Six types of questions commonly asked in structured interviews

Comprehensive analysis questions

1. Answering ideas

Comprehensive analysis is in understanding The process and method of breaking a whole into its parts and reuniting the parts into a whole. When answering intelligent questions that focus on comprehensive analysis ability, the answer method is to propose opinions, demonstrate opinions, and implement opinions. The explanation in easy-to-understand terms is "what, why, and how to do it."

2. Problems commonly encountered by candidates

① Inappropriate opinions mainly occur in test questions with controversial hot spots. Due to deviations in the characterization of hot spots, the opinions are biased. Or the point of view is wrong and cannot effectively reflect the purpose of the test question itself.

②. Not familiar with hot facts. If you don’t know the specific information about the hot spots described in the questions, you may not answer the questions you asked.

③. The analysis is not in place. When analyzing, we look at the problem partially and one-sidedly, and we are not prepared and comprehensive enough.

④. Insufficient materials. Candidates are often troubled by having nothing to say, no famous quotes or clear examples to support their answers, resulting in no bright spots when answering questions.

3. Tips for high scores in answering questions

①. Clear logic. Make good use of logical words such as "first, second, third" or "first, second, last" to make the content expressed hierarchical and logical, so as to attract the examiner more effectively and better improve the language expression ability .

②. Make good use of materials. Profound material is more vivid and persuasive. In this regard, candidates need to increase their knowledge reserves and accumulate more current affairs, politics, and celebrity examples.

③. Conduct a comprehensive analysis of the problem from multiple angles. For example: subject analysis method: government, society, collective, individual; level analysis method: ideas, systems, operations, interests; internal and external factor analysis method: internal factors, external factors. The main content of the analysis: status, background, cause, impact.

④. Try to solve existing problems from multiple aspects: self-discipline, administration, law, supervision, ideological and political, economic, etc. However, when answering questions, candidates also need to answer based on the specific content of the question, otherwise they will There is a suspicion of giving a routine answer. The proposed countermeasures should be as specific as possible based on the topic.

⑤. Make good use of famous quotes when answering questions, so as to have depth, highlights, connotation and vision. Famous quotes can increase the persuasiveness of candidates' answers to questions. When quoting, keep it close to the title and not too many.

Situational contingency questions

Situational simulation is a new type of question that has appeared in recent years and has appeared in large numbers in recent civil service interviews. So what is a situational simulation dialogue? Generally speaking, it allows candidates to play a certain role in a specific environment and deal with various affairs, problems and conflicts by setting up various typical situations that are highly compatible with the proposed position. test questions. Through an emotional answer, the candidate's ability to speak and do things is demonstrated. Situational simulation topics are divided into three types: live speech, dealing with daily work, and dealing with interpersonal relationships. For the Chongqing Provincial Examination, the most flexible questions are the scenario simulation questions. If you want to get high scores in the interview, you must be prepared to face the scenario simulation questions.

In scenario simulations, examiners generally examine candidates' abilities in these aspects:

1. Role recognition ability. Can you understand the specific situation, grasp your own identity, and take appropriate actions according to the requirements of the question? The general method of asking questions is "Please treat the examiner as so-and-so and simulate it on the spot." This requires candidates to consciously and quickly change roles. The tone of voice and other aspects match the identity of the situation setting.

2. The ability to solve problems quickly. Examine whether candidates can respond quickly when encountering unexpected problems and opportunities and effectively control their emotions to deal with emergencies.

3. Behavior. Examine whether the candidate's conversation and demeanor in the scenario simulation meet the requirements of the specific role in the scenario.

4. Interpersonal communication skills. Scenario simulations often require the use of communication, which means that candidates' oral expression skills, affinity, persuasion, communication skills, etc. will be tested.

When answering, everyone must enter the role and learn to transform their own language.

