Page 83 - 201KNO~1

58 THE FUNDAMENTALS

3. Drop “fillers” from your talk. For example, eliminate any habitual
use of just and er and like, as these indicate hesitancy and poor expressive
ability. Likewise, using the phrases “I think” and “I guess” send a sub-
liminal message that you lack confidence.

4. Eliminate “qualifiers.” We often add small words that modify the
meaning of the nouns that follow, but this is a bad habit because these
words minimize the impact of those nouns. For example, do not use
the word try. The statement, “I try my hardest to satisfy client expec-
tations” is simply not as effective as, “I have a proven track record in
client satisfaction.”

Make Specific Statements

Because the purpose of competency-based questions is to solicit in-depth
responses, you must steer clear of general statements. As an example, let’s
examine a common competency-based question asked of teachers: “Tell
me about a time when you were proud to be an educator.” Here are sev-
eral ways to respond to this question:

Version 1: “When I set up a school-wide talent show.”
Version 2: “When I set up a well-received school-wide talent show

where students came together for an evening of rappers, gui-
tarists, pianists, and singers.”
Version 3: “As a new music teacher for the Huntington School Dis-
trict, I coordinated the school’s first Music Talent Show Club.
Along with club members, we planned the logistics for an
evening show, which featured rappers, guitarists, pianists, and
singers. Students, parents, teachers, and administrators were en-
ergized, and that enthusiasm was felt throughout the school for
several weeks.”

Let’s consider each alternative. Version 1 is bland and stops short of
providing the interviewer with a well-rounded picture of the event.
Though the interviewer may deduce the reason the talent show is an
accomplishment the teacher is proud of, it is up to that teacher to offer
an explanation.

American Management Association
www.amanet.org