Dealer Service Management Interview Selection Guide 090308 Rev E-3570

Dealer Service Management Interview and
Selection Guide
Service Team Leaders

Service Supervisors
Service Managers
Service Recruiters
Service Trainers
© 2008 Caterpillar Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of Caterpillar, Inc.
This publication is designed to provide accurate and authoritative information in regard to the
subject matter. It is sold with the understanding that Business Performance Group, Inc. is not
engaged in rendering legal, accounting, or other professional service. If legal advice or other
expert assistance is required, the services of a competent professional should be sought. The
“Competency and Selection Model,” contained under the Glossary tab and used elsewhere is
copyrighted and owned by Business Performance Group, Inc. and licensed to Caterpillar for use
in this project.
Written by John Dieseth, President, Business Performance Group, Inc.

Table of Contents
Table of Contents
Tab Description
01 Introduction
02 Background
03 Getting Started
04 Orientation
05 The Nine-Step Model
06 Service Team Leaders
07 Service Supervisors
08 Service Managers
09 Service Recruiters
10 Service Trainers
11 Documents
12 Frequently Asked Questions (FAQs)
13 Dealer Acknowledgements
14 Glossary – Service Competencies and Capabilities
© 2008 Caterpillar Inc. All Rights Reserved Rev E 090308 3

Table of Contents
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4 © 2008 Caterpillar Inc. All Rights Reserved Rev E 090308

Introduction
Dealer Service Management Interview and Selection Guide
Tab 01 Introduction Page
The Selection Mystery 2
The Enclosed CD 3
How to Use this Guide 3
Understanding the Job 4
The Job Description 5
Key Questions to Ask about Service Positions 6
Key Questions to Ask about Service Management Positions 7
Uses of the Job Description 8
Sections of the Guide 9

Introduction
Notes
Introduction
The Selection Mystery
Like many managers and leaders, you may feel hiring is a mystery – a “gut
feeling” and a game of high-stake chance. But nothing is more important in
creating a great service team than hiring the best candidates for your
management positions.
How often has the employee you thought was perhaps marginal when
hired blossomed into a first-class employee? And on the flip side, how
often has the “sure bet” hire fizzled out – forcing you to start the hiring
process all over again?
This Dealer Service Management Interview and Selection Guide (“the

Guide”) is designed to take the mystery and the “gut feeling” out of the
hiring decision. The goal of this Guide is to make selection a systematic,
solution-oriented process.
A few facts about the costs of poor hiring decisions:
A poor hiring decision can result in turnover of between 20% and

30% 1
A poor hiring decision costs approximately $14,000 for an

employee with a high school diploma and $66,000 for an employee
with a college degree 2
The cost of poor selection for a sales representative is three times

the representative’s annual compensation, including expenses,
training, benefits, wages, and commissions or bonus 3
And these are just economic considerations; your time as a manager and
leader is also critically important. Making good selection decisions will
save you time and your Dealer money.
1
Wall Street Journal
2
Workplace Resource Learning Center
3
Harvard Business School

Introduction
Notes
The Enclosed CD
The enclosed CD contains reproducible copies of the documents

contained in this Guide.
How to Use this Guide
If this is your first time through the Guide, begin by reading the
Background and Getting Started sections, which are designed to
provide you with the information needed to understand the remaining
sections of the Guide.
The section titled The Nine-Step Model describes in step-by-step detail

how to execute the nine steps of the selection process. For each position
described in this Guide, the same Nine-Step Model is used.
The information found behind the tab on each individual position provides
the forms you need to execute the Nine-Step Model for that position. The
documents contained in each section are designed to be reproducible for
multiple uses. You may also print the documents from the enclosed CD.
The Documents section provides space for you to insert your Dealer’s job
descriptions.

Introduction
Notes
Understanding the Job
Clearly, not every individual is matched to a given job. In fact, there are
many more candidates for service management positions than are truly
qualified. The goal in selection is to determine which applicant is best
qualified and to successfully obtain that individual’s services for your
Dealer. Determining the best qualified candidate requires knowing and
understanding the job that is being filled.
Knowing and understanding the job requires determining the

competencies and capabilities of the position.
A competency can be defined as a cluster of related knowledge, skills, and

attitudes that: 1) affects a major part of one's job; 2) correlates with
performance on the job; 3) can be measured against well-accepted
standards; 4) can be improved via training and development. 4 A capability
is a blend of aptitude and personality traits. Because capabilities are
innate and difficult to change, they are definitely part of the selection and
hiring process. Competencies, by definition, can be improved via training
and development and therefore can be developed after selection.
If the capabilities between two individuals were similar, good selection

process would dictate selecting the individual with the highest
competency, thereby reducing the amount of development time and effort
required after hire. An individual with high capability and competency is
“ready to go on day one.” Unfortunately, this is rarely the reality of
selection.
In fact, you will probably be faced with individuals with differing blends of
capabilities and competency and will need to balance these factors as you
select. In general, because capabilities are innate and difficult to change,
capabilities dominate the successful selection process.
4 Scott Perry, Training Magazine, June 1998.

Introduction
Notes
The Job Description
The job description is a listing of a position’s duties and performance

standards.
The attributes of the job description include:
1. Describing the duties of the job
2. Outlining the responsibilities of the position
3. Illustrating acceptable performance standards
4. Setting forth the relationships to be established and maintained
5. Stating the limitations in authority for the job
Insert your job descriptions in the Documents section (Tab 11) of this
Guide.
Because of local conditions, the demands of the marketplace, and

customer input, each Dealer may choose to vary their job descriptions. An
early task for the manager using this Guide is to review their job
descriptions for pertinence to his/her situation and to create modified
documents to fit the requirements of the Dealership.
If you are considering modifying your job descriptions, the following two
pages contain questions you may want to answer during your review.

Introduction
Notes
Key Questions to Ask about Service Lead/Supervisor Positions
1. What is the nature of the service?
2. How much interaction does the position have with customers?

Internal interaction within the Dealership?
3. Is the service business repetitive (an annuity stream) or new

transaction business?
4. Is there a significant customer service role to this position?
5. How much interaction is required with those actually doing the

service work (service and preventive maintenance technicians)?
6. What type of supervision is provided for this position? Is the

position loosely supervised or is tight supervision provided?
7. How much technical knowledge and skill is required?
8. What is the length of the service cycle? Hours? Days? Weeks?
9. To what extent, if any, is selling required?
10. Does this position require scheduling activities or project

management?
11. How much product knowledge is required?
12. What is the advancement path (if any)?

Introduction
Notes
Key Questions to Ask about the Service Management Position
1. What are the job duties in order of performance?
2. Where is this position in the organizational chart?
3. Who reports to this position? What is the background/experience of

each direct report?
4. What authority will the position have?
5. Does this person need to think strategically? Tactically? Both?
6. What will this person do?

a. Train
b. Coach
c. Assist in closing sales
d. Travel
e. Perform administrative activities
f. Forecast
g. Provide technical support
h. Manage KPIs
i. Apply financial metrics
7. What is the advancement potential?
8. Are there any unique characteristics of the job?
9. Will this person have selection authority?
10. Will he/she be responsible for on-boarding new hires?

Introduction
Notes
Uses of the Job Description
Job descriptions have seven primary uses:
1. Selection. With the requirements of the job clearly in mind, you will
have a clear understanding of the capabilities and competencies
required for the position.
2. Profile Assessment. If you use a personality assessment like

Caliper, it is critical to understand the job so that the job duties can
be communicated clearly.
3. Interviewing. The job description will help you prepare and

conduct initial interviews with candidates. When you have the job
description in front of you, you can uniformly and concisely
describe the role.
4. Training. Training can be based on an understanding of the

candidate and the competencies required to excel at the position.
5. Supervision. With the job description as a guide, the manager can

more concretely evaluate performance.
6. Evaluation. The job description establishes the baseline for

evaluation of the employee’s performance.
7. Management. Job descriptions can help management more

effectively delegate and assign work tasks.

Introduction
Notes
Sections of the Guide
These are the remaining sections of this Guide:
02 Background
Information on implementing the selection model in this Guide
03 Getting Started
Using this Guide for the first time
04 Orientation
The process of starting a new employee in a job role
05 The Nine-Step Model

A model for selecting service management positions
06 Service Team Leader

Service Team Leader interview and selection guide
07 Service Supervisor
Service Supervisor interview and selection guide
08 Service Manager
Service Manager interview and selection guide
09 Service Recruiter
Service Recruiter interview and selection guide
10 Service Trainer
Service Trainer interview and selection guide
11 Documents
Job descriptions
12 Frequently Asked Questions (FAQs)

Answers to your questions
13 Dealer Acknowledgements
Dealers who assisted in the preparation of this document
14 Glossary
A description of the terms used in the Guide and the “Service
Competencies and Capabilities”

Introduction

Background

Selection Guide
Tab 02 Background Page
Competency and Selection Model 2
Competencies 4
Capabilities 6
Mapping Capabilities and Competencies 9
Knowledge, Skills, and Abilities (KSAs) 10

Background
Notes
Background
Competency and Selection Model
Gather a room full of service executives, throw out the topic of hiring new
service leaders, and often the discussion turns to whether good service
leaders are born or made. Some advocate that service leaders are made
and are groomed by the Dealership through training and development.
Others believe just as strongly that service leaders have certain innate
capabilities – a “people person persona” that is inborn.
In reality, both points of view are correct. Training and development can
greatly improve a service leader’s competency in the job. It is also true
that service leaders need a certain innate persona to be successful. This
“people person persona” gives them the capability to succeed.
A person entering any of the job roles in service management and

development needs to achieve competency in the tasks required to
perform the position. Competency typically increases over time. It is the
rare individual who enters any of these positions at his/her peak level. To
reach the appropriate level of competency, each position will have a
training period in the beginning where the new hire will learn the job, the
Dealership, and the role. For some individuals this training period will be
extensive; for others, minimal.
A competency is defined as a cluster of related knowledge, skills, and

attitudes that correlate to job performance and can be improved via
training and development. Competencies are made.
In order to be hired, a person entering these roles should also possess the
required capabilities. Dealers have defined a series of capabilities
necessary for an individual to succeed. Capability is a blend of personality
traits and aptitudes. Capability is primarily inborn.

Background
Formation of Competency
Capabilities:
Knowledge
Evolve slowly over time and are
impacted by heredity, culture,
Aptitudes and experiences
Core
Personality
Traits
Values
Self Concept
Skills Attitudes Competencies:

Learned over time and are
impacted by education,
training, and experiences
Figure 2.01
Notes
Competencies form the part of good leadership that is made, and

capabilities form the part of good leadership that a manager is born with.
As figure 2.01 indicates, the capabilities of a person are difficult to

develop, but the competencies – knowledge, skills, and attitudes – are
more easily developed. A comprehensive discussion of competencies and
capabilities can be found in the Glossary section of this Guide.
For the Dealership, good employee selection is driven by determining the

minimum competency level required for hire, the capabilities necessary to
prosper in the job, and then recruiting, selecting, and hiring individuals
who match these minimum competencies and required capabilities.

Background
Notes
Competencies
Competencies can be improved as far as the capabilities of a person

allow.
Some individuals enter a new position with a moderate level of

competency and remain at this level. Others start with little competency
but are good learners, are motivated to do well, have superior capabilities,
and therefore achieve far greater competency over time.
If your Dealership provides a deep array of training and development

opportunities, you can choose to hire individuals with lower KSAs
(basic knowledge, fundamental skills and minimum current abilities
that are set by the Dealer). This will broaden the pool of potential
employees and allow your Dealership to focus on selecting
individuals with the greatest capabilities.
A well-developed program for developing talent also increases the level of

competency uniformity within the service group, making the job of
management much easier.
Competencies can be developed using four major platforms – a learning

curriculum, coaching, mentoring, and on-the-job learning. Learning
objectives should be attached to each platform.
See figure 2.02.

Background
Desired Competency
Dealer/product/market knowledge , sales/
marketing skills , Dealer cultural attitude
On-the-Job
Curriculum
Mentoring
Coaching
Learning
Learning
Competency
Learning Learning Learning Learning

Objectives Objectives Objectives Objectives
Knowledge
Attitudes
Skills
Hiring KSAs:
Basic knowledge , fundamental skills ,
minimum abilities
Figure 2.02
Notes
On-the-job learning is expensive because it takes time. Experience may

be the best teacher, but it also impacts the customer, which can adversely
affect the financial performance of the Dealership.
Because of the financial, time, and customer trade-offs between a learning

curriculum, mentoring, coaching, and on-the-job learning, it is helpful to
divide the task of competency development with these constraints in mind.

