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第二部分面试的准备，问题列表，面试后的跟踪

venkatmba

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venkatmba 2008-07-27 12:37 | 只看楼主 树型| 收藏| 小中大 1 ^#

第二部分面试的准备，问题列表，面试后的跟踪

INTERVIEWS

BEFORE THE INTERVIEW

ESTABLISHING YOUR OBJECTIVES FOR THE INTERVIEW
The interview is important for all-too-obvious reasons. The fact that the school emphasizes the interview means that you have the opportunity to market yourself in a format in which most people do very little good for themselves. Some candidates are afraid of the interview and set themselves hopelessly limited objectives for it. They hope to get through it without embarrassing themselves. Or they hope that the interviewer likes them. You have the chance to make a very positive impression that will further your marketing efforts, so it is up to you to seize it. Do not simply hope to survive the interview; be determined to achieve positive results. Use it to reinforce all of your other positioning efforts.
You already have a marketing strategy in place, so go back to it when you are considering what you hope to accomplish in the interview. If you have positioned yourself as a true entrepreneur with great understanding of emerging technologies, for example, this positioning strategy will help you think through the interview and how to prepare for it.
Ask yourself the following questions at the start of your preparations:
1. How do you want the interviewer to think of you? What specific impressions, and information, do you want her to carry away from the interview?
2. How can you reinforce your strengths and address your key weakness(es)?
3. How can you show that you know a great deal about the school—that you are well prepared for the interview?
How can you learn whatever you need to know to decide which school to attend?
PREPARING FOR THE INTERVIEW
You should be mentally prepared to deal with four aspects of any interview. The first is understanding the format of a typical meeting as well as the special types of interviews that you may confront. You also must know what your objectives are, what the school offers, and what questions they are likely to ask.
1.
TYPICAL FORMAT
No matter what type of interview is involved the format is likely to include:
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Welcome
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A few easy questions, perhaps about how you are, was it easy to find the location, and so forth
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Some comments about the school
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Detailed questions, perhaps tracking your educational and then work history, or your responses on the school’s application form
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The chance to ask questions
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Conclusion
The first minutes of an interview may not involve substantive discussion, but they are likely to be important in forming the interviewer’s impression of you. Therefore do your best to appear confident and pleasant even before you get to the heart of the interview.
The typical interview will last thirty to sixty minutes, although if it is with an alum it may be longer. In fact, alumni tend to differ from other interviewers insofar as they are generally chattier, more interested in selling the school, and less interested in “grilling” applicants than either admissions officers or students are. Admissions officers, in contrast, tend to run a smooth interview and are likely to be extremely focused and to keep interviews very short (typically thirty minutes). Students are typically less smooth, ask very tough questions, and tend to assess applicants in terms of whether they would be an asset to the student’s study group.
2.
YOU AND YOUR OBJECTIVES
The University of Chicago uses the following interview evaluation form. It lays out very clearly the areas that are of interest to the school and thus the qualities you will want to show.

venkatmba 最后编辑于 2008-07-27 12:39:17

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venkatmba 2008-07-27 12:38 | 只看楼主 树型| 收藏| 小中大 2 ^#

回复: 第二部分面试的准备，问题列表，面试后的跟踪

UNIVERSITY OF CHICAGO INTERVIEW EVALUATION FORM

Clear Communication Skills Conveys thoughts and information in a clear organized way Succinct; to the point Good, active listener Appropriate depth in answers Persuasive; “sells” ideas well Provides clear explanations Appropriate expressiveness	Weak Communication Skills Unclear; hard to follow Goes off on tangents Rambles, verbose Too brief; information has to be drawn out Overly factual; monotonous Makes too many assumptions; not sensitive to needs of audience Shows little or no emotion
Intellectually Curious Asks probing questions Exhibits an eagerness to learn Open-minded Seeks out new challenges and opportunities Looks for unique ways to solve problems Exhibits a broad interest pattern Applies self fully; well disciplined Curious about and understands key aspects of our program	Lacks Curiosity Appears apathetic Tends not to question or probe Appears to be a “know it all” Narrow in outlook Intellectually lazy; may be bright but doesn’t push self Too often goes the “tried-and-true” way Naive about our program or MBA programs in general
Strong Social Skills Personable Seems friendly and at ease with others Appropriately assertive; states opinions tactfully Qgoiig; enjoys being with others Cooperates within a team environment Strives for leadership positions Appropriate dominance in group environments Good sense of humor Appreciates humor of others Shows enthusiasm and positive emotions	Poor Social Skills Sarcastic, biting humor Overly serious; formal Loner; overly shy and quiet Overbearing; domineering Overly self-oriented Distant; cold Lacks tact; blunt Avoids conflict Overly critical or negative
Self-Confident Projects a positive, professional image and attitude Speaks with conviction Handles self well in interpersonal confrontation Confident of intellectual skills Looks forward to intellectual challenges and new learning opportunities Takes pride in accomplishments	Lacks Self-Confidence Arrogant or cocky Overly tentative; hesitant Avoids eye contact Easily threatened or intimidated Overly concerned about academic challenges Overly critical or negative Stays nervous; anxious throughout interview
Committed to Building Relationships Participates in groups Seeks out relationships Active in formal and informal organizations Concerned about giving back to the organization or group Thkes pride in past affiliations Approaches new environments with vigor and passion Gets involved in community service and extracurricular activities	Not Relationship-Oriented Uninvolved with others Not a social joiner Just concerned about what he takes out of groups Waits for others to organize groups and events Lacks interest in outside activities
Hard-working Persistent; goes the extra step Exhibits drive and determination Willing to sacrifice ‘lakes initiative; doesn’t wait for others’ direction Enjoys and seeks out responsibility High quality orientation Views problems as challenges High energy level Goal-oriented Ambitious	Lacks Persistence Overly concerned with short-term pleasures Complacent; coasts along Thkes path of least resistance Gets overly frustrated with obstacles Low energy or overly hyper Drifts; lacks ambition Does not have well-defined career goals or direction
Independent Enjoys autonomy Likes to be in control of situations Self-sufficient Comfortable working within ambiguous situations Able to develop own goals and focuses well	Dependent Looks too much to others for direction or guidance Seeks out structure Poorly focused; easily distracted
Flexible Responsive to changing priorities Able to juggle several tasks at once Deals well with the ups and downs of academic and corporate life Takes setbacks in stride	Inflexible or Overly Flexible Overly concerned about things being a certain way Flusters easily with obstacles Rigid in beliefs Wishy-washy