For example, for positions with distinctive characteristics in industries such as law enforcement, supervision, service, and consulting, when speaking, you should follow the job requirements and imagine the polite terms, idiomatic expressions, and speaking tone that need to be used in the work situation. Only in this way can you be close to real life and improve during the simulation. verisimilitude. Scenario simulations often encounter different subjects, so the relationship between the subjects must be clear. When facing different roles such as superiors, colleagues, and the public, you must use different languages. Pay attention to the conversation occasion and the identity of the target, and talk in an appropriate manner.

Interpersonal communication skills questions

Questions such as interpersonal communication awareness and skills are more likely to appear in the national examination. Often there is one question among the five, or even The two paths involve interpersonal awareness and skills. Such questions are often asked in the form of material questions or simple general structured questions. For many students, they feel that this type of question is very simple, but it is still difficult to answer it beautifully and avoid some problems and traps.

1. Easy to routine and formalize

The first mistake most candidates tend to make is that it is easy to routine and formalize, and they often like to memorize some templates. For example, no matter what kind of problem, as soon as you open your mouth, you must first reflect on yourself, it is your own fault. In fact, many times we don’t need to reflect at all, but need to be problem-solving oriented. Excessive and unnecessary introspection will make the examiner feel suspicious of routine and formality. For another example, they often say that they have failed to live up to the expectations of their leaders, which are also empty words.

More often, what we should consider is whether the work itself is valuable? Is this problem serious? From what aspects should we solve this problem? Only by analyzing and solving the problem realistically can we To overcome the problems of routine and appreciation of formality. In other words, what should we answer after the exam? If the question is about the leader’s distrust, we must analyze and analyze the aspects in which we have problems, and then solve such problems; if there is a problem in the cooperation with colleagues, , then we should talk about the importance of cooperation, what problems have arisen in our cooperation, and how to solve these problems; another example is that a colleague complained to the leader behind his back. At this time, we should think Think about the specific problems you have in this work, whether there are any misunderstandings, and whether you have not done enough, and then solve them. This is the only way to seek truth from facts and solve problems in a targeted manner.

2. Not being able to put yourself in others’ shoes and think from others’ perspective

The second mistake students tend to make is to think about problems. They always consider things from their own perspective and only consider their own interests, without considering the interests of the team, or the interests and ideas of others. For example, "There is a colleague who has been working for a period of time. He is a little depressed and has some problems with his work enthusiasm." When many students deal with such problems, they often criticize and educate them. For colleagues, they just Some preaching to help him solve problems in this way. However, we did not consider this colleague’s appeal. Everyone has difficulties. What kind of psychological problems have arisen? Can we consider this problem from his perspective, analyze the problem and then help him solve it? Better. Many times we need communication to solve problems, especially this kind of empathy. Only in this way can we gain others' recognition and solve problems better.

3. Not clear about the institution’s culture and the examiner’s requirements

Many students are not clear about the institution’s culture and do not understand the examiner’s requirements. We often have some problems, such as When it comes to issues involving rights, responsibilities, and authority, some students cannot tell them apart when they see similar issues. For example, "You are very active in your work and often help other classmates and colleagues with their work, but your boss and colleagues are very dissatisfied with you. What should you do?" If you are not aware of it, you will feel that you have no problem here. After all, you are very active in your work. There are a lot of things to do, and you can also take the initiative to help your colleagues. But the dissatisfaction of your leaders and colleagues is definitely not unreasonable. To be honest, you did something you shouldn't have done, violated your rights and responsibilities at work, did bad things with good intentions, and caused other colleagues' sense of existence. Lack of it will also cause trouble for others. This is a manifestation of our lack of understanding of agency culture. We should make more accumulation in the learning process.

4. Failure to grasp the main contradiction

Some students are unable to grasp the main contradiction when analyzing problems. They just see that there are many problems, but they do not know which one should be solved first. Which one to solve. It is easy to put the cart before the horse, leave problems unresolved, and lose focus. Therefore, we need to be able to see the essence through the phenomenon, and also be able to grasp the contradictions and the root causes behind them. Only by grasping the main root causes can we solve the problem well. To achieve this, we should do more horizontal comparison and analysis of similar types of problems, analyze and judge, and grasp the key points of the problem.

