burgeoning tech
nology of our inform ation society, to w hat extent is
the library autom ated, or is it at least planning for
th at eventuality? How are librarians evaluated?
Do you have a detailed description of the position
for which you are applying? Of w hat is the benefits
package comprised?

Applicants should consider the host of m ajor is
sues from both a formal and informal perspective.
The facts of a given position are im portant, but the
im pact of the atmosphere and/or social climate/
culture of the job should not be underestimated.
Analyze the interviewer’s responses both from a
verbal and nonverbal perspective. Your body lan
guage will be observed during the interview; turn
the tables and benefit from observing nonverbal
communication on the interviewer’s part. It is wise
to remember th at the fit you seek between yourself
and the job should be holistic. Not only should you
consider the development of your professional life,
but you also need to be knowledgeable about how
both the workplace and community environment
will im pact your personal life.

7R ichard K. Irish, Go Hire Yourself an E m
ployer (Garden City, N.Y.: Anchor Press/Double-
day, 1973), 68.

8Ibid, 69.
9Sigmund G. Ginsburg, “Preparing for Execu

tive Position Interviews: Questions the Interviewer
M ight Ask—or Be Asked,” Personnel 57 (July-
August 1980):31-36.

January 1987 / 15

With attention to each of these broad conceptual
areas in mind, the interviewee can begin to form u
late a checklist of indepth questions to take to the
interview. Many of these questions can and should
be answered in the conversational flow of the inter
view, often not specifically at the candidate’s re
quest. The exercise of preparing thoughtful ques
tions in advance will allow the interview ee to
analyze the kind of information needed to make a
critical decision—based on m easurable criteria
about how well the job fits personal needs, goals,
and objectives.

Interview form and style
Interviewing consists of a volley of questions and

answers. An applicant should consider carefully
how to phrase the prepared questions. The candi
date should also be aware that the interviewer may
not be accustomed to or comfortable with more
than the perfunctory questions traditionally being
asked by job applicants. In no way should the inter
viewer be made to feel th at he/she is on the firing
line. Rather, queries can be made in the spirit of
genuine interest, designed to help one make deci
sions about the position while communicating con
cerns to the interviewer. Hopefully the interviewer
will not adopt a defensive attitude at questions sin
cerely posed. Alfred Benjamin, in his book The
Helping Interview, advises interviewers that “once
we see the question as one of the ways in which the
interviewee expresses himself, we (the interviewer)
may not be perturbed by his asking. We may not be
jolted into a defensive attitude based on the reason
ing, T must have done something wrong if he’s be
ginning to cross-examine m e.” ’10

An interviewee should also be prepared to skill
fully field inadvertent illegal questions. These are
questions designed to elicit information concerning
race, color, ancestry, age, sex, religion, marital sta
tus, credit rating, spouse’s employment, handicap,
or arrest and court records not necessary for bona-
fide occupational requirements. Failure to cope
positively and constructively with such questions
can jeopardize the outcome of the interview need
lessly.

Interview question checklist
W hat then, are the specific questions a candi

date should be ready to ask? Questions will need to
be tailored to reflect any knowledge gained from
advance material, the work environment, job level
and personal own needs. Likewise, questions will
need to be addressed to the most appropriate audi
ence. Consider carefully which questions are best
asked of an individual interviewer or during a
group interview session; target individual ques
tions appropriately to a supervisor, a unit head, a
colleague or peer, support staff or the director.

10Alfred Benjamin, The Helping Interview (Bos
ton: Houghton Mifflin, 1981), 80.

A checklist of suggested queries, applicable to a
variety of position levels and designed to give a
point of departure, follows. Use it to create a posi
tive and productive dialogue between you and
your prospective employer.11

Interview questions:
A checklist

I. Assessing direction, political climate, and ad
ministrative structure of the library.

1. W hat is the relationship between the library
and the university?

2. W hat is the role of the university librarian or
library director within the university community?

3. W hat are the goals and objectives (philoso
phy) of the library?

a) Are they written? W hat is the process of for
mulation? When and how are they reviewed and
revised?

b) Does the library have written policies for ser
vices provided as well as for internal functions—
i.e., collection development, clientele served, etc.?

c) Does the library m aintain an openness to
change its philosophy?

4. W hat is the style of administration?
a) W hat system of decision making is used? Is it

responsive?
b) W hat is the level, type and degree of staff in

put?
c) Does the organizational chart reflect reality?
5. W hat is the library’s level of participation in

national, regional, and/or state programs and net
works (OCLC, RLG, CLR, etc.)?