Summary Evaluation
Based on your comments and what you know about our school and its students and graduates, do you:
Feel that this person has well-thought-out reasons for getting an MBA? (Yes No Unsure)
Agree that this individual is a good match with our program? (Yes No Unsure)
Agree that this individual has a good understanding of our program? (Yes No Unsure)
Feel that this individual would attend our program if admitted? (Yes No Unsure)
Want this person in your class or organization? (Yes No Unsure)
Vote to admit this person to the program? (Yes No Unsure)
Overall Comments:
Please document the substance of your conversation with the applicant and your evaluation of the candidate. Please add any additional thoughts, positive or negative, which would assist us in making an informed admission decision.
This evaluation form may not capture everything that could be relevant in a candidate, but certainly captures enough to show you the way in which a school will assess you. Other schools, of course, have their own approaches, but these, without exception, are similar to the one shown above. The primary differences are that some schools use much briefer evaluation forms, whereas others highlight something particularly important to their own programs. Some of the programs that feature heavy quantitative demands probe applicants’ experience using various quantitative techniques. One European school assesses candidates’ internationalism. It focuses on language skills, understanding of other cultures, experience working in different cultures, and interest in the program’s international dimensions.
3. KNOWING THE SCHOOL
Chapter 5, “How to Choose the Right School for You,” examined many criteria relevant to that decision. It also detailed how to find the information necessary for making a well-informed decision. Let’s assume that you have read that chapter and followed its advice prior to applying. Now that you are preparing for school interviews it would be a good idea to review the information you put together on each school you plan to interview with. In particular, you should be extremely familiar with the information that the school publishes about itself. If you tell the interviewer that you plan to major in international business, but the school offers no such major, you will look foolish.
If you are going to interview at the school itself, try to spend several hours in advance exploring the school and its environs. Talk with people in the cafeteria or lounge, paying attention to the attitudes they evince. Are they generally pleased with the school? Do they respect most of their professors? Do they think that the placement office is doing its job? Are there any particular problems concerning the facility itself, such as crime or lack of late-night restaurants that might matter to you? It always impresses an interviewer to see that you have taken the time and effort to examine the school up close rather than just reading some materials on it. Knowing what type of housing is available, or which professors students maneuver to take classes from, is the sort of thing that shows you to be both determined and resourceful. It also helps you to develop good questions to ask the interviewer without sounding artificial. Even if you are not interviewing on campus, take advantage of any opportunities to visit schools for precisely these reasons. (Interviewers invariably spot the applicants who have done their homework by visiting the school and learning what its program is really like.)
One last point: if you find out which specific person will be interviewing you, ask people you know who interviewed with the same school to see how the interview was conducted. How formal or informal was it? How rapid-fire? How long? How much was the interviewee expected to initiate, rather than just respond to, questions? How friendly was the interviewer? If you know how this person likes to conduct interviews you will be able to prepare more specifically.
The advantages of knowing the school thoroughly include:
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You will know that you are prepared, enabling you to relax somewhat during the interview.
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You will be able to ask intelligent questions about the school, thereby impressing the interviewer.
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You will show yourself as being highly motivated, concerned about your career, and in possession of the right work ethic, which will impress your interviewer.
4. ANTICIPATING THE QUESTIONS
The interviewer is likely to have two types of questions to ask you. One type is the set of questions she uses for everyone, such as, “Why do you want to attend school X?” The other type is a response to your résumé or file. If you have claimed to have had some marvelous successes, she may wish to probe to make sure that you have not exaggerated the results. Or she may wish to probe for gaps or weaknesses in your career to date. For example, one of the standard things to seek in a résumé is a period of unaccounted-for time. If such a time gap exists in your application, expect to be asked what you were doing then.

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venkatmba 2008-07-27 12:38 | 只看楼主 树型| 收藏| 小中大 3 ^#

回复: 第二部分面试的准备，问题列表，面试后的跟踪

MOST LIKELY QUESTIONS
Tell me about yourself.
What are your career goals?
Why do you want an MBA?
Why do want to attend this school?
Why should we accept you?
What would you add to the program?
What are your greatest achievements?
What questions do you have?
The easiest question to prepare for is, “Do you have any questions?” Most interviewers will give you the opportunity to ask a few questions. You should be ready with three to five questions that reflect your concerns about the school. Keep these in your head rather than on paper, because having to look at your notes will slow the interview down and make it look as though you cannot remember even a few questions.
Another set of questions to expect is anything from the list of essay questions (which were analyzed exhaustively in a prior chapter). Prior to interviewing, review not only the questions you had to answer for this school—and, of course, your answers, since the interviewer may have read your essay answers shortly before interviewing you—but also those you answered for other schools and even those you did not have to answer for any program you applied to. Consider how you would have answered those too.
THE INTERVIEW QUESTIONS
The Chicago interview evaluation form reprinted above suggests some of the questions you can expect. In general, two types of approaches are common. In the first, you are asked more or less directly about the trait or competence the interviewer is interested in. For example, when trying to get a handle on your degree of independence, the direct interviewer might ask simply,” How much supervision and direction do you prefer?” The second approach tries o elicit information that will also allow the interviewer to determine whether, for example, you “strive for leadership positions.”_but it does so much less directly. In this case, the interviewer is likely to focus on various aspects of your past and current experience—in terms of your education, career, and personal life—to see how much supervision and direction you have had in various projects and whether that amount suited you. The questions that generate this information are likely to be more general, along the lines of, “Regarding that cost analysis project, what sort of relationship did you have with your boss? What did you like and dislike about this relationship?”
These more open-ended questions, where the focus is not made so obvious, are by now standard interviewing procedure. The more experienced the interviewer, and the more time she has available, the more likely she is to use the indirect approach.
You can prepare for both approaches by examining the following list, which covers the most common questions asked on each major topic—education, career, management orientation, goals, and personal life. Of course other questions are possible, but if you are prepared to respond coherently and consistently to each of the following, you will be ready for just about anything else you will encounter as well. Preparing for the following will force you to think through the main issues that are of interest to business schools.

UNIVERSITY EDUCATION (REPEAT FOR GRADUATE PROGRAMS AS APPROPRIATE)
Which school did you attend?
Why did you choose that one?
(Regarding a lesser quality school) Don’t you worry that you will be overwhelmed by the quality of students attending our program?
Which factors most influenced your choice?
What was your major? Why?
In hindsight, are you glad you chose that school? What would you change now if you could? Why?
In hindsight, are you glad you chose that major? What would you choose instead if you could do it over again?
How many hours each week did you study?
Which courses did you do best in? Why?
Which courses did you do worst in? Why?
Do your grades reflect your abilities? If not, why did you not do better?
In what ways did your education prepare you, or fail to prepare you, for your career to date?
What did you most enjoy about college?
What did you least enjoy about college?
What extracurricular activities did you participate in? What was your role and contribution for each?
How did you pay for your education?
How would you describe yourself as a college student? Is this still true about you?
GENERAL TIPS REGARDING UNIVERSITY EDUCATION
1. Avoid portraying your university days as a social experience rather than an intellectual one if at all possible.
2. If your record is poor, show that you have since gotten serious.
3. Show that you were committed to learning, whether for its own sake or for the sake of your career.
4. If you have changed your goals or interests several times, show that you have been serious about at least one of them while pursuing it.
5. Portray both your academic interests and your extracurricular activities in terms of their contribution to your current (or then current) career interests.
6. Discuss your leadership experiences.
7. As to changes you might make if given the opportunity to do it all over again, a safe answer is one that would better prepare you for your eventual career, such as by providing further grounding in econometrics or multidimensional scaling if you are currently a marketing researcher.
8. If you are interviewing for admission to a part-time program, do not try to excuse a mediocre undergraduate performance by explaining that you were unable to focus well due to the need to work part-time as well as study. This combination of work and study will be your fate once again in the part- time program.