Background
Notes
Portions of competency development are explicit, which means they can

be documented and articulated. Other portions are tacit, which means they
are hard to pin down. Tacit development can be thought of as “know-how.”
Explicit development can be taught via a well-thought-out and managed

learning curriculum, which is the least expensive way to get the job done.
Tacit development is more effectively learned via coaching, mentoring, or
on-the-job experiences.
Figure 02.03 presents the different uses of the learning curriculum,

coaching, mentoring and on-the-job experience.
Capabilities
Capabilities are a blend of aptitudes and personality traits that are hard to
develop. Capabilities provide the leverage for managers to improve their
competencies if they are immersed into a well-structured competency
development program. Individuals with superior capabilities for a certain
role will gain more from a competency development program than those
with lesser capabilities.
All people have capabilities. Some individuals should be in managerial

roles and others should not. Just as some individuals have the capability
to be great artists, stockbrokers, or doctors, others have the capabilities to
be great service team leaders, supervisors, and managers.
Because capabilities are affected little by training and development,

selecting individuals with the right capabilities for the service team
leader, supervisor, manager, recruiter and trainer positions is critical.

Background
Uses of Each Type of Learning Figure 02.03
Learning Learning Curriculum Coaching Mentoring On-the-Job

Intervention Learning
Description Instructor-led or self- Situational guidance A pairing with a Learning gained by

directed, and/or direction, more skilled or experiencing job
instructionally based on observation experienced person tasks for oneself
designed course or of job tasks
courseware
Learning Pre-planned, Situational, Situational, less Spontaneous, little

Objectives very structured, structured, facilitated structured, structure,
directly facilitated by by coach organized by sponsored by
instructor or program manager manager
designer
Knowledge High in explicit Moderate – usually High in tacit Low – self

Transferred knowledge which is centered around knowledge which is discovery
easily documented specifics of tasks that hard to document,
are observed i.e. “know-how”,
apprenticeship
Skill Moderate – depends Very high – direct High – behavior Low – learn by
Development on course design, participation in work modeling – experience, trial
typically simulation of tasks, immediate observation and and error
work tasks application, skill participation in
focused, focused work tasks
“need to know”
Attitude Moderate – for High – coach Moderate – Low – working

Transference classroom group emphasizes and dependent on independently
environment underscores key attitude of mentor
attitudes and
Low – for self- outlooks
directed learning
Strengths Low cost per student, Greatest opportunity Learning of critical Ease of
breadth of offering, for change in on-the- undocumented administration and
explicit knowledge, job behavior, skill nuances of the job, design
learning away from development heuristics i.e. “rules
product and customer of thumb”
Weaknesses Simulation of job Cost in terms of the Effectiveness May engrain

tasks, not actual job, one-on-one time dependent on skill, ineffective or non-
difficulty of invested by the motivation, standard
transference to actual coach, trial and error willingness and performance, trial
job situations directly in front of involvement of the and error directly
product or customer mentor, some trial with product or
and error directly customer
with product or
customer

Background
Figure 02.04
Notes
This Guide provides a Nine-Step Model focused on recruiting, selecting,

and hiring the right individuals.
Selection is the driver that powers the entire service management

process.

Background
Notes
Mapping Capabilities and Competencies
Capabilities provide the ability to improve competencies. Capabilities can

be linked to competencies to provide an understanding of how these
concepts work together.
Competency and capabilities are concepts, and human performance is not

linear and neat. Each capability impacts all competencies at some level,
and each competency requires all capabilities to some degree. The model,
however, demonstrates the importance of capability and competency and
their interaction.
The Glossary section of this Guide includes a discussion of competencies

and capabilities entitled Service Competencies and Capabilities.

Background
Notes
Knowledge, Skills, and Abilities (KSAs)
When a person applies for his/her first position at the Dealership, it is likely
he/she will have little or no understanding of what a Dealer actually does –
how it serves the customer, which industries it supports, and its
relationship to Caterpillar. Product knowledge may be low, customer
understanding is probably minimal, and skills are often generic.
Nevertheless, the Dealership will require a fundamental baseline of an

applicant’s knowledge, skills, and abilities (KSAs). Ability is what the
applicant can do at the time of hire.
Where competencies are Caterpillar, Dealer, and job specific, KSAs are
generic and general. For example, a competency may be the knowledge,
skills, and attitude to disassemble, repair, and reassemble a 920 Wheel
Loader in a timely manner. At the point of hire, the required KSAs may
have included a vocational degree in heavy equipment repair and the
ability to lift 75 pounds.
Capabilities translate KSAs into competencies over time. Figure 2.05

shows the relationships between these concepts.
The end result is employing competent service management; the

processes involved in obtaining this goal are selection, and training and
development.

Background
Figure 2.05
The linkage between KSAs, capabilities, and competencies.

Background

Getting Started

Selection Guide
Tab 03 Getting Started Page
Understanding the Nine-Step Model 2
Step 1: Advertising and Recruiting 4
Step 2: Resume Screening 5
Step 3: Phone Interviews 5
Step 4: Face-to-Face Interviews 6
Step 5: Assessment 7
Step 6: Secondary Face-to-Face Interviews 7
Step 7: Job Shadow 8
Step 8: Reference Check 9
Step 9: Offer 9

Getting Started
Notes
Getting Started
If you are new to the Nine-Step Model presented in this Guide, it is

important to read this section. At first, you may be amazed it takes nine
steps to hire great service management. Perhaps in the past you have
interviewed candidates and then made what you felt was the best choice,
given the alternatives.
For future selection, use the process presented in this Guide. This section
offers you an understanding of each step of the model and why it is
included. The next section, The Nine-Step Model, will explain how to use
each step.
Understanding the Nine-Step Model
Global Manpower Development (GMD) has developed a nine-step

selection model based on best practices at Dealers.
Historically, selection involved an informal, unstructured interview. The

primary purpose of this unstructured interview was twofold – first to find
out a little about the applicant to ascertain whether he/she would be a fit
for the position, and second, to sell the applicant on the organization. The
first purpose requires the applicant to do most of the talking, while the
second purpose requires the interviewer to do most of the talking.
Unfortunately, because the informal, unstructured interview is conducted
without much preparation, the interviewer typically runs out of questions
quickly, and the interview settles on the second purpose of selling the
organization to the candidate.
Studies have shown that informal, unstructured interviews alone generally

do little to improve selection. The best selection processes use a variety of
techniques, including a structured interview with a prescribed series of
questions and an evaluation tool.

Getting Started
The Nine-Step Model This step primarily used for …
Step 1: Required KSAs – Knowledge, skills, and abilities

Advertising and Recruiting
Step 2: Required KSAs – Knowledge, skills, and abilities via

Resume Screening experiences, past performance, education,
achievements
Step 3: Required KSAs and capability

Phone Interviews
Step 4: Required KSAs and capability

Face-to-Face Interviews
Step 5: Capability
Assessment
Step 6: Probe and test findings of assessment (capability)

Secondary Face-to-Face
Interviews
Step 7: KSAs and capability

Job Shadow
Step 8: Verify resume, test for capability

Reference Check
Step 9: Selected
Offer
Figure 4.01

Getting Started
Notes
Each step of the Nine-Step Model is designed to help you accomplish

certain tasks. The early steps involve more applicants than later steps.
Attrition is high at the beginning when poor fits are screened, and low at
the later steps when few applicants remain. By the time you reach step
five, the assessment, only three or four applicants will likely remain.
At each step, the goal is to use an anchored rating scale to allow a

comparison between candidates. This avoids the “gut feelings” that often
accompany informal hiring processes and cause selection mistakes. The
rating scales can also be used as a comparison tool when making hiring
decisions as a team.
Step 1: Advertising and Recruiting
The Dealership can screen for its required KSA levels by crafting
advertising and recruiting notices to these levels. For example, previous
experience of some type can be a requirement, screening out those who
do not have the necessary experience or background. This also applies to
internal job postings.
At this stage of the process, it is important not to set the screen so tight
that qualified applicants decide not to apply. If your Dealership uses a
recruiter, provide him/her with the job description and acquaint him/her
with the day-to-day requirements of the role.
The Dealership should require applicants to submit a resume, which

includes a summary of their previous education and experience.

Getting Started
Notes
Step 2: Resume Screening
Advertising and recruiting will produce a series of resumes from

applicants. Some applicants are serious and want to work at the
Dealership; others are just looking for a new job and are not a good fit.
The purpose of step two is to screen out candidates that are obviously
unqualified before moving to the next step of actively engaging them.
You will find a resume grading tool for each role in the section of this
Guide dedicated to that position. It is recommended that the Dealer not
screen too tightly at this phase because individuals with superior
capabilities, but limited experience, may be screened out.
Step 3: Phone Interviews
In this step, you will actually engage the candidates for the first time. Each
role presented in this Guide requires interpersonal interaction. The phone
interview allows you to gain insight into a candidate’s verbal ability by
sampling behaviors associated with his/her capabilities without being
influenced by body language and appearance.

Getting Started
Notes
Step 4: Face-to-Face Interviews
The first structured interview, with predetermined questions and a method

for rating the candidate’s responses, is designed to screen for capabilities
and KSAs. The questions are behavioral-based because past behavior is
the best indicator of future behavior. Behaviors are how KSAs and
capabilities are expressed. When you ask an applicant to “Tell me about a
time when …” it is difficult for the candidate to give a dishonest answer. It’s
also difficult to determine the underlying reason for the question in order to
formulate a response.
The predetermined questions are based on the job description, the task
analysis, and the capabilities required. Much thought and care has been
given to the interview questions found in this Guide. They are the result
of in-depth conversations and collaborations with Dealer managers.
Behaviors associated with the most successful Dealer employees in each
role have been examined, and questions have been selected that have the
greatest possibility of uncovering similar applicants.
In a study conducted by a leading researcher, a structured interview

performed from a job analysis had an accuracy percentage 70% higher
than an unstructured interview not based on a job analysis. 5
The rating scale allows the interviewer to rank applicants on a numeric

scale and provides multiple interviewers a platform to discuss their ratings.
At this stage, the interview is a screen to eliminate applicants unsuitable
for the position.
5
McDaniel, M.A., Schmidt, F.L., and Maurer, S.D. The validity of employment interviews: A
comprehensive review and meta-analysis. Journal of Applied Psychology, 79, 599-616, 1994.

Getting Started
Notes
Step 5: Assessment
During this step, a standard, validated assessment is used to uncover

personality traits that lead to capabilities. Successful traits have been
determined from the top Dealer performers in each role and Dealer
personality profiles have been developed by Caliper, a global selection
profiling organization. Caliper has been a partner of Caterpillar and
Caterpillar Dealers since the 1980’s. (See the FAQ tab for more
information on Caliper.) Because personality traits are very difficult to
determine using less scientific methods, this step is strongly encouraged.
Step 6: Secondary Face-to-Face Interviews
By this time, the first interview and personality assessment steps have
identified the leading candidates, so only the final applicant(s) remains.
The secondary interview is designed to explore any troubling areas the
assessment process uncovered and to sell preferred applicants on the
position.
Often, the secondary face-to-face interview can be followed up

immediately by the job shadow, which is the next step.

Getting Started
Notes
Step 7: Job Shadow
The best way to find out if an individual can fill one of the roles covered in
this Guide is to allow that person to perform the job. Unfortunately,
managerial roles are difficult to “test drive”; this is typically not a feasible
option.
Often, an acceptable alternative is the job shadow. During the job shadow,
the applicant watches a person perform the duties of the role for a period
of time
If you are considering internal applicants, they may have worked within the
Dealership for a considerable length of time. It may seem that a job
shadow of a manager would be unnecessary, given the individual’s
exposure to management during their employment. However, it is one
thing to look upon a position as an employee, and another to look upon a
position you will need to perform. What seemed simple from the floor may
be complex when all of the constraints are applied. When we interviewed
service technicians who were promoted to management, almost every
person interviewed told us the job was significantly different than they
imagined it when they were a service technician.
Using the job shadow has two purposes. First, the applicant gets to see
how the job is performed – the Dealer’s attitude of the job and the required
tasks. Second, the individual the applicant is shadowing can observe the
applicant and report back to the hiring manager.
Attitude is a big consideration in this step. The Dealer’s attitude about the
type of customer relationship the Dealer wants to establish are
communicated during the job shadow.
When the job shadow is complete, you can debrief both the current
employee and the applicant.

Getting Started
Notes
Step 8: Reference Check
Now you must validate what you have learned during the previous steps
by checking with others who have worked with or know the candidates.
Previous employers may be reluctant to share much information about the

applicant due to concerns about privacy and other rights. Personal
references have been selected by the applicant and can be expected to
provide glowing tributes. Nonetheless, this is an important step in the
selection process – you must check references.
Step 9: Offer
Finally, you can select your preferred applicant and make an offer! It’s time
to close the deal and bring your new hire on board.
The Orientation section in this Guide provides information on the on-

boarding process.

Getting Started

Orientation

Selection Guide
Tab 04 Orientation Page
On-boarding 2

Orientation
Notes
Orientation
On-boarding
The primary goal of an on-boarding program is to impact the Dealer by

getting new hires up to the minimum expected productivity level as soon
as possible. Keeping in mind that you never get a second chance to make
a first impression, your Dealership should make absolutely sure that new
hires feel welcomed, valued, and prepared for what lies ahead.
Delay to productivity can equate to the loss of thousands of dollars in

revenue. It can also frustrate new hires, which may lead to retention
issues.
The following four key points will help you get your newest team members
up to speed and “on board” so they can start contributing to Dealer
success as soon as possible.