6. W hat are the long range plans for the library?
a) Have there been major changes in key person

nel, the administrative structure, physical facili
ties?

b) W h a t m ajo r challenges has th e lib ra ry
faced—i.e., funding, restrictions on decision mak
ing, etc.?

7. W hat is the relationship of the library to the
c o m m u n ity it serves? W h a t user groups are
involved—i.e., faculty, students, staff, general
public?

8. W hat percentage of women or minorities hold
upper-level administrative positions?

11The following sources (along with the authors’
personal experiences) were used in formulating the
checklist. Margaret Faughnan Austin and Harriet
Mason Vines, Finding Jobs and Changing Careers
(New York: John Wiley & Sons, 1983), 252-54;
Ginsburg, “Preparing for Executive Position Inter
views,” 34-36; Michael Z. Sincoff and Robert S.
G oyer, In terv ie w in g (New York: M acm illan,
1984), 110-25; Meg Wheatley and Marcie Schorr
Hirsch, “Mistakes on the Job: They Don’t Always
Mean You’ve Blown I t,” Ms. 14 (March 1986): 18,
20; June L. Engle, Guidelines fo r Making a Job De
cision (Chicago: ALA Hiring Subcommittee, Eco
nomic Status, Welfare and Fringe Benefits Com
mittee, Personnel Administration Section, Library
Administration Division, 1978).

16 / C&RL News

9. Is the library centralized or decentralized?
a) How does this affect autonomy within a give

unit?
b) Which functions are centralized—i.e., proc

essing, computing operations, etc.?
c) Is the library considering new or different fu

ture organizational directions?
10. How is the unit within which the position i

available viewed throughout the library?
11. W hat have the unit’s accomplishments been

to date? Is it overloaded with work or personnel?
12. What short and long term problems and op

portunities exist for the library and for this particu
lar unit?

13. What is the status of unionization/collective
bargaining on campus?

a) Is the faculty organized?
b) Who is included in the bargaining unit?
c) W hat are the terms of the present contract?
d) W hat kind of input do the library and the li

brarians have in contract negotiations?
e) Have there been any strikes or walk-outs?
f) How strong is the union; how dedicated is the

membership?

II. Assessing financial condition of the library.
1. W hat is the current financial situation of the

library?
2. Where does the budget come from?
3. Who controls the funds?
4. W hat is the solidity of that funding?
a) Does the budgeting process relate to the plans,

goals, and objectives of the library?
5. W hat is the prospect for improvement of the

library’s financial condition?
6. What is the status of outside fundraising for

the library?

III. Assessing communication and position au
thority within the library.

1. W hat are the lines of communication within
the organization?

a) Are they effective or ineffective; efficient or
inefficient?

2. W hat is the primary mechanism for commun
ication?

a) Written or verbal? Meetings or memos?
3. W hat committee structures are currently in

place?
a) How long does it take to get involved in inter

nal committee work?

COLT certification

The Council on Library/Media Technicians
has formed a Certification Task Force for the
exploration of the feasibility of a national certi
fication program for library/m edia techni
cians. Anyone seeking further information may
contact: COLT Certification Task Force, c/o
M. B arron–SC 126, Cuyahoga Com munity
College, Cleveland, OH 44115.

4. Who has line versus staff authority?
5. Describe the relations between professional

staff and clerical staff?
6. Does the library have a staff development pro

gram? W hat levels of staffing are involved?
7. W hat are the advantages of working for the

library? Disadvantages?
8. How would you (the interviewer) character

ize the working relationship with your immediate
supervisor?

9. Is experimentation and autonomous thinking
encouraged or is there “one right way” to do every
thing?

IV. Assessing evaluation of librarians.
1. W hat is the system of evaluation for librari

ans?
a) Is the process peer evaluation or supervisory?
b) W hat kind of input does the employee have in

the process?
c) How frequently are librarians evaluated?
d) Are employees allowed access to their person

nel file?
e) What type of grievance procedure is available

to the employee?
2. W hat are the criteria for promotion and/or

tenure?
a) Do the librarians have faculty status? If so,

what does that imply?
b) W h at is the sta n d a rd for lib ra ria n s —

adequacy, competency, excellence?
c) How is the standard rewarded—even salary

distribution, jumps in salary between levels?
d) How is the standard measured?
3. What is the relative weight associated with

each of the following:
a) Service within the institution?
b) Publications—is release time given for w rit

ing?
c) State, regional, or national activities?
4. To what degree is merit rewarded—base ad

justment or bonus?
5. W hat opportunities are there for advance

ment? Within the position? Within the library?
6. W h at su p p o rt is th ere for professional

development—monetary, release time, leave of
absence, sabbatical, etc.?

a) What percentage of professional development
opportunities are within the library vs. external
programs?