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venkatmba 2008-07-27 12:40 | 只看楼主 树型| 收藏| 小中大 4 ^#

回复: 第二部分面试的准备，问题列表，面试后的跟踪

WORK EXPERIENCE (TO BE REPEATED AS APPROPRIATE FOR DIFFERENT COMPANIES AND JOBS HELD)
Why did you choose this profession?
Why did you choose this firm?
What is your job title? To whom do you report?
What are your key responsibilities?
What and whom do you manage directly?
Describe the financial aspects of your job: budget, revenues, costs, return on assets employed.
What are the key technical challenges of your job? Managerial challenges?
What do you do best/worst in your job? Why?
How could you improve your performance? What actions have you taken to make these improvements?
What have your major successes been? What financial or other impact have these had?
Did you achieve these on your own? Who else was involved? How? What have you done that best shows your willingness to work hard/take initiative/innovate/exceed expectations?
How many hours per week do you work?
What do you like most/least about your position? Why?
What are the biggest challenges your unit faces? What are you doing to meet these challenges?
Where is your industry headed in the next five years?
Describe your relationship with your boss. What is good and bad about it? (Repeat for prior bosses)
How well are you rated by your boss? What does he or she most/least like about your performance?
Describe a failure on the job.
What are you doing to address your failings?
What would you change about your job?
How does your performance compare with that of others at similar levels in the company?
Describe your salary progression to date. How does this compare with that of others at similar levels in the company?
GENERAL TIPS REGARDING WORK EXPERIENCE
1. When discussing your boss, your description of what was good and bad about him will probably make it clear what you need, and also what you cannot tolerate, in a boss. This also says a lot about your own strengths and weaknesses.
2. Even when describing the characteristics you do not like in your boss, try to be reasonably sympathetic; otherwise you risk sounding like a malcontent.
3. Any job change should have been motivated by a desire for more challenges, more responsibility, the chance to grow, and so on. In other words, emphasize the positive, forward-looking reasons for making the change. Avoid the negative, backward-looking reasons for the change, such as being unappreciated, underpaid, or disliked by your boss.
4. If you were fired, confess to this fact if necessary, but be sure to note what you learned from the experience.
5. Working less than eek may suggest that you are insufficiently motivated. A good answer will establish that you work as hard as necessary to achieve your objective
6. Portray yourself as one who tries to meet or exceed the objective with as little time and effort as possible. You consider different approaches and look to improve whatever systems are in place if such a change will make it possible to achieve such results with less effort in the future.
MANAGERIAL ORIENTATION
What is your management philosophy?
What is your managerial style? What aspects of it do you wish to change?
What have you done to develop those under you?
How much do you control those under you? How much freedom do you give them? How do you motivate them?
What do you do best/worst as a manager?
Are you a better leader or follower?
What would your subordinates say about you as a manager? Why?
GENERAL TIPS REGARDING MANAGERIAL ORIENTATION
1. Any response that chooses one managerial style over another is a mistake. Respond that this is situation-dependent.
2. When you are the person in a group who is most knowledgeable about a given situation, you take the lead, but you defer to others when appropriate.
3. You are very much output-oriented and not overly fussy about the rile you play in a team, although you generally end up taking on a great deal of responsibility since you seem to welcome it and its challenges more than most do.
GOALS
What do you want to be doing in five years’ time? Ten years? Twenty-five years?
What do you want to accomplish in life?
How have your goals changed in recent years?
Why do you want an MBA? What do you expect to get from it?
Which other schools are you applying to? Why? Why so many/few?
How did you choose these schools?
Which school is your first choice? Why?
What if you are not accepted at a top school?
GENERAL TIPS REGARDING GOALS
1. You want to show that you are committed to career success.
2. Showing that you have thought long and hard about your future career demonstrates your seriousness of purpose.
3. Regarding your long term goals, do not say that you want to lie on a beach somewhere. Saying this would show you to be overly stressed already, hardly an ideal attribute for someone trying to get into a challenging MBA program. Discuss instead how you arrived at your chosen goal in light of a consideration of your relative strengths and weakness, what you most enjoy, your background and desires, etc.
PERSONAL
Tell me about yourself.
What publications do you regularly read? Why?
What books have you read recently? What impressed you about that one? What have you done to keep yourself current, or to develop your skills, in your field?
How do you feel about:
— China’s advent upon the world stage?
— African internecine warfare?
— (Anything else on the front pages, especially if it relates to your home region or that of the school?)
How do you spend your time outside of work?
Is your current balance among career, family, friends, and interests the right one for you over the long term?
What activity do you enjoy the most? Why?
Who most influenced you when you were growing up? How?
Who are your heroes? Why?
What competitive sports have you participated in? Did you enjoy them? Are you competitive by nature?
GENERAL TIPS REGARDING PERSONAL QUESTIONS
1. When describing yourself, or what your long term goals are, be sure that a large part of your response focuses upon your career.
2. Take every opportunity to show that you are highly achievement oriented and do what you can to develop both personally and professionally.
3. At the same time, show yourself to be a sensible and well-balanced person with compelling outside interests, including but not limited to family and friends.
4. When talking about your interests, it does not much matter whether you read science fiction, monographs about the Napoleonic wars, or locked room mysteries, as long as you show that you are knowledgeable and enthusiastic regarding whatever you pursue.
5. These questions provide a natural opportunity to subtly strengthen your chosen positioning.
OTHER
Is there anything else you would like us to know about you?
GENERAL TIP REGARDING OTHER QUESTIONS
1.
Remember your pre-interview objectives. If you intended to put across several major points, ask yourself whether you have succeeded in doing so. If you have, do not feel compelled to add anything. On the other hand, if you have not, mention briefly but persuasively the points you wished to make along with the supporting examples or illustrations you intended to use.
PREPARING TO DESCRIBE KEY EVENTS
You should be ready to discuss major and minor milestones in your personal, educational, and professional life. Some interviewers prefer to ask very general, open-ended questions to learn how well you can develop an organized, intelligent response. Questions of this nature often revolve around major events interviewers glean from your résumé or application. Prepare yourself by reviewing the relevant aspects of each event you expect to discuss. In the case of a successful business project, for example, you would want to recall:
The project’s initial objective
Who originated it
Who was in charge
The resources available
The timetable
The activities undertaken
Your role
— What you did well and poorly, and why
— What skills you used
— What you would do differently in retrospect
Other people’s roles
The results
What went right and what did not, and why
Any conclusions this suggests about the department or company, whether of a strategic, operational, or organizational nature
It is a useful exercise to write down the half dozen (or dozen) most important incidents you expect to discuss on an index card, using this sort of approach for each. Carry these cards with you for reading when you are waiting or have a spare moment. Learn them well enough that you can produce a well-organized, apparently spontaneous summary of each of them at the drop of a hat, but do not memorize the stories by rote. Be prepared to be interrupted by the interviewer, and be ready to carry on with the story smoothly once you have answered his question.

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venkatmba 2008-07-27 12:40 | 只看楼主 树型| 收藏| 小中大 5 ^#