Orientation
Notes
Familiarity Breeds Contentment
While “everyone may know everyone” at the Dealership, the new

employee typically knows no one. Provide your new hire with “who’s
who” documentation – photos, names, and titles of key personnel at your
Dealership. This information can be in paper form or on your company
Intranet. Providing this information will speed the process of socialization
and will help a new hire understand his/her place in the organization.
Keep New Employee On-boarding Procedures Simple and

Accessible
The employee on-boarding period can be quite complex and uncertain.

Consider the experience from the employee’s perspective and make an
effort to make it fun, interesting, and as simple as possible. This will make
your new team member feel valued, wanted, interested, and excited. By
engendering these positive emotions from the start, you make the new
hire want to do great work and add great value to your Dealership.
One way to accomplish this is to post new employee orientation

schedules, materials, benefits forms, and an extensive FAQ about the
Dealership on an Intranet site that is accessible to new hires from a link.
Include the link in a welcome email that you send a few days prior to the
first day on the job. By providing some information in advance, you
eliminate a common source of new hire angst and give your new hire a
better chance of starting off on the right foot. If an Intranet site is not
available for this purpose, mail the new hire a welcome package that
includes this important information one week before the first day on the
job. This demonstrates to new employees that you are prepared for their
first day on the job – and they should be, too!
Notes

Orientation
Don’t Make New Employees Learn the Hard Way
Every workplace comes with its own set of rules and regulations, benefits
and bonuses, nuances and traditions. Don’t make your new employees
learn these things the hard way. If your company observes a casual
Friday rule, make sure all new employees know this before they show up
at the office on their first Friday in a neatly pressed suit.
Every company offers a range of benefits and perks. They’ll seem even
more valuable if you make sure your new employees know about them
from the onset. Give new employees an easy way to keep track of what
they are eligible for and how they can take advantage of these benefits.
This applies to social functions as well as benefits packages. If your

company plays in a corporate softball league, let the new hire know right
away. Welcoming the whole person, rather than just a set of job functions,
will help new hires more quickly assimilate to your corporate culture.
Again, post policies and procedures in writing somewhere convenient.

Verbal mentions during a marathon new employee orientation session
can easily go unheard, especially on a new hire’s first day at the
Dealership. Similarly, a stack of papers and reminders can easily get lost
in the shuffle. An online resource that is regularly updated and always
accessible is the best practice when it comes to information sharing.
Make New Employee Orientation Personal
Don’t make the first day all about paperwork. Instead, prioritize
interpersonal relationships with key colleagues. Consider assigning
mentors to each new hire, so he/she can immediately get a feel for the
personality of your organization. This day of first impressions will have an
enormous impact on the employee experience, so make it a good one.

The Nine-Step Model

Selection Guide
Tab 05 The Nine-Step Model Page
Selection Model 2
Step 1: Advertising and Recruiting 3
Step 2: Resume Screening 12
Step 3: Phone Interviews 16
Step 4: Face-to-Face Interviews 19
Step 5: Assessment 33
Step 6: Secondary Face-to-Face Interviews 42
Step 7: Job Shadow 44
Step 8: Reference Check 45
Step 9: Offer 49

The Nine-Step Model
Selection Model
This model was derived from current Dealer best practices

The Nine-Step Model
Notes
Step 1:
Advertising and Recruiting
Where and How to Look for the Best Candidates
Present Employees
The first place to begin searching for a candidate is inside your

Dealership. Doing this requires viewing your employees in a slightly
different light – not just defining them by what they are doing now, but
thinking about their potential. The increased morale gained by promoting
from within is enormous. Your employees will see that there is room for
growth in your organization and that their futures and the Dealership’s
future can be bound together. Also, when properly matched to a new
opportunity, internal hires are generally more successful than external
hires.
Keep in mind, however, that the decision to hire from within the
Dealership is very similar to the external selection decision. You want to
match the best person with the job. Sometimes, even when there is a
strong desire on an employee’s part to take on a new challenge, the
match is not right. Each case must be considered individually.
Employee Referrals
If you determine that you have to look outside your Dealership for talent,
you can also ask your employees to help with the search. It is estimated
that 30% of people get their first job through friends. Some companies
offer a recruiting bonus if the person recommended by an employee is
hired. The drawback is that bad feelings might arise if an employee’s
friend is not hired. It is best to be clear that all candidates will be given
equal consideration for the job.

The Nine-Step Model
Notes
Area Colleges and Trade Schools
Many companies have found that graduates from local colleges are good
sources for young, potential talent. Tap into trade schools and night
schools, too. They may have older, more mature students who have the
training and experience needed and are voluntarily in school to better
themselves – a good initial sign. Contact the school’s placement service
and the department heads.
Because the positions addressed in this Guide are management

positions, be sure to ask for alumni recommendations who have already
achieved job experience.
Employment Agencies
While employment agencies usually charge a fee, they can perform the
preliminary screening process and save you time. However, you and the
agency personnel must agree about the job description and your
specifications for the best results. Most do the best job they can to comply
with your wishes because their income is based on getting a person a
permanent job.
Customers’ Employees
When visiting customers, you can become acquainted with people you
might like to have work for you. This method has inherent risks, so it must
be handled very carefully. Most employers will not stand in the way when
employees have a chance to better themselves. If you decide to offer an
opportunity to a customer’s employee, it is advisable to check with the
employer before approaching the prospect. That way you won’t have to
sacrifice an old customer for a new employee.
Competitors’ Employees
This is a risky method of recruiting but one that is used heavily. Was the
individual successful because of the organization’s reputation or his/her
own skills?
Notes
Will he/she be able to succeed in your company? If the person receives

The Nine-Step Model
an offer from another firm, will he/she leave you as quickly? Consider all
these questions before hiring someone away from a competitor.
Instructors
Instructors associated with business schools and vocational schools are

useful resources. They are eager to place their good graduates with
reliable companies. People who take these courses are usually
motivated, energetic, and interested in improving themselves.
Trade Associations
Your industry’s trade association may provide a referral service or job

bank that you can access. Many trade associations have publications with
an employment section. Even calling your association’s executive director
and letting him/her know of your search can provide excellent referrals.
You may also attend your association’s annual or regional meetings and
encounter potential candidates through the normal networking process.
Industry Competitors and Colleagues
While these individuals may seem to be unlikely sources, your industry

colleagues may be willing to help. If they are downsizing or going out of
business, they may want to give a valued employee an opportunity. Or
they may simply not have an opening at the time for a good prospect.
Newspaper Ads
If properly written, newspaper “Help Wanted” ads can produce a quick

supply of applicants. These ads put your message before people looking
for new connections.

The Nine-Step Model
Notes
One limitation of newspaper ads is that they appear in the newspaper

only under one heading, such as “Service.” To broaden your search,
reference your ads in several sections. Another limitation is that people
who want to change or upgrade their present jobs mostly read ads for
their current field. Consequently, some of the very best applicants might
eliminate themselves because the ad does not go out of its way to invite
them to apply.
The Internet
Internet ads can produce even more applicants than newspaper ads
because you are advertising nationally. You may, however, have to
consider paying moving expenses and related costs. Not only can you
place your ad on the Internet, but you can also access resumes easily
and quickly while remaining anonymous. Many job sites, such as
Monster.com, have resume search tools that allow you to quickly identify
those resumes containing relevant terms, like “service technician” or
“service management.” Using these tools can greatly reduce the time
spent prescreening applicants.

The Nine-Step Model
Notes
Creating the Best Advertisements
If you use newspaper ads, run them in the right space at the right time to
be read by the most promising people. Properly word them to attract the
right people. Here are some pointers:
When to run the advertisement
Sunday is the preferred day for help wanted ads because most people
have more reading time on Sunday. But, keep in mind that you will also
have the most competition on Sunday, so place an ad on an off day on
occasion. If your local paper does not have a Sunday edition, the next
best issue for classified ads is Friday.
What type of ad – classified or display?
Classified ads in the “Help Wanted” section cost less than display ads.
You pay by the word or line, and classifieds are a quick, relatively
inexpensive way to get your message out. Display ads are more attractive
because they have more white space and larger type. The cost is higher,
but because of the image conveyed by display ads, the investment may
well be worth it – particularly when you are seeking candidates for
professional and managerial level positions like the ones covered in this
Guide.
How often to advertise
Rates per ad decrease as the frequency of the same ad increases.

People do not read every issue of every paper, so it is generally a good
idea to run a series of ads to reach the maximum number of prospects.
Check with your local newspapers for special combination prices.
Notes

The Nine-Step Model
What to say in the advertisement
There is no perfect ad that always gets the maximum number of qualified

recruits. You might want to study other ads to pick out the style and
wording you think would attract the kind of person you want. Make a
scrapbook of the ads that appeal to you. Keep your own ads as well,
recording the number of responses you received and the hiring results.
Repeat the good ones. Change the wording in those that didn’t work as
well. Style is difficult to dictate, but here are some pointers for the
functional portion of the ad:
a. Run the ad using your Dealer’s name unless there is a good

reason to use a blind or box number-only ad. Some say a blind ad
keeps employees from getting worried and doesn’t tip off
competitors. However, it is usually better to tell the employees first
because they and your competitors will find out eventually. Using
the company’s name is also good public relations. It sends a
message that your firm is growing and that you are a vibrant part
of the community.
21
b. Be sure to tell the reader how to respond. Most ads request that a
letter and resume be sent to your company. This type of response
allows you the opportunity to review the results and make your
own decision on pursuing certain individuals.
c. You will get calls, even if your telephone number is not listed.
Make sure that those who are involved in receiving calls are
coached on how to get the information properly and completely
while making the applicant feel comfortable. The last thing you
want from your recruitment process is to alienate good prospects.

The Nine-Step Model
Notes
d. Qualify the response. Use statements that will screen out the
unqualified or overqualified but entice the qualified.
e. What about compensation? Many ads will give compensation

ranges or potential. This serves as a screening device and if high
enough, encourages better-qualified people to apply.
Examples of Advertising Copy
Industrial equipment firm has opening for a Service

Supervisor. Heavy equipment repair experience
required. Direct management experience helpful, but
not necessary. We do not care as much about what
you have done, but what you can do. You will be
providing leadership for service technicians working
with established customers. Salary to start, then
generous bonus plan. Liberal benefits. Reply to Mr.
Jonathan Roberts, President, Roberts Industrial
Equipment, Inc., 123 Main Street, Trenton, NJ 17123.
Equal opportunity employer.
217

The Nine-Step Model
Notes
Copy Suggestions
Here are some statements you might consider including in an ad when

advertising. A few more words increases the cost of the ad, but the right
words might be that extra nudge that convinces the right person to
respond.
The Dealership works on a full line of industrial equipment
Well-established client base
Established industrial equipment firm
Steady business throughout year
Will train
Major industrial equipment lines
Good salary plus potential for bonus
Medical benefits, retirement plan
Salary plus bonus
Salary to start, then generous commission with draw
Opportunity for advancement
Area business firm
Represents world-class manufacturer
Will train on products
Equal opportunity employer (or EOE)

The Nine-Step Model
Notes
Suggestions for Internet Recruiting
When you need to act quickly, the job description that you post on an
Internet job board web site is immediately available for potential
candidates to consider. If you need to change or remove your ad quickly,
you can do so. Finally, the Internet never closes, so anyone can access
your ad any time of the day.
You can do key word searches to shorten the review process. Job banks
provide you with the potential to review hundreds and hundreds of
resumes. Unlike newspapers, which can yield lots of paper resumes, your
web search can electronically sort through the resumes you receive. To
maximize the appeal of your Internet job posting:
• Be sure to use appropriate key words so that the most interested

applicants can find you.
• Provide links for applicants so that they can learn more about
your company via the Internet.

The Nine-Step Model
Notes
Step 2:
Resume Screening
Your advertising and recruiting efforts will likely produce a variety of

resumes. The next task is to review each candidate’s experiences and
qualifications to determine whom you should interview. This screening
step will save you time.
Each job role has a screening tool Dealers have used to evaluate
resumes. It is divided into management skills and technical skills. Each
skill is weighted; the skills that are most critical to the job role are
assigned a higher rating. You will find a screening tool for each service
role in the section of this Guide dedicated to that position. A minimum of
30 resumes is typically used as the cut-off point for proceeding to the next
step; however, your hiring environment and pool of potential candidates
may require you to consider a different number.
Think of the resume as an advertisement for the individual. Don’t be

overly impressed or swayed by the writing style or appearance of the
resume. What is contained on the resume should be the focus.
Professional writers can tweak resumes, but they can’t change what goes
in them.
When reviewing resumes, look for these positive signs:
Job experience that indicates specific accomplishments and

obstacles overcome
Accomplishments that are listed in clear, measurable terms

and indicate direct and hands-on experience
Job changes that indicate positive career progress rather
Notes
than moves from unpleasant or unacceptable environments

The Nine-Step Model
Evidence of specific technical experience such as licenses,

certificates, or previous work history
Look for these signs, which may be red flags:
Descriptions of job activities that frequently include qualifying

phrases (e.g., knowledge of, familiarity with, helped with the
development of); these may indicate exposure, not expertise
Information that is not organized well, scattered on a page, or

difficult to follow
Gaps in employment history or lack of dates
Extensive trivia that is not work related
After you have used the resume grading tool and have considered the
positive signs and red flags, you can divide the resumes into three groups
– definite candidates, maybes, and knockouts:
Definite Candidates
The most attractive and viable candidates who possess most

of the essential job requirements.
The Maybes
Backup candidates who possess some of the important

requirements and could potentially be developed for the job.
The Knockouts
Those candidates who, because of background, salary

requirements, etc., do not match the job requirements.
The next two pages contain an example of a resume screening form.