5. Lack of problem-solving skills

In terms of specific problem-solving, skills are very important. For example, "communication", many students use these two words a lot, but in fact, there are some different methods and methods used to communicate with different objects. With leaders, we mostly ask for instructions in the morning and report at night, and with colleagues we just ask for advice. Such a small question speaks volumes. We need to think more about some of the wordings we use in many places, as well as the ways to deal with them. How to deal with them will be more clever, and how to deal with them will be closer to reality and more targeted. This requires us to do The questions are constantly internalized.

Planning, organization and coordination questions

Planning, organization and coordination ability is an important test element in the public examination interview process. It refers to the ability to make decisions about oneself, others and the activities of the department. The ability to plan, arrange time and allocate resources reasonably and efficiently, and coordinate conflicts that may arise during the process according to certain standards. However, when answering such questions, candidates often fall into routines, lack activities and content, etc., which seriously affect their scores. In order to help candidates have a deeper understanding of the planning and organizational ability type questions and to live in the process of answering the questions, the majority of candidates should do the following:

1. Understand the questions

See the questions, The first step is to review the question and clarify the task and purpose of the question, etc., to help us achieve better results during the answering process. For example:

Example question: The unit wants to organize employees to carry out job rotation, and the leader wants you to carry out publicity and mobilization for this work. How do you do it?

The task of this question is to do publicity and mobilization. The purpose of the work is to let everyone understand and support the rotation work of employees. When answering, you must talk about how to do it based on the actual situation, so that colleagues can understand and support the work. Therefore, when facing the questions, candidates must carefully review the questions, grasp the main tasks, and answer around the purpose.

2. Be familiar with government work

Many candidates do not combine their answers with actual work. They just take the answers for granted, which is often divorced from the actual work and the content is not relevant. Being recognized by the examiner will actually affect your score. For example:

Example question: The unit wants to organize employees to carry out job rotation, and the leader wants you to carry out publicity and mobilization for this work. How do you do it?

Some candidates asked during the answering process. People will think of propaganda through TV, newspapers, knowledge contests, etc. In fact, these contents are somewhat inconsistent with normal work. In government work, it is rare to see propaganda through the above methods in order to mobilize content staff. This is not targeted and the effect is difficult to guarantee. Therefore, this requires candidates to pay more attention to government websites to enhance their understanding of government work. They can also increase government work experience by consulting more information and practicing more questions, so that they will not be divorced from actual work when answering.

3. Pay attention to the form and content of the activity

When answering, some candidates have no awareness of the form and content of the activity, and some do not know how to express it. This will As a result, the answer content is empty, only the process without content, the examiner does not know what the candidate does, and the effect is difficult to achieve. For example:

Example question: The unit wants to organize employees to carry out job rotation, and the leader wants you to carry out publicity and mobilization for this work. How do you do it?

Some candidates will say when answering: "Through my publicity, I can increase everyone's understanding of the work." However, it is not clearly stated how the publicity is carried out. Even when some candidates talk about how to carry out the publicity, they will ignore the specific content of the publicity, resulting in dry answers. The correct answer should clearly state what means are used for publicity, such as issuing notices, working groups, organizing learning, etc. The specific publicity content includes: the purpose of rotation work, specific requirements, post-assessment, etc.

This can highlight your understanding of the topic, and more importantly, it can highlight the gap between you and your opponents. Therefore, it is recommended that candidates should accumulate knowledge and enrich content.

4. Integrate into the question situation

During the answering process, candidates are often unable to integrate into the question situation and answer, but stay out of it. This means that the answering feeling is not good. If the language is not well expressed, There will be lags, and it may even feel like reciting answers, and the overall answer is not natural and smooth enough. Therefore, it is recommended that all candidates answer with emotion, and on the basis of truly understanding the work, answering with true feelings will leave a better impression on the examiner and get higher scores.

Material questions

The steps to solve the questions are divided into three steps:

First, review the questions.

Second, read the materials and extract the key points.

Third, analyze and sort out the answers.