回复: 第二部分面试的准备，问题列表，面试后的跟踪

WHAT DETERMINES THE LIKELIHOOD OF A GIVEN QUESTION BEING ASKED?
Questions are not generally asked without a reason. Some interviewers believe that certain questions should be asked of anyone, no matter what the person’s circumstances. In interviewing for MBA programs, the most likely questions concern why you want to get an MBA, why at this school, what other schools you are considering, what you think you will contribute while at school X, and what you intend to do professionally in the near and long terms.
The other determinant of questions is, of course, you. Your background invites questions that rnay be quite different from those that would be asked of someone else. If you are in a nonbusiness field that seldom produces MBA candidates, you can expect questions concerning why you want an MBA. If you have a history of career success, but just got fired from your job, you can expect questions about what happened. If one of your credentials is relatively weak, you can expect questions about it. If you are an anglophone trying to get into a bilingual program, you can expect to have your second language probed.
A good interviewer, and often even a bad interviewer, will try to use the interview to learn as much relevant information as possible about you. Given that most interviewers will not have read your application, you can expect them to ask many of the same basic questions that appear on the various applications. One way to influence the course of an interview with someone who knows little about you is to take a résumé along. Most interviewers will use it as the basis for their questions, so they will ask about the items you choose to list on your résumé. They will also probe for internal inconsistencies (“Why were you paid so little if you were really in charge of the internal audit function?”) as well as checking things that sound inherently unlikely (“How is it that you were in charge of conducting an audit of the internal controls in operation in the whole Swedish subsidiary when you had never done anything even vaguely related to such a field?”).
The other items an interviewer will probe are things you and she have in common, or about which she is simply curious. (“What is the cheapest luxury trip down the Nile currently available?”) The more that an interviewer takes this approach, the easier the interview is likely to be. Discussing interests you share is likely to provide an opportunity to share enthusiasms, which is generally easier to handle than responding to probing questions about why you left a good job after just fifteen months. Be sure, however, to keep to your own objectives. You can still make the impression you want by being articulate and well organized even when just discussing trips on the Nile.
PRACTICE
There are two ways that you can practice your interviewing skills and responses. The first is by doing mock interviews with others who are applying, or someone else who appreciates what is involved. This is a good first step to understanding what an interview will be like. The quality of the experience will depend in large part upon how prepared your interviewing partner is. If you can find someone who is willing to read your application carefully, and perhaps even read this chapter, then you are ready to get a good interview. The ideal person to team up with would be someone who is applying to the same schools, but has a very different background from yours, and who is willing to be tough when necessary in the interview. It can be difficult to find the right person, of course. (It is partly for this reason that Education U.S.A. regularly does mock interviews with clients, if necessary by phone, to give them a realistic view of what to expect.) It is not only fair, but also good for you, to switch roles with your partner. If you have to read her essays and data sheets with an eye to seeing what her strengths and weaknesses are, what she will contribute to the program, and the like, you will more readily understand how someone else will do this with you.
Your interview partner can tell you which responses were convincing and which were not (and why). Be persistent and force your interview partner to be specific in noting what worked and what did not. After all, the point is not what you say but what your interviewer hears that determines the success of your interview In fact, simply saying things out loud will often cause you to hear what is not right. Speaking out loud often makes it clear that you are wandering instead of being focused, trying too hard to excuse some prior mistake, or pleading rather than convincing. Tape recording your practice sessions will make this apparent.
If you can videotape your practice interviews, by all means do so. Seeing yourself in action will help you to eliminate extreme gestures and repetitive phrasings. Particularly annoying is the idiotic-sounding, inappropriate use of “like” and “you know.” Wear your interview outfit to make sure that it too passes muster.
The second means of practicing is to be sure that you interview first with the schools that matter least to you. If you are applying to three “likely” choices, make sure that your first two interviews are with schools in this category rather than the “possibles” or “stretches.” This allows you to develop and refine your pitch and get rid of your first interview nerves without too much at stake.
It is a good idea to use both of these approaches if you can. Maximize the potential benefits by debriefing your partner, or yourself when you interviewed with a school, to be sure that you understand what worked and what needed more thought, and why.
PHYSICAL PREPARATIONS
PHYSICAL ENERGY
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Get plenty of sleep the two nights before the interview.
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Eat a solid breakfast or lunch on the day, so that you do not run out of energy
APPEARANCE
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Arrive at the actual site slightly before the allotted time so that you do not need to rush and get nervous as a result. Find the restroom and check your appearance. Make sure that your hair is combed, tie straight and completely covered in back by the collar of your shirt.
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Make sure that your lipstick is not smudged, or on your teeth.
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Men should consider carrying an extra tie and perhaps a shirt, in case something is spilled at lunch. Women, similarly, can carry extra stockings, in case of a run.
LOCATION
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Be sure that you know where the interview will take place and how to get there (and where to park).
OTHER
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Take your business cards, several copies of your résumé, and a copy of your application.
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Take a copy of the university’s brochure and other relevant information about the program to review if you get there early.
l
Take the name and telephone number of your interviewer in case your car breaks down and you need to telephone her to notify her of your delay.
l
Consider taking copies of the wonderful brochure you designed for your company, but do not take the two hundred pound, greasy widget that you
manufacture.
STAYING RELAXED
A modest degree of nervousness is good because it gives you the energy to perform at your best. If you tend to be too nervous, try one of these techniques to keep yourself relaxed:
l
Remind yourself that you have prepared thoroughly (assuming that this is the case) and that this preparation will see you through.
l
Acting positive, by using the appropriate body language, will help you to feel the way you are acting. Positive body language involves keeping your head up, shoulders square, and eyes forward.
l
A great friend of mine, before exams and cross country races, used to go off by himself and keep repeating, with concentration and intensity, “I am King Kong, I am King Kong.”

DURING THE INTERVIEW

A considerable amount of the impact you have in an interview is achieved nonverbally; nonverbal messages may constitute over half of the message you deliver. As a result, it is highly appropriate to consider such factors as dress, physical comportment, and the like in order to maximize the chances of interview success.
DRESS
Business schools are inherently conservative places. The top graduates tend to go off into management consulting and investment banking, the professors con- suit to top multinational corporations, and the typical applicant is currently working in a corporate environment. This means that the style appropriate for a business school interview is a conservative one.

Rules for men:
l
Wear clean, neatly pressed clothes and highly shined, black shoes. Socks should be black or navy blue and over the calf.
l
Be sure that your clothes fit well. Be sure also that your clothes do not look as if you are wearing them for the first time, but they should not be so well worn that this is noticeable.
l
Avoid wild colors or styles.
l
Men will never go wrong wearing a conservative dark blue or gray suit with a white or blue shirt, or moderately striped shirt, and a conservative tie.
l
Comb your hair and wear no cologne. It should go without saying that your shirt should be 100 percent cotton, long-sleeved, professionally cleaned and heavily starched. The tie should be pure silk and extend to the middle of your belt buckle.
Rules for women:
l
Women should wear a suit or a dress, and no more than a modest amount of jewelry, makeup, and perfume.
l
The length, color, and cut of your clothing are more fashion-dependent than is true for a man, but do not go wild.
l
Try not to bring both a briefcase and purse because it is difficult to be graceful when carrying both.
l
In the United States, wear pantyhose (no matter how hot the weather) and eschew bare arms.
Rules for men and women:
l
Do not wear such ostentatiously expensive clothes that you might offend your interviewer. For example, leave the Hermes tie in the closet.
l
Your briefcase should be of good leather, preferably brown or burgundy.
l
Be sure that you have invested appropriately in mouthwash, deodorant, and other hygienic necessities.
l
You want to be remembered for what you said, not for what you wore (or failed to wear).
BEHAVIOR
PHYSICAL BEHAVIOR
Your goal is to be considered self-confident and relaxed. You can show this by remaining poised and thoughtful throughout the interview.
The rules:
l
Greet the interviewer with a smile, an extended hand, and a firm handshake (matching the interviewer’s pressure).
l
Look the interviewer in the eye.
l
Do not sit down until invited to do so.
l
Do not put anything on the interviewer’s desk.
l
Do not smoke, drink, or eat anything even if invited to do so—not even if the interviewer herself does. This can distract either you or the interviewer, perhaps showing you to be clumsy or worse, without any chance of improving her opinion of you. If the interviewer offers you a cigarette, decline politely but not judgmentally by saying, “No thank you.”
l
Do not chew gum.
l
Maintain a moderate amount of eye contact throughout the interview, perhaps 25 percent, but do not stare.
l
Gesticulate moderately to make points, but do not go overboard.
l
Remain physically stationary, without fidgeting. Interviewers often check your response to a tough question to see if you are exhibiting signs of nervousness ( or lying ).
l
Maintain good rapport with the interviewer by being warm and smiling often. Do not, however, smile idiotically without stopping for the entire interview! Doing so will mark you as unbalanced or worse.
l
Sit up straight, but not rigidly, and lean forward slightly. This will show that you are interested in what the interviewer has to say, and that you are businesslike.
l
Listen carefully, and show that you are listening by nodding, grunting “uhhuh” occasionally, or saying, “I see” or “right.”
l
Avoid crossing your arms, or folding your arms behind your head.
l
Keep your voice well modulated, but alive. Speak at a normal speed; do not rush.