(Form 5.01)

The Nine-Step Model
Example of a Resume Screening Form 05.01
Service Team Leader
Applicant: _______________________________
Technical People
Description Skills Skills
Experience
1. Management/leadership experience:
10 = Employment-related management/leadership experience in a similar role

8 = Employment-related management/leadership experience
6 = Management/leadership experience
4 = Limited or tangential management/leadership experience
1 = No management/leadership experience
2. People skills experience:
10 = Led team-oriented activities

8 = Participated in team-oriented activities
6 = Limited team-oriented activities
4 = Little team-oriented activities
1 = No team-oriented activities
3. Responsibility experience:
(Example: from member, to committee chairman, to leader)
10 = Progressive advances in responsibility shown - work related

8 = Progressive advances in responsibility shown - nonwork related
6 = Some advances in responsibility shown
4 = Limited advances in responsibility shown
1 = No advances in responsibility shown
4. Experience working directly with customers:
5 = Experience working with Dealer & Caterpillar customers

4 = Limited experience working with Dealer & Caterpillar customers
3 = Experience working with customers
2 = Limited experience working with customers
1 = No experience working with customers
5. Background applicable to customers (industry/product knowledge):

(Example: construction, forestry, mining, etc.)
5 = Superior background in Dealer customer's businesses

4 = Background in Dealer customer's businesses
3 = Some background in Dealer customer's businesses
2 = Little background
1 = No background
© 2008 Caterpillar All Rights Reserved Rev A

The Nine-Step Model
Technical People
Skills Skills
6. Experience servicing Dealer/Caterpillar machines/engines:
15 = Service experience on Cat/Dealer machines/engines

12 = Service experience on heavy equipment/engines
9 = Service experience (cars, small engines, etc.)
6 = Little service experience
1 = No service experience
7. Education:
10 = College degree - business/management related field

8 = Junior college degree/vocational school degree
6 = Some college/vocational school
4 = High school degree
1 = No degree
8. Technical job responsibilities:
5 = Shows extensive job history of working independently - technical job

4 = Some job history of working independently - technical job
3 = Job history of working independently
2 = Little job history of working independently
1 = No job history of working independently
9. Salary history comparisons:
5 = Salary history favorable to Service Team Leader position

4 = Salary history comparable to Service Team Leader
3 = No salary history
2 = Salary history higher than Service Team Leader
1 = Salary history considerably higher than Service Team Leader
10. Overall resume evaluation:
5 = Superior candidate
4 = Great candidate
3 = Good candidate
2 = Fair candidate
1 = Poor candidate
TOTALS
GRAND TOTAL

The Nine-Step Model
Notes
Step 3:
Phone
Interviews
The initial telephone screening can be an extremely valuable, time-saving

step. Any individual who fits into the “definite candidate” category after the
resumes have been screened should be contacted over the phone.
Typically, this phone call takes no more than 10 minutes.
The purpose of this call is to screen out applicants who are clearly not
matched to the position and to determine which candidates will advance
to face-to-face interviews.
During the call, you can ask a few open ended questions and the
candidate should ask you a series of questions about the position to
determine your needs and then position him/herself as a solution.
You will find a telephone interview rating form customized for each
service management role in the section of this Guide dedicated to that
position. The tool incorporates behaviors for the candidate to demonstrate
that are important for success at the position.
In addition to using the telephone interview rating form, you may consider
some other sample questions:
Among the previous jobs you listed on your resume, in which

did you have the most success? Why?
Among your previous jobs, which did you like the best? The
least? Why?

The Nine-Step Model
Notes
What was the most monotonous, dull, or boring part of any job
you ever had? Why?
What was the most interesting or stimulating part of any job

you ever had?
In your previous jobs, what have been your principal

problems?
What is your goal in seeking a position with us?
How did you make your present occupational choice?
What do you know about this company and our products?
Schedule successful candidates for face-to-face interviews.
The following page contains a sample telephone interview rating

form. (Form 5.02)

The Nine-Step Model
Example of a Telephone Interview Rating Form Form 5.02
Service Team Leader Telephone Interview Rating Form
Instructions:
1. Thank the candidate for his/her interest in the position.
2. Ask the candidate to describe any past management/leadership experience (can be nonwork related).
Example: Tell me about a time when you've led a team to accomplish a task.
3. Ask what the candidate thinks is important about leading/managing people.
Example: This job requires leading people - describe to me what you think is important in leading/managing others.
4. Tell the candidate to ask you about the position - look for genuine interest and thought.
5. Ask the candidate about any "red flags" on his/her resume.
Very strong Strong Some Strong Very strong Insufficient

evidence evidence evidence evidence evidence evidence for
behavior behavior behavior behavior behavior or against
is not present is not present is present is present is present the behavior
Behavior 1: Articulates
previous work- or nonwork-related -5 -3 1 3 5 0
management/leadership activities
Behavior 2: Describes the

leadership role in terms of -5 -3 1 3 5 0
people skills or team building skills
Behavior 3: Has an articulate,

engaging telephone delivery -5 -3 1 3 5 0
and presentation style
Behavior 4: Asks good, thoughtful

questions about the position, -5 -3 1 3 5 0
clearly considering the challenges
Behavior 5: Uses knowledge

of the Service Team Leader role to -5 -3 1 3 5 0
position him/herself into Dealer's
needs
Totals Down Columns:
Total - Add all Columns Together
Invite to a face-to-face interview
Do not invite to a face-to-face interview

The Nine-Step Model
Notes
Step 4:
Face-to-Face Interviews
The Face-to-Face Interview Process
Once you have narrowed the field to a few choice candidates, you are
ready to thoroughly evaluate each candidate’s strengths and limitations.
This process begins with a face-to-face interview. After the interview,
give the candidates you are still serious about a valid personality
assessment to learn about aptitudes and innate talents, obtain insights
into their motivations, and discover new areas to explore in the next
interview. Once you have reviewed the personality assessments, you
should focus on only a few strong candidates.
Now you are ready to conduct a secondary interview in which you can
thoroughly explore any issues raised as a result of the previous steps.
You have gathered a wealth of information. How do you keep this
information from becoming one big blur, especially as you try to compare
and contrast the candidates? Careful planning is the key.
Preparation for the Face-to-Face Interview
Have you ever thought to yourself after hiring someone who did not work
out, “What happened? This person was so good in the interview?” Hiring
interviews, if not conducted properly, can confuse as much as they clarify.
Instead of lending insight, interviews can often become a form of theater
in which the participants are tripping over one another as they try to
impress the other party. To get avoid this common mistake, careful
planning is required.
Notes

The Nine-Step Model
Think of the employment interview as an in-depth conversation with a

definite purpose. Its purpose is to obtain information that will help you
decide whether an applicant should be offered a position. While the
applicant tries to present the picture he/she feels you are looking for, you
should be trying to get the true picture. Very few people have the
interviewing skills of an investigative reporter. However, there are ways to
become more effective at asking probing questions. Many interviewing
resources are available to the manager or personnel specialist, including
college courses, short seminars, videos, and books.
There is no substitute for preparation. An interview without preparation

is a waste of everyone’s time. You should have:
• a thorough understanding of the job’s specifications
• a clear perception of what the job will require
• a list of probing questions to ask about the individual you are

interviewing
• a method for objectively grading the candidate’s responses
As the interviewer, you must go into the interview with a personal

commitment to listen carefully to the applicant’s answers, to overcome
any realized prejudices, and to avoid phrasing questions that will
guarantee “to-be-expected” answers.
The best-prepared interviewers have an opening statement in mind, as

well as a list of things that they particularly want to know, red flags to look
for, and a sense of what the applicant should know. Focusing on learning
about each candidate with respect to these same items levels the playing
field and makes for a more objective interview process. In effect, focusing
on the important items can help you learn which candidate is best
matched to the job.

The Nine-Step Model
Notes
A Word about Internal vs. External Candidates
In many instances, companies conduct a different “style” interview with

internal candidates than external candidates. This mistake is usually
made because the interviewer feels like he/she “knows” the candidate
already and doesn’t ask sufficient probing questions.
The interview with an internal candidate shouldn’t simply be a friendly

chat between colleagues. It is still an interview and should be conducted
in the same professional manner, regardless of the type of applicant.
Using the same format, questions, and process for both internal and
external candidates improves the overall hiring quality and reduces the
opportunity for an internal candidate to claim he/she was not fairly
considered.
Opening the Interview
Successful interviewing requires the proper atmosphere. Interviews

should be held in a private, neutral location with comfortable chairs and
be free from interruptions.
Put the applicant at ease with a casual opening and a few friendly
remarks before getting down to the business at hand.

The Nine-Step Model
Notes
The business at hand includes:
• Establishing expectations for the interview; explain that it is best for

both parties to be open and honest throughout the process
• Reviewing educational and job history
• Listening attentively to the applicant
• Jotting down pertinent information
• Exploring performance-directed questions
• Providing an accurate picture of the job requirements and an overall
view of the company
• Delving into career expectations and plans
• Maintaining the candidate’s self-esteem and creating a positive
impression of you and your company
• Closing the interview by establishing the next step in the selection
process
252
Logistics
253
To put the applicant at ease and gain the most information, the following
guidelines are helpful:
A. Ensure there are no interruptions
• Use an empty office or conference room, preferably without

windows.
• Hold all telephone calls. Don’t review emails or peruse handhelds,
etc.
B. Build rapport – put the applicant at ease
• Thank applicant for coming.

• Be polite and personable.
C. Communicate agenda
• Describe the process (e.g., why you are hiring, individuals the
candidate will interview with, etc.).
Notes

The Nine-Step Model
D. Gather information about the applicant
• Begin with prepared questions. A good opening question is

something like, “What made you respond to our advertisement?”
• Determine the individual’s level of technical ability relative to what
is needed for the position. Keep in mind that skills can be taught;
aptitudes cannot.
• Ask open-ended questions – don't lead the applicant to the
answer you want to hear!
• Probe when necessary. (Who, what, when, why, and how?)
• Obtain closure before moving on to the next topic. (Example:
When you managed for ABC Company, how successful was your
approach? What was your technique?)
253254
E. Ask if applicant has any questions
• Stress that you must be certain there is no misunderstanding

about the position.
F. Clarify expectations of the job
• Give a brief description of the job. (Don’t lead the applicant.)

• Discuss performance metrics for the position (e.g., KPIs,
profit/loss metrics).
G. Sell the company
• Why would this individual want to work at your company? In your

department? Don’t “oversell” the company or the position. Do
convey a genuine enthusiasm for the qualities that distinguish
your Dealership.
Notes
H. Close the interview
• Thank the applicant for his/her time.

• Explain where you are in the interview process and what will
happen next.

The Nine-Step Model
Hints for Better Interviewing
The mark of a professional interviewer is the ability to probe deeper than

the applicant’s first reply to a question to bring out additional facts,
opinions, and reactions that provide a more definitive picture.
25455
The key to probing success is using questions that cannot be answered
“yes” or “no.” These are called open-ended questions. Most of the
questions you ask to gather initial information about the applicant are
phrased this way. For example, “What about this job interests you?”
In addition to asking open-ended questions, here are several ways to

keep the applicant talking and expanding on your original question.
Reinforcement
Provide brief statements or simple reactions that show you are accepting
what the person is saying, but you’d like to hear more. Examples: “I see,”
“Yes,” or an attentive look and nod of the head. Use reinforcements
sparingly or they can inhibit further responses instead of encouraging
more comment.
Notes
Silence
Silence can be used as a signal that you want the person to continue
talking along the same line. It must be accompanied by an intent look so
the applicant will not confuse the silence for lack of attention. Keeping
silent is difficult for most people; most prefer to jump in with a comment.
The silence should be long enough to allow the applicant to relax, but
short enough to not cause discomfort. A reinforcement word or two such
as, “Go on,” or “Take your time; I’m sure you can think of a good
example,” can accompany it.
255

The Nine-Step Model
Reassurance
Normally, the interviewer refrains from giving a personal opinion on what

the applicant says. An exception is making a good comment about
something the applicant said along with a request to give more
information. Example:
Candidate: “I was on the honor roll except for one semester.”

Interviewer: “Very good. Tell me about some of the courses you took that
might qualify you for management.”
Here are more examples of statements that assure you understand what
the applicant said and encourage him/her to continue:
“I see. Then what happened?”

“What did you do next?”
“I can see how you felt. What was the outcome?”
Control
Sometimes candidates get off track. You ask them about one thing and
they start to talk in another direction. When this happens, it is appropriate
for the interviewer to take control and redirect the candidate.