7. Is there support for travel?
a) What is the mechanism for distributing these

funds?
b) Is priority given to those presenting papers

and/or serving on committees? Are there are any
provisions for librarians new to the profession?

V. Assessing evaluation of the position.
1. Is there a current, written, well-defined job

description for the position?
2. W hat are the responsibilities and major chal

lenges, rewards, stimulations of the position?
3. Is supervision an important aspect of the posi

January 1987 / 17

tion? W h at resources are provided for the
position—i.e., secretarial or word processing as
sistance, etc.?

4. W hat is the perceived status of the position
w ithin the library? W hat are the in terd ep art
mental and intradepartmental relationships of the
position—i.e. what kinds of contacts will be made?

5. Do the librarians work w ith outside user
groups to any extent? How does this effect the li
brary and its services?

6. Does the individual library or unit/area have a
p a rtic u la r direction in w hich it is headed at
present?

7. W hat period and type of training will be given
for the position?

8. W hat will be expected of an incumbent in the
first 6 months on the job?

9. What are the expectations of the position with
regard to professional involvement, growth and
development?

10. W hat are the current key problems and/or
frustrations of the position?

11. Why is the position available? Is it newly cre
ated, a replacement, or an opening due to expan
sion?

12. Has any consideration been given to promot
ing someone from within the library?

13. If applicable, why did the previous librarian
leave the position?

14. How does the supervisor operate? Does
he/she delegate authority and responsibility?

15. How frequently, how regularly, and in what
manner will the incumbant meet with the supervi
sor, and how will particular problems be handled?

16. W hat characteristics does the supervisor look
for in a subordinate? W hat characteristics does the
supervisor seek to avoid? Can you assess “the chem
istry” between players?

17. What are the strengths and weaknesses of
those supervised in this the position?

18. W hat are the responsibilities of the position’s
peer group and what are their strengths and weak
nesses?

19. W hat limits the authority and responsibility
of the position?

20. W hat particular aspects of the applicant’s
background, experience, and style are of interest to
the interviewer?

a) W hat makes the interviewer think that the ap
plicant would be successful?

b) Are there any areas of the applicant’s back
ground that would be a cause for concern?

c) What experience, training, attributes, operat
ing style, accomplishments, and personality factors
are sought in the “ideal” candidate?

VI. Assessing status of automation within the li
brary.

1. Is automation taking place?
2. How will automation change the organiza

tion?
a) Are there committees composed of all levels of

staff to help with the process?
3. W hat is the effect of automation on staff mo

rale?
4. Is there a need for training for all categories of

users? How is the training need being met?
5. Are microcomputers available for staff use

within the library? Is training provided? W hat
software packages are currently in use?

VII. Assessing salary and benefits.
1. W hat is the salary range for the position? Is

the salary or salary range stated? Is it negotiable?
W hat is the salary range in the area (locale) and for
peer institutions?

2. W hat is included in the benefits package?
a) Is there a medical, dental, vision, and m ater

nity plan?
b) W hat are the options for vacation, sick leave

and personal leave?
c) W hat kind of life insurance and retirement

benefits are included? W hat is the vesting sched
ule? W hat percentage represents the employer’s
contribution?

d) Is there a credit union affiliated with the insti
tution?

e) W hat kind of tuition reimbursement or assist
ance and release time is available for attending
classes? Where are classes available?

f) Is there an option for flexible scheduling or job
sharing within the library?

g) Are there any tax incentive plans available
within the institution?

h) What is the parking situation at the institu
tion?

VIII. Assessing the community environment.
1. W hat cultural, recreational, religious, and

entertainment activities/facilities does the commu
nity provide?

2. W hat is the approximate standard of living
within the community: rents or housing market,
groceries, utilities, taxes, etc.? Is public transporta
tion available and frequent?

3. Is the community homogenous or is there a
mix (singles, families, retirees, etc.)?

4. W hat is the availability and cost of health care
and day care facilities within the community?

5. W hat is the quality and quantity of schools
and their locations within the community?

6. W hat clubs and intellectual/civic organiza
tions are available?

7. Describe typical weather conditions through
out the year. ■ ■

WESS discussion

The ACRL Western European Subject Spe
cialists Section’s Membership and General Dis
cussion Group will be held on Sunday, January
18, from 2:00 to 4:00 p.m. at the ALA Midwin
ter Meeting in Chicago. The topic will be: “The
RLG Conoco Study: A Survey of Collecting
Practices for European Materials.”

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