ATTITUDES
The rules:
l
Be upbeat. Be sure to emphasize your strengths. Do not discuss your weaknesses in any detail unless pushed to do so. And, never complain about anything that has befallen you. No complaint about a low GMAT score, or sickness during a math exam, or personality conflict with a boss or professor can improve an interviewer’s opinion of you.
l
Ratter the interviewer, subtly. Although a good interviewer will have you do 75 percent to 80 percent of the talking, that does not mean that you will be excused for failing to listen to her.
Adopt an attitude similar to the interviewer’s. If your interviewer is deadly serious, avoid joking. If your interviewer is lighthearted and jocular, do not sit deadpan. In the first instance jocularity will make you seem frivolous, whereas in the latter instance seriousness will make you seem unintelligent.
Maintain more formality if your interviewer remains behind her desk throughout the interview, without even coming around to greet you initially.
l
Treat the interviewer respectfully, but not too respectfully. Treat her as an equal, albeit one who temporarily is allowed to set the direction of the interview. Do not behave submissively.
Do not, however, use the interviewer’s first name unless and until told to do so.
l
Relax and enjoy yourself. The relatively few people who enjoy interviews are those who view them as a chance to discuss important matters with an equal who happens to be interested in the same subjects. They view the interview as the time to learn more about the school as well as the chance to explain themselves.
A little nervousness is to be expected, but exhibiting substantial nervousness works against you insofar as a strong candidate is meant to believe himself well suited to interact at this level.
l
Make sure that it is a conversation. A good interview resembles nothing so much as a conversation.
If there is a pause in the conversation, consider whether:
—
you have answered the question fully enough. If you suspect not, ask whether the interviewer would like you to add to the answer.
—
you should follow up with a question of your own related to the same subject.
—
you should simply sit quietly, without tension, with a pleasant smile.
Ask the interviewer questions to follow up on what she has said. This helps to build rapport and puts you on a more equal footing with her by getting you out of the role of interviewee answering questions. It is also the way normal conversations work, trading back and forth.

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回复：第二部分面试的准备，问题列表，面试后的跟踪

 Avoid sounding like a robot. If you follow this book’s suggestions and prepare thoroughly for your interviews, you run the risk of sounding preprogrammed rather than spontaneous. It is good to sound as though you have given thought to the relevant issues, but not as though you have memorized answers.
How can you avoid this problem? There are three keys. (1) Avoid a robotic monotone, or appearing to be reaching into your memory for what comes next in your rehearsed response. (2) Focus upon your interviewer. You should be able to remain relaxed, given that you know that you are well prepared, and this will allow you to stay focused upon how your interviewer is reacting to you. (3) Occasionally pause before you speak, seeming to get organized before starting.
 Look interested. Avoid looking at your watch.
Do not appear bored, no matter how long the interviewer is speaking.
 Do not ramble on. If your answer has gone on too long, cut your losses by briefly restating your main points.

HOW TO READ THE INTERVIEWER
The interviewer’s demeanor will help to reveal her reactions to the interview. Smiles and nods clearly suggest that she agrees with what you are saying, in which case, think about what you are doing right so you can do more of it. Perhaps your interviewer likes the fact that you are backing up your abstractions with solid examples. Maybe you are keeping your cool when being asked very tough questions.
Looking away from you, frowning, or constantly fiddling with papers or pens may reveal disagreement or a lack of interest. If you sense that you are losing the interviewer, try to get back on track by asking the interviewer a relevant question or making comments that are sure to be winners, such as some self-deprecating humor or mention of the incidents that you feel show you in your best light.
It is important to keep in mind whatever the interviewer says in her opening remarks, because they may give you good clues as to what she values.
If you are talking too much, your interviewer is likely to start looking away, looking at her watch, or asking such questions as “could you just summarize this part?”
YOUR QUESTION TIME
A failure to ask questions if invited to do so risks leaving the impression that you either did not do your homework or do not particularly care whether the school admits you. Asking questions gives you the opportunity to show how knowledgeable you are about the process and the program as well as that you are taking a proactive approach to your career future.
If you are asked what questions you have, do not rush into asking them. If you have not yet had the opportunity to make one or two key points, ask if it would be acceptable to go back to the earlier question and then mention what you have just accomplished (or whatever). Even if these points are unrelated to any prior question, feel free to say, “I am glad to have the opportunity to ask you a couple of questions, but I hope you will forgive my wanting to mention two things that have come up since I applied. I think they might be relevant to the school’s decision making, after which I will continue with my questions.” Briefly mention the one or two points. Then go on to your questions.
Try to avoid questions that call for a yes or no response. To understand an area in depth, plan to ask several questions about it. One good way to do so is to ask your interviewer to compare, for example, her school and a major competitor (one that you are actively considering). She will probably mention several points, after which you can ask about one or more of them in greater detail, or ask her why she did not mention subject X.
If you think that the interviewer harbors major objections to you, try to get her to confess what it is she is concerned about, so that you can address her concerns, assuming that you have not yet had the opportunity to do so.
Some appropriate questions, in case you are stuck for something to ask, include:
 How do you expect the school to change in the near future?
 Has the character of the school changed in recent years? How? Why?
 Which top professors will be on sabbatical next year? Who will take their place?
If one reason for attending the school is that a certain professor teaches there, by all means ask whether the interviewer knows him or her, and if so, what he or she is like as a professor.
After asking several questions, if necessary you can fall back on the old
standby: “I had a number of questions when the interview started, but you have
covered them all.”
Do not try to baffle the interviewer with questions you know she won’t be able to answer. If she is an alum of the school, for example, she will not be privy to the school’s rationale for its recent decision not to offer tenure to assistant professor X.
Being asked if you have any questions signals that the interview is coming to an end, so do not take too much time.

ENDING THE INTERVIEW
Be sure to smile at the interviewer, shake hands and thank her for seeing you, and leave with an energetic, confident demeanor.
Be careful not to be taken in by an old trick. Once you feel that the interview is over you may be asked a potentially revealing question as you are being shown out, on the assumption that you may have let down your guard at this point. Or the secretary may be instructed to ask a question such as, “How do you think you did?” in hopes of eliciting a telling comment. Assume that the interview is really over only once you have left the premises.
INTERVIEW WRECKERS
 Criticizing your boss or company
 Being too nervous to look the part of a successful, confident leader
 Appearing blasé about attending the school at hand
 Asking no questions
 Whining about past grades, low GMAT scores, and so on
 Blaming others for weakness in your profile
(Consult the interview evaluation form for more.)