The Nine-Step Model
Notes
Example:
Candidate: “… and I also traveled to San Francisco. I thought

Fisherman’s Wharf was …”
Interviewer: “While I find that very interesting, I want to make sure we use
our limited time today to find out the most important information about
you. Let me ask you about …”
257
Reflection
Reflection is a popular device for interviewers, which is often used by TV

personalities. The point is to repeat the essence of what the person just
said in a short, paraphrased statement. Doing so allows the other person
to confirm what was said or to clarify it further. Example:
Candidate: “I made my production quota for ten of the last twelve

months.”
Interviewer: “You were one of their better managers.”
Candidate: “Only one manager had more volume.”
Summarization
This technique calls for careful consideration of several items that the
applicant mentions and then summarizing them into one observation.
Doing so shows that the interviewer understands how the applicant feels,
as well as confirms what is being said. Here is the difference between
summarization and reflection or restatement: The summarization can start
with
“You feel that …,” “You would like to …,” “You think ….” There should be
no hint of acceptance or rejection of the point made; only understanding.
Notes

The Nine-Step Model
Example:
Candidate: “I want to get out of managing small engine repair for

homeowners and get into the commercial market. My background and
education were more business oriented.”
Interviewer: “You feel that your talents would be better utilized in

managing repair facilities that cater to business people.”
257
Helpful Interviewing Tips
The Face-to-Face Interview
DO
• Prepare carefully
• Follow a plan
• Put the applicant at ease
• Hold telephone calls; do not face a computer monitor or review a
handheld
• Ask open-ended questions like “Tell me about …”
• Wait for answers
• Let applicant talk most of the time
• Avoid personal bias
• Save the more difficult questions until applicant is relaxed
• Listen carefully for what the applicant means
• Look interested, receptive, and sympathetic
• Follow up carefully whenever “red flags” appear
• Get precise information
• Avoid arguments
• Compliment favorable information
Notes
• Avoid any appearance of an inquisition

• Keep control of the interview

The Nine-Step Model
• Base conclusions on fact, not opinions

• Encourage applicant to keep talking with comments like, “Yes” or
“Then what happened?”
DON’T
• Allow interruptions
• Do most of the talking
• Oversell the position
• Ask leading questions that make it obvious what answer you
desire
• Avoid tough questions to protect feelings
• Offer personal comments on the information
• Accept generalities; get the precise facts
• Over empathize with the applicant’s past
• Let personal bias affect judgment or comments
• Belittle the applicant’s record
• Make moral judgments
• Help with the answers except to encourage them
• Raise the applicant’s hopes with promises or
comments
• Let the applicant pressure you into a decision
• Use trick questions that undermine your credibility
• Act superior
• Let the applicant take over
• Let mannerisms distract you from the real purpose
• Jump to conclusions

The Nine-Step Model
Notes
Using the Face-to-Face Interview Questions and the Face-to-Face

Interview Summary Rater Form
Included behind the tab for each position is a series of questions you can
ask when conducting face-to-face interviews. The questions were derived
from the capabilities and KSAs required for the position.
To use the Face-to-Face Interview Questions Form, determine the

questions you want to ask. Keep in mind you may add your own
questions to the form. You do not need or want to ask all of the questions
provided for each capability – if you did, the interview would last far too
long. You do, however, want to ask the same questions to each
candidate.
Most of the open-ended questions have follow-up questions you can ask
after the candidate answers the open-ended questions.
During the interview, rate the candidate from 1 to 5 based on his/her

response to each question. If you ask multiple questions for a capability,
you will need to determine an aggregate rating. A rating scale is found on
the form to assist you with this process.
Once you’ve completed the interview, gather the candidate’s overall

rating for each capability and place the scores in the column marked
“Rank” on the Summary Rater Form. Add together the individual rankings
for each capability to determine the candidate’s total score. You can then
compare candidates using their individual totals.
Example
Examples of face-to-face interview questions and the Interview Summary

Rater Form are found on the following pages.
1 – Capability to Interact with People
Behaviors Capabilities - Building, growing, and maintaining personal business relationships;

The Nine-Step Model
listening empathically, guiding and counseling; building teams and being a team player
Behaviors KSAs - Knows how to proactively communicate verbally and in writing; communicates
clearly and concisely
a) Describe a situation in which you needed to accomplish a goal with a team.
How did you build consensus in this situation? In your opinion, what are the characteristics of
a good team player? How did you communicate back and forth in this situation?
b) Tell me about a time when you counseled or guided another person.
How did you communicate with this individual? What do you think is critically important about
counseling or guiding another person in a work environment?
c) Tell about a time when you had to reconcile a problem between individuals.
What was critical in resolving the situation? How did you gain an understanding of the
problem?
d) Summarize a situation where you had to communicate an objective to others.
How did you communicate the objective, and how did you make sure the people you were
communicating with clearly understood?
Discussion indicates the candidate:
Does not demonstrate team Demonstrates an Demonstrates the ability to

membership or building understanding of the build, grow, and maintain
behavior and/or does not importance of team and personal relationships in a team
demonstrate the ability to personal business environment by listening,
communicate effectively. relationship building. guiding and counseling. Is a
Communicates. good team player.
Communicates proactively,
clearly, and concisely.
Unacceptable Acceptable Outstanding
1 2 3 4 5
Circle your overall rating of the candidate on this desired behavior.

The Nine-Step Model
Service Team Leader

Face-to-Face Interview Summary Rater Form
Candidate: Face-to-Face
Interview Date:
Interviewer: Secondary
Interview Date:
Capabilities to Demonstrate Rank
1 – Capability to Interact with People: Building, growing, and

maintaining personal business relationships; listening empathically,
guiding and counseling; building teams and being a team player
2 – Capability to Lead: Determining, communicating, selling, and

driving strategies; delegating and directing; coaching, counseling,
and developing employees
3 – Capability to Organize: Using relevant data/information,

planning and scheduling; using time effectively - self and team;
being accountable - self and team
4 – Capability to Make Decisions: Recognizing and analyzing

problems; calculating, weighing, and selecting information-driven
alternatives; taking action
Total – After face-to-face initial interview
Total – After secondary interview

The Nine-Step Model
Capabilities Selected Minimum

to Demonstrate
1 – Capability to Interact with People:
Building, growing, and maintaining personal Knows how to proactively communicate

business relationships; listening verbally and in writing; communicates clearly
empathically, guiding and counseling; and concisely
building teams and being a team player
2 – Capability to Lead:
Determining, communicating, selling, and Knows how to facilitate adult learning, establish
driving strategies; delegating and rapport, and engage participants; facilitates
directing; coaching, counseling, and adult learning well
developing employees
3 – Capability to Organize:
Using relevant data/information, Knows how to safely/efficiently/effectively

planning and scheduling; using time deploy, schedule, and organize Dealer
effectively - self and team; being resources (labor, tools, equipment, shop, etc.);
accountable - self and team minimizes lost time and job stoppages; plans
4 – Capability to Make Decisions:
Recognizing and analyzing problems; Knows how to repair Caterpillar/Dealer

calculating, weighing, and selecting products in the shop and field (i.e., technical
information-driven alternatives; taking awareness); diagnoses with, communicates to,
action instructs, and advises technicians/customers
on repairing Caterpillar/Dealer products

The Nine-Step Model
Notes
Step 5:
Assessment
Selection should always focus on determining if a candidate can

demonstrate the behaviors needed to succeed in the job.
• The resume review screened out those applicants with too little
pertinent job experience or basic job qualifications. Keep in mind,
however, the resume is an ad – so don’t allow yourself to be sold
before you’ve evaluated the candidate more thoroughly.
• The telephone screen allowed you to probe for basic

disqualification factors such as salary or location and to learn
about any possible breaks in work history. Also, you should have
identified some key experiences that you are particularly
interested in understanding and asked some basic questions to
determine the content of those experiences. For example, if a
candidate claims to have “Worked with a team to design …,” then
you should have asked about his/her specific role in the process.
• The first interview focused on gaining more insight regarding work

history. Going beyond the basic information learned in the
telephone screen, you asked targeted, behavioral questions to
determine if the work experiences led to competency development
on the competencies that you need for the job.

The Nine-Step Model
Notes
Through these steps, you should have reduced your candidate pool to a
handful of candidates who are capable of doing the job. The question
then becomes, “How can I identify who is likely to be most successful in
this job?”
Once again, you need to look at the match between the candidates and
the behaviors required to be successful in the position. Of course, you
can’t observe behaviors directly, so you will need to predict future
performance from information gathered in the selection process.
A very reliable and objective way to gather this predictive information is

with a valid personality profile, which can provide you with an objective
evaluation of each individual’s unique strengths and weaknesses – and
let you know how these particular qualities can affect the job to be filled.
In this way, you can supplement the information you have gleaned in the
earlier steps of the hiring process with a standardized assessment of
each individual under consideration.
A personality profile – when combined with information gathered from

interviews, references, the resume, and application form – can go a long
way toward helping you forecast whether someone can succeed in a
particular position.

The Nine-Step Model
Notes
Selecting a Personality Profile
How do you select a valid personality profile? Hundreds of tests are on

the market, ranging from score-it yourself versions that cost a few dollars
to more serious instruments. The majority of these, however, are not job-
related, valid predictors of success. Many of them measure interests or
preferences rather than abilities. Some are easily faked. Others are
developed for clinical use but not for predicting job performance.
In some cases, they may even be illegal to use because they discriminate
by age, sex, race, or other factors. That is why it is very important for you
to be certain that the assessment process is valid and effective in helping
identify the particular qualities needed for job success.
The Caliper Profile is a validated assessment instrument currently used

by many CAT Dealers, with Dealer history dating back to the early 1980s.
It is specifically job-related and has a long track record of helping Dealers
select high-performing candidates for management positions.
The Caliper Profile, coupled with the verbal consultation provided on each
profile administered, provides the Dealer with a deeper understanding of
the individual’s aptitudes and personality traits, and the likely areas of
success for a particular candidate.
Personality results, in addition to being vital themselves as part of the

decision making process, can play an important role in structuring the
secondary interview and in adding depth to reference checks. By
integrating the information gathered in the earlier steps with the insights
provided by the personality profile, the interviewer can better organize the
secondary interview to address potential concerns that may truly
differentiate the candidates.

The Nine-Step Model
Notes
For example, if the personality profile indicates that the applicant can be
rigid and opinionated, these qualities can be further explored in the
interview. In short, the personality profile results, as well as all of the
previous data, form the basis for a more effective secondary interview
that can produce even more effective results.
In addition to its use in the selection process, an in-depth personality

profile can be used to develop prescriptive training programs designed to
strengthen an individual in areas of concern. Rather than waste valuable
training dollars, management can use profile results to pinpoint areas in
which training is most needed and gear supervision toward providing the
specific support an individual requires.
Similarly, a personality profile should provide important insights on how to

effectively manage each individual currently on staff. It can provide
important direction as to who might have future promotion potential (for
example, from an Team Leader position to a Service Manager role).
Therefore, once you begin to use a personality assessment for hiring, you
can use it for a variety of development and talent management
applications. A valid personality profile can be a vital part of an effective
selection process and can be an equally important tool in helping to
upgrade the productivity of an entire organization.
The following five pages contain capabilities that can be assessed with a
validated assessment instrument. (Table 5.03)

The Nine-Step Model
Capabilities Table 5.03
Capability High Result Low Result
-1– High Abstract Reasoning Low Abstract Reasoning
Abstract Reasoning Those with high levels tend to Those with lower abstract
be better equipped to handle reasoning tend to be more
This ability is a subset of novel, complex, or multi- comfortable dealing with
intelligence and an important dimensional problems, simple problems or those they
component of problem solving. especially problems oriented have encountered previously.
toward concepts and ideas
rather than physical objects.
-2– High Accommodation Low Accommodation
Accommodation High scores in accommodation Those scoring low in

indicate a need to be liked, accommodation do not feel a
Individuals who are responsiveness to recognition, strong need to receive
accommodating tend to be and willingness to work hard to approval and may be more
helpful and service oriented. please others. comfortable separating
themselves from a group and
other people’s problems.
-3- High Aggressiveness Low Aggressiveness
Aggressiveness Unlike those with high Those who score low on the
assertiveness, individuals who scale may not be comfortable
This is an emotion-based way have an elevated level of when it comes to supporting a
of expressing oneself and aggressiveness may tend to position when it may lead to
tends to be more reactive than be heavy handed in their disagreement or conflict.
proactive. approach to getting their way.
While some degree of
aggressiveness is valuable, it
must be tempered with self-
discipline, empathy, and
responsibility if it is to be used
in a positive manner.

The Nine-Step Model
-4- High Assertiveness Low Assertiveness
Assertiveness Those ranking high in this trait Those with a low score are not
will often be direct and comfortable communicating
This is the ability to express straightforward, even when their ideas and opinions in a
one’s thoughts forcefully and addressing a somewhat direct manner and tend to be
consistently without having to unreceptive audience. more reluctant to confront
rely on emotion. issues.
-5- High Cautiousness Low Cautiousness
Cautiousness High rankings indicate a need Those scoring low on this

to make decisions slowly or a quality can be intuitive, quite
This ability relates to the tendency to be very deliberate possibly impulsive decision-
speed with which one is and careful when making makers.
comfortable making decisions. choices.
-6- High Ego-Drive Low Ego-Drive
Ego-Drive Individuals scoring high in Those who score low on this

ego-drive will tend to seek out scale will not necessarily feel
This ability is the desire to opportunities to persuade enhanced by trying to
persuade others as a means others and bring them around convince others to buy into
of gaining personal to their way of thinking. their way of thinking,
gratification. Ego-drive is not particularly on a consistent
ambition, aggression, basis.
competitiveness, or even
willingness to work hard. The
ego-driven individual wants
and needs successful
persuasion and feels gratified
by “getting the yes.”
-7- High Ego-Strength/Resilience Low Ego-Strength/Resilience
Ego-Strength/Resilience People with high resilience Those scoring low in resilience

tend to have a healthy, intact tend to be more self-critical
Resilience is the ability to ego and a positive self-image. and less tolerant of critical
handle rejection and accept feedback and rejection.
criticism in a manner that is
constructive and growth
oriented.

The Nine-Step Model
-8- High Empathy Low Empathy
Empathy Individuals high on this trait Those individuals scoring low

are more able to adjust their in empathy may not display
This is the ability to correctly own communications the sensitivity, openness, and
sense the reactions of another appropriately in order to deal flexibility to remain in tune with
person. A highly-empathic effectively with other people. others and understand their
individual is able to accurately feelings, needs, and
and objectively perceive motivations.
others’ feelings without
necessarily agreeing with
them.
-9- High External Structure Low External Structure
External Structure Individuals with a strong Low scores suggest more

orientation toward external independence and a
Having sensitivity to external structure operate with some reluctance to conform to rules
structure suggests that an sensitivity to rules and outside one’s own terms.
individual is aware of, and guidelines and will generally
respectful of, externally prefer a working environment
defined rules, policies, and in which direction is set.
procedures to a greater or
lesser degree.
- 10 - High Flexibility Low Flexibility
Flexibility Individuals who rate high in Those who indicate lower

this quality are generally flexibility are more tenacious in
This ability indicates willing to modify their holding to their views and
adaptability and approach as changing therefore, less willing to modify
responsiveness to change. conditions or circumstances their positions.
require. They can easily
respond to the input and
feedback of others.
- 11 - High Gregariousness Low Gregariousness
Gregariousness People who have a high level Those scoring low in this trait
of gregariousness are can be reserved and
Gregariousness is an outgoing and enjoy working uncomfortable in new,
extroverted, ebullient with large groups. This quality unfamiliar social situations.
optimism. can be described as a surface
friendliness – an enjoyment of
social interaction.

The Nine-Step Model
- 12 - High Idea Orientation Low Idea Orientation
Idea Orientation Individuals who score high in Lower scores may indicate a
ideational items show a preference for practical or
Idea orientation is an interest tendency to be creative in the concrete solutions.
in developing new ways of areas of problem solving, idea
looking at things and suggests generation, and concept
the potential to be innovative. development.
- 13 - High Risk Taking Low Risk Taking
Risk Taking Those scoring high in this area Individuals scoring low on this
may be intrigued by taking scale tend to prefer
This quality reflects the degree chances and trying new things conventional or well-
of comfort one has taking and will not be daunted even established methods to those
chances or trying new things. in the face of failure. Risk may which might result in failure.
It does not imply recklessness satisfy a need for excitement
as one can be a calculated or new experiences.
risk taker.
- 14 - High Self-Structure Low Self-Structure
Self-Structure Individuals ranking high in this Those scoring low in this trait
trait tend to be self-disciplined may require help and direction
Self-structure indicates the and able to set priorities on when defining and setting
ability to determine one’s own their own. Having an internal priorities. They will be more
priorities and methods for focus of control, they are able comfortable in environments
managing tasks. to coordinate multiple tasks where parameters and
and typically are good at guidelines are established and
organizing activities. communicated.
- 15 - High Skepticism Low Skepticism
Skepticism Individuals ranking high in this Low levels on this scale

quality tend to be suspicious of generally suggest some
Skepticism is a doubting or others’ motives. In many roles, degree of naiveté.
questioning attitude or state of a degree of skepticism can aid
mind. in making sound judgments.

The Nine-Step Model
- 16 - High Sociability Low Sociability
Sociability Individuals who rate high in People who rate low in this
this quality enjoy being and respect are usually more
Sociability is defined as a working with others. Such comfortable when they are not
need to seek out the company individuals relate well in one- expected to interface on a
and camaraderie of others. on-one situations. regular basis with a wide
variety of people, particularly
those with whom they have no
personal relationship.
- 17 - High Thoroughness Low Thoroughness
Thoroughness Individuals who score high in Those who score lower may
thoroughness tend to be be more expeditious than
Thoroughness is a need to careful and will take ownership thorough in style.
make sure tasks are complete. of the jobs assigned to them.
- 18 - High Urgency Low Urgency
Urgency People with high urgency will Individuals with low levels of
energetically pursue goals and this trait do not find completing
Urgency is an inner-directed, complete tasks quickly. tasks to be particularly
focused need to get things Extremely high scores can rewarding. Low levels can
done. indicate impatience or indicate patience and the
unrealistic expectations. tendency to become
Unless high urgency is enmeshed in detail.
tempered with cautiousness or
thoroughness, high urgency
can lead to carelessness.

The Nine-Step Model
Notes
Step 6:
Secondary Face-to-Face
Interviews
The results of the assessment, along with the information gathered from
the previous steps in the selection process, should help you narrow the
field to those two or three candidates you believe are most qualified to
take part in the final stages of the selection process.
The next step in the selection process, the secondary interview, serves
three main purposes:
• To clarify
• To confirm
• To compare
The final interview allows you to integrate all of the data gathered in the
previous steps of the screening process and to use every technique
available to confirm the efficacy of the hiring decision. In other words, do
the facts established sufficiently support a decision to hire this person for
the job? You are specifically attempting to validate your understanding of
the candidate’s strengths and measure any potential areas of weakness.
293
Additional Interviewers/Panel Interviews
The secondary interview should last as long as necessary and should

include other managers or executives when appropriate. At this stage, it
is not uncommon for Dealers to have more than one person interview the
candidates. The interviewers then compare notes to make sure that all
important information was considered. Having more than one interviewer
increases the odds of uncovering data needed to make a good hiring
decision and reduces the chance that a personal bias will affect the
selection process.
Notes

The Nine-Step Model
The interviewers can interview a candidate individually or a panel of 3 to 5

people can interview the candidate at once. When utilizing a panel
interview, one or two individuals should ask the probing questions, and
the others should ask the follow-up questions. Conducting the interview
in this way allows you to gauge the ability of the applicant to respond to
multiple people at once, deal with the stress of being “on-stage,” and also
allows each individual on the panel to observe the same behaviors and
responses.
Evaluating Each Applicant
Throughout the entire selection process, you have been evaluating the
applicants and weighing their strengths and limitations.
Once the secondary interviews have been completed, all parties who
have participated in the selection process should convene to discuss the
candidates. This discussion should take place as soon as possible after
the final set of interviews so that information remains fresh in the minds of
those involved.
During the evaluation process, objective, verifiable information should be

considered. Considerations based on “gut feelings,” “likeability,” and the
fact that “he’s always been loyal to the company,” should be set aside.
The candidates should be evaluated on the factual information.

The Nine-Step Model
Notes
Step 7:
Job Shadow
It is recommended that the successful candidates at this stage shadow

existing team leaders, supervisors, service managers, recruiters or
trainers. If the position you are hiring for is a new position at your
Dealership, have the candidates shadow a similar position.
Some candidates excuse themselves from the process once they see the
job in action.
In addition to exposing the candidate to the job, shadowing provides you

with an opportunity to collect more information about the candidate from
the person being shadowed. What questions did the candidate ask during
the shadowing process? What opinions of the candidate does the person
being shadowed have?
Two documents are provided in this Guide for use during the job shadow.
Documents for each service role can be found in the section of the Guide
dedicated to that position. The first document is for the applicant to
capture his/her impressions of the shadowing exercise. The second
document is for the employee being shadowed to capture his/her
evaluation of the applicant.

The Nine-Step Model
Notes
Step 8:
Reference Check
The purpose of checking references is to get facts about each applicant’s

work habits, successes, failures, and ability to work with others.
Reference checking verifies some of the information you have and
expands upon what you know. Many managers mistakenly downplay the
importance of reference checking. If done properly, it can provide useful
insights.
You will need to personally follow up on the references provided; don’t

delegate this task to an assistant. Another manager may not be
forthcoming when talking about a former employee to a member of your
staff. While it may be difficult to get a reference to talk freely, if you care
about the answers, you must ask the questions.
The telephone is the most popular method of contacting a previous

employer. A long distance call is infinitely better than a letter or email.
Few people will put negative information in writing, but they might be
willing to talk about concerns once you have established rapport.
Keep in mind that the observations and impressions you obtain through
reference checking are subjective in nature. They are one individual’s
assessment of another’s job performance. Obviously, one person’s
standards and criteria could easily be different from someone else’s.
What might be exemplary performance to a candidate’s former boss may
only be fair from your perspective. It is also important to remember that
current laws on privacy have led some companies to regulate the
information they provide pertaining to former employees. Calling the
former supervisor often has better results than calling the human
resources department.
Notes

The Nine-Step Model
During the reference check, ask questions that are designed to verify the
applicant’s statements. Applicants tend to slant their resumes, application
forms, and interviews to their advantage – it is expected. But some will
cover up or stretch the facts, so you should look for discrepancies.
Some applicants stretch dates of employment to cover up periods of

unemployment or jobs involving poor references. Some include inflated
income figures and claims of higher level skills or responsibility. A
common cover-up is for the candidate to say he/she resigned, when in
fact the individual was fired or was on the verge of being fired.
If a candidate is still working and requests that the current employer not
be contacted, honor this request. Otherwise, you will be putting the
applicant in an awkward position if a job offer is not extended. In such
cases, try to get as much information as possible from previous
employers.
When the applicant is a student with little or no prior work experience, ask
for reference checks with school officials and instructors. If the candidate
has worked part time, check these references for input on such things as
work habits, stability, and ability to get along with people. It is very
important to keep the remarks made by references in confidence. Doing
so will ultimately reflect well on you.
Several types of questions will bring out the responses you need to
evaluate the applicant’s past performance and personal characteristics.
Of course, you probably won’t be able to ask all of the questions you want
– particularly if the person called shows signs of impatience. Before
calling, decide on the information you value.

The Nine-Step Model
Notes
A key question that you should always ask (and that some interviewers
save for last) is, “If you had to do it over again, would you hire this
person?” Note the enthusiasm, or lack thereof, in the answer. Keep in
mind that some companies have a rule against re-hiring people who have
left an organization. You will want to verify a company’s policy on this
matter if the answer you receive is a simple “no.”
When probing for follow-up information during the reference check, try to
phrase the questions positively. That is, make a positive statement that
relates to the question and then get specific. 285
CHECKING REFERENCES
Sample Questions
Positive Statement: Ms. X appears to be a real perfectionist who wants

to be a 100% correct and at the same time, achieve immediate results.
Question: How did she manage tough deadlines?
Positive Statement: Mr. Y appears to be very results oriented.

Question: Did you ever find that he was perceived as overly demanding
or pushy? Did you find that he occasionally alienated customers?
Positive Statement: We notice that Ms. X seems very accommodating

and helpful.
Question: Did she ever have a tough time asserting her point of view?
Notes
Positive Statement: Mr. Y showed a propensity for taking a creative

The Nine-Step Model
approach to problem solving.

Question: Were there ever times when he failed to consider the political
implications of some of his business decisions?
Evaluating References
Information received by checking references falls into two categories:

factual and judgmental.
Factual reference information verifies:

• Graduation dates
• Dates of employment
• Compensation, standing in performance, other objective
performance measures
• Whether or not the individual was fired
Factual reference information is fairly dependable and can be accepted in

making decisions.
Judgmental reference information refers to personality traits, work habits,

and attitudes. Since these are only personal opinions, they must be
evaluated with that in mind.
Examples of judgmental information include:
• If the employee performed below par, the manager might be

thinking, “good riddance,” and might be reluctant to say anything
negative because doing so could hurt the person’s chances of
moving on.
• On the other hand, if the employee was good, he/she will leave a
manager in a bind, which also might affect the reference.
Ultimately, you must weigh and balance the opinions you gather through
effective reference checking. Think about these references on a scale of
negative, neutral, or positive and be ready to draw your own conclusions.

The Nine-Step Model
Notes
Step 9:
Offer
Congratulations! You have completed the selection process! It is time to

make an employment offer to the successful candidate. The offer should
include a compensation plan, the Personal Business Plan, and the
Dealership’s package of benefits.
The sections that follow provide you with the tools you need to
successfully interview and select candidates for each service role.