GENERAL RULES FOR INTERVIEWS
The following advice is good no matter what type of interview or interviewer you encounter:
Do not criticize others. Do not criticize people you worked with or schools you attended. Otherwise you may be viewed as a chronic malcontent. Remain positive. You can still make it clear, for example, that a boss was limited in his ability to develop you, but without sounding critical. Simply state that he was expected to spend most of his time traveling to the regional offices, so he had no time left to worry about the development of his subordinates.
Assume that alumni interviewers do not have your file memorized. In fact, most interviewers will not even have seen your file. You can therefore expect to be able to make good use of the same incidents you discussed in your essays.
Be truthful. Do not lie in answering questions. Being honest, however, does not mean the same thing as being blunt, so do not volunteer negative information if it can be avoided.
Be yourself. Do not pretend to be someone other than yourself to impress your interviewer. Very few people are able to act well enough to carry it off successfully. Focus instead on presenting the best aspects of your own personality.
Never be less than highly courteous and friendly to the staff. The staff is generally in charge of all of the logistical elements of your candidacy, so do not alienate them. The admissions officers may also ask them to give their impression of you, so make sure that it is a positive one.
Do not try to take over the interview, but take advantage of opportunities to make your points. Interviewers want to feel that they are in charge of an interview, since they are likely to make decisions based upon the information they get about you. They need to feel confident that they will be able to get what they consider information relevant to their decision making, which may happen only if they are able to direct the interview. Taking over the interview may allow you to make the points you want to make, but the risk is far too great that your interviewer will react very negatively to this and resent your aggressiveness. Use of polite phrases in a confident tone of voice can keep your interviewer from fearing that you are trying to take over the interview: “Perhaps you wouldn’t mind”; “I would find it very helpful if you could.”
Do not ask the interviewer how you did in the interview. This will put him on the spot and will not do anything to improve your chances.
Stay relaxed. A good interviewer takes the following as possible indications that you are lying, being evasive, or hoping that he will not follow up a point:
 Fidgeting (such as twirling your hair, drumming your fingers, bouncing your leg up and down, or picking at a part of your body or clothing. Many people have a tic of which they are completely unaware. Use your mock interview partner or videotape to find yours, and then stop doing it.)
 Speaking much faster or more slowly.
 Pulling your collar away from your neck.
 Avoiding eye contact.
 Lengthy, convoluted response.
 Desperately looking for a drink of water.
 Coughing at length before starting a response.
Remain calm even in the face of provocation. An interviewer may be trying to annoy you to see how you respond. A senior manager, it should go without saying, is unlikely to be easily ruffled.
Answer questions concisely. Do not ramble. Do not take more than two or three minutes for any but the most involved, important question. In fact, two or three sentences is an appropriate length for the majority of answers. You can save time by quantifying whenever possible. (“I saved $275,000, which represented 13 percent of recurring costs.”)
Structure your responses. because you have prepared thoroughly (if you have taken this chapter to heart), you are in a position to respond with structured answers to most questions you will be asked. You do not need to start every response by saying “I did such and such for five reasons. Number one was . . .“, but doing so from time to time will be impressive.
When you give a general statement, illustrate it with an appropriate example. (“I am comfortable in a very international setting. I have been able to work with people of all different backgrounds, such as when I managed a restaurant in New York that had Albanian cooks, Mexican busboys, Portuguese waitresses, a Greek owner, and a yuppie clientele—and I happen to be French, as you know.”) Then go on to give an example in which nationality posed a substantial problem, and how you solved it.
Summarize any particularly lengthy answers you give.
Listen well. Be sure that you have understood what the interviewer is asking. If uncertain, ask for clarification of the question. Answering the question you thought was being asked, or the one you anticipated being asked, rather than the one she really did ask you, will annoy her and suggest that you are either dim or not paying attention. Listening well means more than paying attention to what is being said. It also requires that you encourage the interviewer by appearing interested. In addition, you should be able to sense the feelings behind the comments made.
Assume that anyone at the office may be an interviewer Sometimes a junior employee will chat with you while you wait for the real interview to start, trying to get you to give your real reactions to the school or your own qualifications as though a junior person should be on your side rather than the school’s. Expect any information you give away to be fed into your file immediately, maybe even given to your real interviewer prior to your upcoming interview.

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回复：第二部分面试的准备，问题列表，面试后的跟踪

SPECIAL TYPES OF INTERVIEWS
STRESS INTERVIEWS
Stress interviews are not much in evidence any more, but they still pop up often enough to merit comment. The idea underlying any form of stress interview is that applying enormous stress to an interviewee will cause him to reveal his true nature and likely performance under stress in the future. A failure to remain poised will reveal a person’s supposed lack of confidence in himself.
What exactly is a stress interview? It can take many forms. You may be put in a position in which bright sunlight will be directly in your eyes, or your responses may be met by long silences. The tendency in this case is to try to fill up the awkward moments by adding to a response, thereby perhaps revealing information you would have been better advised to keep from view.
More likely you will be given too little time to answer questions. This sort of pressure is most readily employed when there are two or more interviewers, one preparing to ask you the next, perhaps follow-up, question while you answer the current one. As you start to answer a question, your response may be ignored or cut short and taken out of context, and the next question tossed at you as fast as possible. (Think of the movies you have seen in which detectives grill a suspect under a bright light.) The interviewer may dispute what you are saying and challenge you very aggressively. Your weaknesses can be pointed out at every turn. The interviewer can also be obviously hostile and rude. This will continue for some time, until you react, most probably by becoming angry or resentful that you are not being allowed to get your full answers out.
The key to this situation is to recognize it for what it is. If you know that it is a game, you can respond with suitable bits of gamesmanship. Once you know that you are deliberately being pressured, you have the opportunity to take control of the situation. (This is one of the few circumstances in which it is appropriate for you to take control.) If the sun is shining directly into your eyes, excuse yourself and move your chair to a more comfortable location. If you are being subjected to the silent treatment, respond by smiling at the interviewer and simply waiting for her to ask another question. If, on the other hand, you are being pressured verbally, start by leaning back, smiling, and not saying anything for a few seconds. Then restate the last question, “You have asked me whether this project was really successful.” Go on to explain that there are, let’s say, four parts to your response. Once you have done this it will be all but impossible for the interviewer to interrupt you until you have finished all four. Be sure to start each portion of your response by saying, “first,” “second,” and so on.
If you are interrupted again, lean back once more, smile again, and say that this approach seems a bit much and invite the interviewer to share information
instead.
An international variation on the stress interview focuses on language. More than one applicant to INSEAD has spent the first half hour chatting in her native language about inconsequential, pleasant matters and then been required to respond to rapid-fire questions in French for the last half hour. The questions posed in French are invariably the tough ones, such as, “Why should we take you when we already have nine applicants from your company with higher GMAT scores than you have?”
GROUP EXERCISES
In a group exercise, you may be asked to work together with other applicants to solve a hypothetical problem or respond to a case. This is meant to test:
 whether you can think on your feet, and stay cool under pressure
 how creative or innovative you are your verbal communication ability
 whether you can work as part of a team
 whether you can lead others
These interviews are inevitably tricky because the other “team” members are all trying to get as much air time as possible, so that they are not easily led. In fact, the applicants often resemble nothing so much as the proverbial seals in a pond at the zoo, yapping for their trainer to throw them fish.
How do you determine your own strategy? Start by determining four things.
1. What type of exercise is planned
2. Your skill set and experiences as they relate to the exercise
3. The skill and experience levels of other applicants
4. Your risk profile: how much of a risk you are willing to take to impress the graders of the exercise, given how high you believe your standing is prior
to the exercise
To stand out without looking like a publicity-crazed adolescent, consider prior to the exercise how best to position yourself. Do your homework regarding the exercise, too. Ask the admissions office what to expect in the exercise. Talk with people already at the school about their experiences with this or a similar exercise, or see if another exercise is planned for earlier in the same day, or the day before, and debrief participants as they exit.
For example, one applicant to London Business School was a Scandinavian who had just spent several years working in Asia. He decided that this gave him an ideal positioning opportunity. He knew that the LBS exercise would include a group of international students, some of whom might have weak English skills or be less aggressive than Americans tend to be in such settings. He figured that he could set himself up as the person who draws out the quiet team members. Asking their opinions, asking whether they agreed with what the last person said, would put him in charge of the group for a moment. (It is very difficult for one of the aggressive types who has just spoken to interrupt you because you are not ostensibly being selfish whereas his interruption will clearly be selfish. You can then go on to see whether their views can be reconciled with those already expressed and whether each side agrees with your synthesis. You show yourself to be active, to be concerned to involve everyone, and yet you are not acting selfishly.)
Another role you can play is to question those who have already stated their views. What facts or theories underlie their analysis? How do they feel that it fits with other views already presented (naming, perhaps, some possible area of conflict or agreement)? If you ask questions that are designed to help clarify the proceedings by getting people to amplify what they are thinking, you can contribute significantly to the quality of the discussion.
In general, your analytical approach should be to identify and evaluate alternative courses of action. Do not feel that you must be 100 percent certain that your view is correct before you will participate. If you do, you are unlikely ever to say much. Instead, take the approach that you will participate whenever there is a reasonable likelihood that you are correct. Then listen to others’ views and defend your position if it still seems right, but be prepared to jettison it or compromise if it clearly is not. Do not fight to preserve a clearly incorrect view, since this is hardly a sign of maturity and good judgment.
At a minimum, make sure that your attitude is appropriate. Remain energetic and positive even if you are not able to put your views across. Do not give in to feelings of frustration or despair.
PANEL INTERVIEWS
Panel interviews are often conducted with harsh time constraints because they represent a large investment of resources (three or more people’s time). This means that you should be particularly certain to arrive in advance. Explain that you understand that this format places time pressure on the proceedings, so you will strive to give very concise answers to questions, but you welcome requests for additional information.
Start each response by addressing the person who asked the question, then look at other panel members, and look back to the original questioner as you finish your response.
If you are asked questions by several people simultaneously, look at the most important (a chairperson for the panel) or someone who has not yet asked a question and ask her (with a smile) if she could please repeat the question.
FRIENDLY CHATS
One type of interviewer will come on as extremely friendly and casual. She will chat away about recent football results or the interviewee’s favorite foods. When she shifts to business matters, she will be completely unthreatening and will agree with anything and everything you say. The danger is that she will lull you into totally dropping your guard so that you end up volunteering information that you would be better off keeping to yourself. You are inclined to consider a person who finds you agreeable, fascinating, and invariably correct to be on your side. Resist this temptation; your interviewer may just be using a technique to get you to open up about yourself.
SPECIAL INTERVIEW SETI1NGS
RESTAURANTS
 Do not sit until the interviewer invites you to be seated.
 Consider the menu when the interviewer invites you to. Pick something midpriced, and do so without lengthy deliberations. Make sure that you choose something familiar and easy to eat. Avoid things that splatter or require eating with your fingers.
 If the interviewer orders a drink or first course, follow suit by ordering at least some mineral water so that you will have something to occupy yourself with while she is drinking or eating.
 Do not order too much, since this suggests a lack of discipline.
 Use your discretion regarding alcohol consumption. The safest rule to follow is that you should consume somewhat less alcohol than would be normal for a businessperson in the same circumstances. In Italy it might well be considered rude to refuse wine at dinner, whereas in America it would be considered a sign of incipient alcoholism to have a drink before lunch.
 In Europe, you should eat with both hands on the table. It is inappropriate both in America and Europe to place your elbows on the table.
 Do not criticize the decor or the food.
 Treat the waiters and busboys very politely.
 Wait for the interviewer to begin the business end of the discussion. She may prefer to wait until after the drink or first course has been consumed.