The Nine-Step Model

Service Team Leader
Service Team Leader Selection Model

Service Team Leader
Dealer Service Management

Interviewing and Selection Guide
Tab 06 Service Team Leader Page
Applicant Summary Form 2
Step 2: Service Team Leader Resume Screening Form 4
Step 3: Service Team Leader Telephone Interview Rating Form 7
Step 4: Face-to-Face Interview Summary Rater Form 9
Step 4: Face-to-Face Interview Questions 12
Step 7: Job Shadow Form for Applicant 22
Step 7: Job Shadow Form for Shadowed Employee 25

Service Team Leader
Document 06.00
Service Team Leader

Applicant Summary Form
Shadow
Form
Resume Telephone Face-to- For
Grading Rating Face Shadowed Total
Form Form Interview Employee for
Number Applicant Results Results Results Results Applicant
Totals
Averages

Service Team Leader

Service Team Leader Resume Screening Form

Service Team Leader
Document 06.01
Service Team Leader
Applicant: _______________________________
Technical People
Experience
10 = Employment-related management/leadership experience in a similar role

8 = Employment-related management/leadership experience


8 = Progressive advances in responsibility shown - nonwork related
4. Experience working directly with customers:
5 = Experience working with Dealer & Caterpillar customers

4 = Limited experience working with Dealer & Caterpillar customers
3 = Experience working with customers
2 = Limited experience working with customers
1 = No experience working with customers
5. Background applicable to customers (industry/product knowledge):

(Example: construction, forestry, mining, etc.)
5 = Superior background in Dealer customer's businesses

4 = Background in Dealer customer's businesses
3 = Some background in Dealer customer's businesses
2 = Little background
1 = No background

Service Team Leader
Technical People
Skills Skills

7. Education:

1 = No degree
5 = Shows extensive job history of working independently - technical job

4 = Some job history of working independently - technical job
3 = Job history of working independently
2 = Little job history of working independently
1 = No job history of working independently
5 = Salary history favorable to Service Team Leader position

4 = Salary history comparable to Service Team Leader
2 = Salary history higher than Service Team Leader
1 = Salary history considerably higher than Service Team Leader
4 = Great candidate
3 = Good candidate
2 = Fair candidate
1 = Poor candidate
TOTALS
GRAND TOTAL

Service Team Leader


Service Team Leader
Document 06.02
Instructions:


Behavior 3: Has an articulate,

engaging telephone delivery -5 -3 1 3 5 0
and presentation style


of the Service Team Leader role to -5 -3 1 3 5 0
needs

Service Team Leader


Service Team Leader
Document 06.03
Service Team Leader

Interview Date:
Interview Date:





Service Team Leader

to Demonstrate

Determining, communicating, selling, and Knows how to facilitate adult learning, establish
driving strategies; delegating and rapport, and engage participants; facilitates
directing; coaching, counseling, and adult learning well
Using relevant data/information, Knows how to safely/efficiently/effectively

planning and scheduling; using time deploy, schedule, and organize Dealer
effectively - self and team; being resources (labor, tools, equipment, shop, etc.);
accountable - self and team minimizes lost time and job stoppages; plans


Service Team Leader

Face-to-Face Interview Questions
Note: You do not need or want to use all of the questions provided; if you
did, the interview would last far too long. You do, however, want to ask the
same questions to each candidate to ensure your ratings are accurate.
Also, feel free to substitute questions you have developed.

Service Team Leader

Service Team Leader
Document 06.04

a) Describe a situation in which you needed to accomplish a goal with a team.
How did you build consensus in this situation? In your opinion, what are the characteristics of
a good team player? How did you communicate back and forth in this situation?
b) Tell me about a time when you counseled or guided another person.
How did you communicate with this individual? What do you think is critically important about
counseling or guiding another person in a work environment?
c) Tell about a time when you had to reconcile a problem between individuals.
What was critical in resolving the situation? How did you gain an understanding of the
problem?
communicating with clearly understood?

membership or building understanding of the build, grow, and maintain
behavior and/or does not importance of team and personal relationships in a team
demonstrate the ability to personal business environment by listening,
communicate effectively. relationship building. guiding and counseling. Is a
Communicates. good team player.
clearly, and concisely.
1 2 3 4 5

Service Team Leader
Notes

Service Team Leader
2 – Capability to Lead
Behaviors Capabilities - Determining, communicating, selling, and driving strategies; delegating and
directing; coaching, counseling, and developing employees
Behaviors KSAs - Knows how to facilitate adult learning, establish rapport, and engage participants;
facilitates adult learning well
a) Tell me about a time you developed a strategy to reach a goal or objective that involved
you and at least one other person, or a team.
How did you determine your strategy? How did you “sell” your strategy to others? Direct the
accomplishment of the objective or goal?
b) Describe a time when you taught another adult something – a knowledge or skill.
How did you engage the learner? How did you know the knowledge or skill was learned?
c) Describe a situation in which you delegated a responsibility to others.
How did you hold them accountable?
d) Summarize a situation where you coached a person to gain a skill.
What was important to you during that activity? How did you measure progress? How did you
establish rapport at the beginning of the process?
Does not demonstrate Demonstrates an Demonstrates the ability to

leadership behavior and/or understanding of developing determine, communicate, and
does not demonstrate a strategy, delegating, sell strategies; effectively
facilitating adult learning. directing, coaching, delegates, directs, coaches,
counseling, and developing counsels, and develops
employees. Facilitates adult employees. Facilitates adult
learning. learning well.
1 2 3 4 5

Service Team Leader
Notes

Service Team Leader
3 – Capability to Organize
Behaviors Capabilities - Using relevant data/information, planning, and scheduling; using time
effectively - self and team; being accountable - self and team
Behaviors KSAs - Knows how to safely/efficiently/effectively deploy, schedule, and organize Dealer
resources (labor, tools, equipment, shop, etc.); minimizes lost time and job stoppages; plans
a) Tell me about a time when you’ve needed to develop a plan and/or schedule to accomplish
a goal or objective.
How did you use your time effectively? The time of others effectively?
b) Describe a time when you brought together multiple resources to accomplish a goal or
objective – for example, resources could be tooling, people, space, etc.
How did you minimize the use of these resources? Adjust to problems or other issues?
c) Describe a situation when you did not have enough time to complete a project or a “to do”
list, and what you did about it.
How do you maximize the use of your time? Ensure team members are using their time
effectively?
d) Summarize a situation in which you needed to be really organized.
How did you gather information and data? How did you keep track of everything?
Does not demonstrate Demonstrates an Demonstrates he/she can use

organizational behavior and/or understanding of being data/information to plan and
does not demonstrate organized and using time schedule; uses time effectively
effectively deploying resources effectively; has an – both self and team’s;
to accomplish a goal or understanding of how to demonstrates use of multiple
objective. deploy multiple resources to resources to accomplish goals
accomplish a goal or or objectives.
objective.
1 2 3 4 5

Service Team Leader
Notes

Service Team Leader
4 – Capability to Make Decisions
Behaviors Capabilities - Recognizing and analyzing problems; calculating, weighing, and

selecting information-driven alternatives; taking action
Behaviors KSAs - Knows how to repair Caterpillar/Dealer products in the shop and field (i.e., technical
awareness); diagnose with, communicates to, instructs, and advises technicians/customers on
repairing Caterpillar/Dealer products
a) Tell me about a time when a repair situation turned out to be more complicated than a
customer expected.
What actions did you take? How did you handle the situation with the customer? How did you
handle things internally within the Dealership/organization?
b) Describe a time when you faced a really tough decision.
How did you weigh alternatives? What did you end up doing? Why? What was the impact on
others – negative and positive?
c) Describe a situation in which you interacted with other technicians regarding a complex
equipment repair.
Explain how you involved the customer in the process. How did you coordinate with the other
technicians? How did you interact with others in the Dealership/organization?
d) Summarize a situation where you diagnosed a really difficult technical problem with a
machine.
What made the diagnosis difficult? What methodology did you use to solve the problem? How
would you advise a technician who ran into a difficult situation? What steps would you
encourage the technician to use?
e) Tell me about the most challenging repair situation you’ve encountered.
What made it so difficult? What did you do? How did you access the information/data you
needed? Did you do the work alone or organize a team?
Does not demonstrate the Demonstrates an Demonstrates he/she can use

ability to analyze problems and understanding of information- data/information to analyze
select information-driven driven problem analysis and problems and make good
alternatives and/or does not demonstrates technical decisions; demonstrates
demonstrate sufficient technical awareness. superior technical awareness.
awareness.
1 2 3 4 5

Service Team Leader
Notes

Service Team Leader
Step 7: Job Shadow

Job Shadow Form for Applicant

Service Team Leader
Document 06.05
Service Team Leader

Observer: ________________________
Employee Shadowed: ___________________ Date: ______________
What situations did the Service Team Leader encounter?
How did the Team Leader motivate/support/encourage his/her team?

Service Team Leader
What customer issues arose?
What interactions did the Team Leader have with other employees at the Dealership outside
of his/her team?
What information systems did the Team Leader use?

Service Team Leader
Step 7: Job Shadow

Job Shadow Form for Shadowed Employee

Service Team Leader
Document 06.06
Service Team Leader

Observer: ________________________
Questions:
1. The applicant seemed genuinely 1 2 3 4 5

interested in the position.
2. The applicant asked good questions, 1 2 3 4 5

both open- and closed-ended.
3. The applicant was observant and 1 2 3 4 5

interested in customers/team
members.
4. I think this applicant would be 1 2 3 4 5

a good fit for our Dealership in the
Service Team Leader role.
Total Score: _____________
Rating Scale:
1 2 3 4 5
Did not Occasionally Partially Demonstrated Demonstrated in

demonstrate at demonstrated demonstrated a superior
all or rarely fashion
General Notes:

Service Supervisor
Service Supervisor Selection Model

Service Supervisor

Interview and Selection Guide
Tab 07 Service Supervisor Page
Step 2: Service Supervisor Resume Screening Form 4
Step 3: Service Supervisor Telephone Interview Rating Form 7

Service Supervisor
Document 07.00
Service Supervisor
Shadow
Form
Totals
Averages

Service Supervisor

Service Supervisor Resume Screening Form

Service Supervisor
Document 07.01
Service Supervisor
Applicant: _______________________________
Technical People
Experience
10 = Employment related management/leadership experience in a similar role

8 = Employment related management/leadership experience


8 = Progressive advances in responsibility shown - nonworking related
4. Experience organizing work activities for others:
5 = Experience organizing complex activities for a work team

4 = Limited experience organizing complex activities for a work team
3 = Experience organizing activities
2 = Limited experience organizing activities
1 = No experience organizing activities
5. Financial knowledge/skills
5 = Significant profit/loss responsibility in a work environment

4 = Some profit/loss responsibility in a work environment
3 = Some financial responsibility in background
2 = Limited financial responsibility in background
1 = No financial responsibility background

Service Supervisor
Technical People
Skills Skills

7. Education:

1 = No degree
10 = Shows extensive job history of using information systems (like DBS/SIS)

8 = Job history of using information systems (similar to DBS/SIS)
6 = Some job history of using information systems (similar to DBS/SIS)
4 = Little job history of using information systems
1 = No job history of using information systems
5 = Salary history favorable to Service Supervisor position

4 = Salary history comparable to Service Supervisor
2 = Salary history higher than Service Supervisor
1 = Salary history considerably higher than Service Supervisor
4 = Great candidate
3 = Good candidate
2 = Fair candidate
1 = Poor candidate
TOTALS
GRAND TOTAL

Service Supervisor

Service Supervisor Telephone Interview Rating Form

Service Supervisor
Document 07.02
Service Supervisor Telephone Interview Rating Form
Instructions:
4. Ask the candidate about his/her organization skills.
Example: Describe to me a time when you've had to organize a complex job or event.


Behavior 3: Describes
skills in organizing -5 -3 1 3 5 0
complex activities


of the Service Supervisor role to -5 -3 1 3 5 0
needs

Service Supervisor


Service Supervisor
Document 07.03
Service Supervisor
Interview Date:
Interview Date:





Service Supervisor

to Demonstrate

Determining, communicating, selling, and Knows how to evaluate and handle competing
driving strategies; delegating and demands and multi-task; handles multiple
directing; coaching, counseling, and priorities effectively/efficiently and manages
developing employees time well. Knows how to expedite work and
marshal resources.
Using relevant data/information, Knows the basic principles of cost, revenue

planning and scheduling; using time and business accounting and reviewing
effectively - self and team; being operating statements.
accountable - self and team


Service Supervisor


Service Supervisor

Service Supervisor
Document 07.04

a) Describe a situation in which you deployed a team of people to achieve an important

objective.
How did you communicate verbally? In writing? How did you ensure the team got the
message correctly? How did you follow-up? Celebrate success?
b) Tell me about a time when you communicated with a customer about a difficult situation.
Is “the customer always right?” When faced with a difficult customer situation, what are your
overall objectives?
c) In your view, what is critically important in building and maintaining relationships with
customers to ensure they return time after time?
How would you work with other team members to build effective customer relationships? How
would you improve customer satisfaction? Consider your internal customers; how would you
build relationships with them?
communicating with clearly understood? In your view, what types of communication work
best for you?