WHAT THE ADMISSIONS DIRECTORS SAY ABOUT INTERVIEWS
WHY ARE INTERVIEWS IMPORTANT?
 We have tried to correlate placement success and GMAT scores, undergraduate grades, years of experience, and everything else imaginable. The strongest correlation is with interview rankings. The personality strengths that are visible then are also what employers value later on. Jon Megibow, Darden
 We want to see if they are the right lit for the program, but applicants need to do the same and the interview is a good opportunity to do that. Julia lyler London
 We interview people to see how interested in the program they are. We want to know how enthusiastic they are. It’s hard to know this sort of thing from the application alone. Gea 7Yomp, Rotterdam
 At the end of the day, you’ve got to go out and persuade somebody to give you a job and that happens in a face-to-face interview, so we want the interview to be an important part of our admissions process too. Carol Giraud, INSEAD (Paris region)
HOW IMPORTANT IS THE INTERVIEW?
 An interview is not required, but it is highly recommended, and we mean it. A person who lives in Boston and hasn’t interviewed we assume is not interested in Tuck. We interview 85%—86% of our admittees. Henry Maim, tuck
 For us, the essays may be slightly less important than they are for some other schools because you can always prepare your essays—rewrite them ten times. But you can’t answer a question ten times in a face-to-face interview until you get it right. So for us that spontaneity is important in learning about a candidate. Carol Giraud, INSEAD (Paris region)

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回复：第二部分面试的准备，问题列表，面试后的跟踪

WHAT DO YOU LOOK FOR IN THE INTERVIEW?
 I do the interview to get beyond the essays. I know what you’ve done; I need to know why. Brian Sorge, Kellogg
 The successful applicant will represent Tuck two years from now, We can polish somebody quite a bit in two years, but if they are a lump of coal rather than a diamond in the rough even we won’t be successful with them. If they have serious problems in communicating in the interview, they are likely to have serious problems in the classroom. Henry Maim, tuck
 We try to see if the candidate has more to offer than was apparent on paper. We connect a face/person with the application and hope that we can learn more about the individual in the face-to-face interview. Linda Baldwin, UCLA
 We look for team players. This quality is most apparent in interviews—we can tell how candidates feel about working with other people by the way they talk about it. Mary Clark, JESE (Barcelona)
 Interviews give us the chance to see who people are and to check a lot of the information in their applications. Gabrielia Aliatis, Bocconi (Milan)
 We want to test their ability to engage in an argument and to withstand a challenge. We want to see if they can express their views clearly. We also look at the reasons someone wants to do an MBA, why more specifically at the London Business School. We’ll look at his interpersonal skills. A lot of the work we do at London Business School is in a team environment, so we want to know whether someone will be able to cope with that. We want to be sure London Business School represents a good fit for him. And, at the end of the day, we want to know whether someone is going to contribute to the school and, having done an MBA, then go out and sell it for us. Julia Jyler London
 Because INSEAD is different from other schools, we would expect an interviewee to know that, to know how it differs from other schools, and to be very clear about why he wants to come here. A very clear motivation for coming to INSEAD should be present. Carol Giraud, INSEAD (Paris region)
WHO DOES THE INTERVIEWING?
 We have our admissions officers, alumni (we have 850 volunteers), and second-year students do the interviewing. Henry Malin, tuck
 We interview everybody. In contrast to U.S. schools, the admissions officers don’t do the interviewing. Alumni and faculty do it. Julia Tyler London
WHAT INFORMATION DOES THE INTERVIEWER HAVE ABOUT THE APPLICANT?
 The interviewer conducts the interview “blind,” on purpose. We want the interviewer to give an unbiased view of the applicant, which is impossible if the interviewer sees the folder in advance. Don Martin, Chicago
 Our interviewers generally work from the interviewee’s résumé rather than a complete file. Judith Goodman, Michigan
 Unlike most schools, our interviewers have the applicant’s folder. We don’t interview everybody, and we don’t use students to do the interviewing, so we can make sure that our interviewers have the data on interviewees. Schools that have students do interviews cannot share sensitive, confidential data with them, so they don’t see applicants’ folders. James Millar Harvard
ADVICE
 A good interviewee will be succinct but persuasive about his accomplishments, show that he knows the direction he wants his career to take, make it clear why he wants an MBA and why he wants to get one at Michigan. This means that he knows the school and the curriculum and can explain why they are a good match for his needs. Judith Goodman, Michigan
 If you view interviews as information exchanges you will be more relaxed and sound more sophisticated than if you prepare yourself only for the purpose of responding to questions. Linda Baldwin, UCLA
 They should treat the interview like a job interview. They should be prepared about the school itself. They should talk with graduates and students of the program, not just read the brochures and guides. Henry Malin, tuck
 People should be prepared (although too often they aren’t). They need to know about the school and why they are there. The other problem is nerves. We try not to make it nerve- wracking, but people inherently feel that it is. They need to relax. They need to be themselves and be ready to discuss things and to have a good dialogue. Brian Sorge, Kellogg
 It’s good to prepare, but not to be ready with orations you will deliver on topics you expect to be asked. You want this to remain a one-on-one exchange, not a series of canned speeches. Fran Hill, Haas (Berkeley)
 Know about the school and be prepared to state the reasons for your interest in it. You want the interviewer to feel that you’ve done your homework and are making some intelligent choices. Fran Hill, Haas (Berkeley)
 We are impressed when someone has done his homework and knows about our program— someone who obviously wants to come here. Andrew Dyson, Manchester (England)
UNUSUAL INTERVIEW FORMATS (notice that these exist only among European schools)
 If we question someone’s academic ability, we’ll use an interview to assess the person’s intelligence as well as interpersonal skills. We may ask a business case question or have them do an impromptu presentation to test their business orientation and business skills. Kal Denzel, IMD (Switzerland)
 We give people a case to do. They’re relatively brief. We give them an hour to write a response. Professor Leo Murray, Cranjield (England)
 We have an “observed group” situation as part of our interview day. We’re not looking for someone to take over the group, to be aggressive and a leader; we’re looking for someone to encourage other people, bring the best out in others, be a good team player. Five or six people would be asked to deal with a problem as a group. They’ll be observed by an organizational specialist on the faculty (typically). It lasts for an hour. It’s the process more than the result that interests us. Helen Ward, Manchester (England)

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venkatmba 2008-07-27 12:41 | 只看楼主 树型| 收藏| 小中大 9 ^#

回复: 第二部分面试的准备，问题列表，面试后的跟踪

BIGGEST MISTAKES
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Someone who doesn’t know the program at all, It’s not good enough to say that it’s great or ranked number one. They need to know the style of the program and whether it will suit them. Suzanne Cordatos, Wharton (Lauder Institute)
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The biggest mistake people make seems to be arriving at the interview unprepared to ask specific questions about our program. If people are going to spend the time and money to come here, I would have thought that they’d have questions about our quite unique program. Don Martin, Chicago
People tend to be either far too brief or too long-winded. Judith Goodman, Michi,’gan
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One of the worst mistakes is to dominate proceedings, to wrest control from the interviewer. Fran Hill, Haas (Berkeley)
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It’s unfortunate how many applicants have not thought out what they should expect us to ask. Mary Clark, IESE (Barcelona)
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Too few interviewees know much about our program before they interview and too few are ready enough that they have serious questions to ask about it. Gabriella Aliatis, Bocconi (Milan)
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Too many people are too casual about the interviews. We expect them to treat interviews as they would a job interview in terms of their presentation (manner and appearance) and being prepared. But on the other hand, they shouldn’t be so stressed out that they aren’t open enough and friendly enough that there can be a good dialogue. Carol Giraua INSEAD (Paris region)

HOW TO DEAL WITH THE INCOMPETENT INTERVIEWER
What marks an incompetent interviewer? Examples are: talking too much, going off on tangents, failing to maintain control of the interview, and dwelling on inconsequential matters. Here are some tips for dealing with the most common problems:
She talks too much. The more an interviewer talks, the less information she can get about you. Build rapport with her by providing nonverbal encouragement. You do not want to offend her or be rude, but you still want to get some points across. Do so by appearing to agree with her, following up on one of her comments by immediately saying something like, “In fact, one of the things that first got me interested in school X was.. .“ And, of course, take advantage of the break she gives you at the end of the interview when she asks if you have any questions. Phrase your questions as questions, but make sure that they are really short advertisements for yourself. For exam- pie: “I wonder whether my background—having a PhD in mechanical engineering and a lot of practical work experience in several industries—would be a good fit with the program at Acme University?”
She goes off on tangents. If you want to get the discussion back on track, use such phrases as: “Let me be sure that I understand this correctly” (and then repeat the couple of key points briefly); “Could we go back to that first point, such and such”; “In our remaining time, I hope that we will have the chance to touch on the following points which are particularly important for me: X, Y, Z.” Be very friendly and nonconfrontational, showing that you are not trying to take over the interview, but are instead trying to take advantage of an opportunity to learn more about the school or sell your own abilities.
She constantly interrupts. Make a note of where you are in the conversation when the interruption occurred and recall this for the interviewer’s sake when the interview recommences. She will be impressed that you have kept your focus while she was losing hers.

AFTER THE INTERVIEW

First, debrief yourself regarding what went well and what went poorly, and why. This will help you with later interviews for other schools; you will be able to anticipate what you might be asked concerning an apparent weakness.
INTERVIEW CHECKLIST
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Clothing: My dress was/was not appropriate and comfortable.
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My entrance, including handshake and greeting, was/was not positive.
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My physical actions (smile, eye contact, body language, avoidance of fidgeting) were/were not appropriate.
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Attitude: I did/did not appear confident, enthusiastic, and friendly.
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Questions I handled well (list each, with what was good about your answer):
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Questions I handled poorly (list each, with what was bad about your answer, and suggestions for improvement):
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General comments:
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I spoke too much/too little.
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I did/did not establish rapport quickly and easily.
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I stayed on a more or less equal footing with the interviewer.
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I did/did not impress the interviewer without bragging.
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I balanced sincerity and humor appropriately for this interviewer’s style.
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My ending questions were/were not appropriate (and sufficient).
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My exit was/was not smooth and upbeat.
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I was appropriately knowledgeable about the program (and the school).
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Interviewer’s impression of me:
--Personal:
--Professional:
Second, send a brief thank-you note to your interviewer. Note something that occurred during the interview to make it clear that this is not a form note. You can mention, for example, that you were glad to learn that it will be very easy to get moderately priced housing near the campus. The one absolute requirement of the note is that you get the interviewer’s name and title correct, so be sure to get her business card during the interview.
SPECIAL CONCERNS FOR INTERNATIONAL STUDENTS
Interviewing in a language that is not your own is not easy, especially when you are under substantial performance pressure. This is precisely when your worst verbal tics are likely to show up, including mistakes that you have not made since early in your study of the language. Similarly, normal manners of speaking in your own language can be bothersome to others. Highly educated French speakers are accustomed to using a large number of “uh’s” and, if anything, seem to gain respect for doing so. To English speakers, this same trait when expressed in English can be highly annoying. Check your performance under realistic conditions and go the extra step of asking a native speaker what verbal mannerisms are best eradicated.
Cultural differences manifest themselves at many points in an interview. For example, Americans at all social levels discuss a range of sports and expect others to follow them as well. A CEO would not find it odd to discuss baseball, football, or basketball as well as such sports as golf and tennis. In the UK, discussing soccer (i.e., football), darts, or other working class sports would be regarded as bizarre; CEOs would limit themselves to cricket, tennis (i.e., Wimbledon), or the like. Anyone doing business in America should expect sports to serve as a metaphor for business, with constant use of sports terms, whereas little sports terminology would find its way into a British business discussion.
The physical distance people maintain between themselves, amount of eye contact, and many of the behaviors discussed in this chapter are in fact culturally defined norms. Give some consideration, and some practice time, to incorporating these norms into your interview performance so that you will appear to fit into the school’s cultural context.
The best way to prepare for a cross-cultural interview is, of course, to speak the appropriate language, and if possible spend time in the appropriate setting,
for as long as possible immediately prior to the interview.

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