Service Supervisor

membership, customer understanding of the build, grow, and maintain
relationship or team building importance of team and personal relationships in a team
behavior and/or does not customer business environment by listening,
demonstrate the ability to relationship building. guiding and counseling. Is a
communicate effectively. Communicates. good team player.
clearly, and concisely with
customers and others.
1 2 3 4 5
Notes

Service Supervisor
Behaviors KSAs – Knows how to evaluate and handle competing demands and multi-task; handles
multiple priorities effectively/efficiently and manages time well. Knows how to expedite work and
marshal resources.
a) Tell me about a time you developed a strategy to reach a goal or objective that involved
multiple tasks, time constraints, and a team of people.
How did you determine your strategy? How did you delegate responsibilities? Did you face
resistance from the team? If so, how did you overcome the resistance? How did you organize
resources – labor, tools, space or whatever was needed?
b) Describe a time you had multiple tasks to complete and not enough time to complete them.
How did you prioritize your activities? How did you manage the stress involved in this
situation – for yourself and others? How do you multi-task?
c) Describe a situation in which you “sold” a difficult assignment to another individual.
How did you communicate? Did you direct, coach, or consult? How did you hold the other
person accountable? What challenges did you face?
d) Summarize a situation where you coached another person.
How did you reach consensus? How did you measure change to know the coaching was
successful? What does it take to be a good coach in your view?

does not demonstrate the ability a strategy, delegating, sell strategies; effectively
to marshal and deploy directing, coaching, delegates, directs, coaches,
resources. counseling, and developing counsels, and develops
employees. Demonstrates employees. Demonstrates
organizational leadership superior ability to organize
skills. multiple resources to
accomplish an objective and
manages time well.
1 2 3 4 5

Service Supervisor
Notes

Service Supervisor
Behaviors KSAs – Knows the basic principles of cost, revenue and business accounting and
reviewing operating statements.
e) Tell me about a time when you needed to operate within a budget.
What did you find most challenging? What information did you use to check your progress?
How did you hold yourself accountable? Others accountable? How did you organize your
information and data?
f) Service supervision is not only getting the job done, but getting the job done cost efficiently
in terms of time and money. Tell me about a time when a project you were involved in didn’t
get done as efficiently as was possible and what you’d do differently if you could do it over
again.
For you, what are the keys of an efficient operation? What data do you need to accomplish
this?
g) Describe a situation where you were required to hold another person accountable for
his/her activities.
How did you communicate with this individual? For you, what is important in establishing
accountability within a team? How do you hold yourself accountable for your responsibilities?
h) Summarize a situation in which you needed to be really organized.
How did you gather information and data? How did you keep track of everything? When you
reflect on the Service Supervisor position, what activities are critical to keep organized?

accomplish a goal or or objectives. Understands
objective. Recognizes financial metrics.
financial metrics.
1 2 3 4 5

Service Supervisor
Notes

Service Supervisor

Behaviors KSAs - Knows how to repair Caterpillar/Dealer products in the shop and field (i.e., technical
awareness); diagnose with, communicates to, instructs, and advises technicians/customers on
repairing Caterpillar/Dealer products
a) Tell me about a time when a situation turned out to be different than was first
communicated to a customer.
What actions did you take? How did you handle the situation with the customer? How did you
handle things internally within the Dealership/organization? Did this present an opportunity to
sell more to the customer? If yes, how did you handle this opportunity?
b) Describe a time when you faced a decision that could go either way.
others – negative and positive? What information did you use to help you decide?
c) Describe a situation where team members approached you with opposite views on a
situation.
How did you resolve the situation? How did you gather information or data to assist you in
resolving the situation? How did you reconcile the team members? Would you do anything
differently in the future if you were faced with a similar situation?
d) Summarize a situation where “the numbers” – a budget, cost report, or accounting

information – told you a change was needed.
How did you reach the conclusion a change was needed? What did you do? Why? How did
this affect your team? How did you manage the transition? How do you challenge your own
assumptions when the numbers start to tell you something different?

awareness.
1 2 3 4 5

Service Supervisor
Notes

Service Supervisor
Step 7: Job Shadow


Service Supervisor
Document 07.05
Service Supervisor
Observer: ________________________
What situations did the Service Supervisor encounter?
How did the Service Supervisor motivate/support/encourage his/her team?

Service Supervisor
What interactions did the Service Supervisor have with other employees at the Dealership
outside of his/her team?
What information systems did the Service Supervisor use?

Service Supervisor
Step 7: Job Shadow


Service Supervisor
Document 07.06
Service Supervisor
Observer: ________________________
Questions:



members.

Service Supervisor role.
Total Score: _____________
Rating Scale:
1 2 3 4 5

General Notes:

Service Manager
Service Manager Selection Model

Service Manager

Tab 08 Service Manager Page
Step 2: Service Manager Resume Screening Form 4
Step 3: Service Manager Interview Rating Form 7

Service Manager
Document 08.00
Service Manager
Shadow
Form
Totals
Averages

Service Manager

Service Manager Resume Screening Form
Document 08.01

Service Manager
Service Manager
Applicant: _______________________________
Technical People
Experience
10 = Employment related management/leadership experience in a similar role

8 = Employment related management/leadership experience


4 = Progressive advances in responsibility shown - nonworking related
4. Experience organizing work activities for others:
5 = Experience organizing complex activities for a work team

4 = Limited experience organizing complex activities for a work team
3 = Experience organizing activities
2 = Limited experience organizing activities
1 = No experience organizing activities
5. Financial knowledge/skills
15 = Significant profit/loss responsibility in a work environment

12 = Some profit/loss responsibility in a work environment
9 = Some financial responsibility in background
6 = Limited financial responsibility in background
1 = No financial responsibility background

Service Manager
Technical People
Skills Skills

7. Education:

1 = No degree
10 = Shows extensive job history of using information systems (like DBS/SIS)

8 = Job history of using information systems (similar to DBS/SIS)
6 = Some job history of using information systems (similar to DBS/SIS)
4 = Little job history of using information systems
1 = No job history of using information systems
9. Utilizing labor/key performance indicators
10 = Superior work experience managing labor/key performance indicators

8 = Work experience managing labor/key performance indicators
6 = Some work experience managing key performance indicators
4 = Work experience with business metrics
1 = No work experience with business metrics
4 = Great candidate
3 = Good candidate
2 = Fair candidate
1 = Poor candidate
TOTALS
GRAND TOTAL

Service Manager

Service Manager Telephone Interview Rating Form

Service Manager
Document 08.02
Service Manager Telephone Interview Rating Form
Instructions:
4. Ask the candidate about his/her financial knowledge/skills.
Example: Describe to me how you've used financial metrics in previous work experiences.


Behavior 3: Describes
knowledge/skills in management using -5 -3 1 3 5 0
financial metrics, budgets, profit/loss


of the Service Management role to -5 -3 1 3 5 0
needs

Service Manager

Face-to-Face Interview Rater Form

Service Manager
Document 08.03
Service Manager
Interview Date:
Interview Date:





Service Manager

to Demonstrate
Building, growing, and maintaining personal Knows how to present information to a group;
business relationships; listening knows how to negotiate win-win agreements
empathically, guiding and counseling; with customers/internally.
Determining, communicating, selling, and Knows how to select the right technicians, lead
driving strategies; delegating and hands and supervisors.
directing; coaching, counseling, and
Knows different customer/employee personality
Using relevant data/information, styles and how to manage/lead each, knows
planning and scheduling; using time how to avoid, prevent and handle harassment
effectively - self and team; being issues; uses nuances of personality types in
accountable - self and team managing/leading
Recognizing and analyzing problems; Knows how to assign labor by evaluating the
calculating, weighing, and selecting strengths/weaknesses of technicians and job
information-driven alternatives; taking requirements, utilize KPIs to plan and operate
action the shop/field; budgets, forecasts, reports.

Service Manager


Service Manager

Service Manager
Document 08.04

Behaviors KSAs - Knows how to present information to a group; knows how to negotiate win-win
agreements with customers/internally
a) Describe a situation in which you achieved an important objective through negotiation.
Was a win-win solution achieved? How did you accomplish this? When you consider
negotiating with a customer, what is important to you? How do you decide whether to
negotiate with an employee about an issue or be directive?
b) Tell me about a time when you presented important information to a group.
How did you begin the presentation? End the presentation? How did the group react? What,
if anything, would you do different next time?
c) In your view, what is critically important in building and maintaining relationships within a
department?
What is important in building and maintaining customer relationships?
d) Summarize a situation where another manager made a decision you needed to challenge.
How did you resolve the situation? How would you handle a disagreement between you and
a supervisor or team leader that impacted the technician team?
e) Tell me about a time when you worked with a peer – someone at your same level – and
you needed to influence him/her in some way.
What to you is important in managing relationships with your peers? What challenges does
this present in serving customers? Building a team?
f) Consider a situation when your review of the financial numbers dictated a change. This
change required you to obtain an authorization from the executive team to invest in new
tooling or equipment. Describe to me how you prepared to present your request.
Who would you involve from within your team in this department? Why?
If you couldn’t achieve all of your objectives, how would you negotiate an internal win-win?
g) Consider a situation where you needed to inform your department (your supervisors, team
leaders, and the technicians on the floor) about a difficult decision that didn’t go the way the
department wanted. You need to inform. Describe to me how you approached this task.
Besides communication, what’s important to you in accomplishing this task? What challenges
do you think you’d face?

Service Manager

membership, customer understanding of the build, grow, and maintain
relationship, or team building importance of team and personal relationships in a team
behavior and/or does not customer business environment by listening,
demonstrate the ability to relationship building. guiding and counseling. Is a
communicate effectively or Communicates and presents. good team player.
present. Communicates proactively,
clearly, and concisely with
customers and others. Presents
effectively.
1 2 3 4 5
Notes

Service Manager
Behaviors KSAs – Knows how to select the right technicians, lead hands and supervisors.
a) Think about a time you when you developed a strategy to reach a goal or objective that
involved multiple tasks, time constraints, and a team of people. Describe the situation to me.
How did you determine the smaller, individual tactics needed to accomplish the larger,
strategic objective? How did you delegate responsibilities within your team? Did you face
resistance from the team? If so, how did you overcome the resistance? How did you organize
resources – labor, tools, space, or whatever was needed?
b) Tell me about a time when you were involved in selecting a new employee (hiring).
What was critical to you in making this hiring decision? What process did you use? Think
about adding someone to your technician team; what would you look for first? To fill the role
of a new technician, would you select someone who was technically very skilled but was a
real loner and not very team oriented, or a technician that had less technical ability but was a
real team player. Why?
c) Consider the job role of Service Manager where your team consists of technicians and
their direct managers. Describe to me the kind of general tasks you would do and what
general tasks you’d delegate to the other managers.
How would you communicate with the other managers about their tasks? How would you
hold them accountable? In general, what type of information would you gather by “walking the
floor,” and what type of information would you get from the information systems and reports?
How would you manage your time given all the demands of the job?
d) Summarize a situation where you coached another person on a performance issue.
How did you reach consensus? How did you measure change to know the coaching was
successful? What does it take to be a good coach in your view?
e) Consider managers you’ve known throughout your career. Tell me about the best manager
you’ve ever worked for (no names required) and why you consider him/her the best.
What would you do in this role to be successful?
f) Tell me how you would handle a situation where a supervisor who reports to you is not
doing an adequate job.
How would you counsel this person? Where would you draw the line and seek to make a
change in the position?

Service Manager

does not demonstrate the ability a strategy, delegating, sell strategies; effectively
to marshal and deploy directing, coaching, delegates, directs, coaches,
resources. counseling, and developing counsels, and develops
employees. Demonstrates employees. Demonstrates
organizational leadership superior ability to organize
skills. multiple resources to
accomplish an objective and
manages time well.
1 2 3 4 5
Notes

Service Manager
Behaviors KSAs – Knows different customer/employee personality styles and how to manage/lead
each; knows how to avoid, prevent and handle harassment issues; uses nuances of personality types
in managing/leading
a) Think about a time when you needed to operate within a budget. Describe the situation to
me.
How did you delegate responsibility to others on your team?
Did you approach everyone on your team the same way or did you tailor your discussion to
their individual personalities? If you tailored your discussions, what did you do? If you didn’t
tailor your discussions, why not?
b) Tell me about a time you needed to make a tough decision regarding a strategic direction.
What types of information or data did you seek out before making a decision? Once you
made the decision, how did you hold the other members of your team accountable?
c) Describe a situation where you were required to hold a supervisory person accountable for
his/her activities.
How did you communicate with this individual? For you, what is important in establishing
accountability within a team? How do you hold yourself accountable for your responsibilities?
If this situation involved a non-supervisory employee, would you change your approach?
d) Think about a previous supervisory role you’ve held. Describe to me how you organized
your day.
How did you gather information and data? How did you keep track of everything? When you
reflect on the Service Management position, what activities are critical to keep organized?
e) Within any group of people there is always some conflict. Tell me about a time you had
conflict within your team and how you resolved the issue.
What is critical to you in resolving conflict? What issues does conflict present for a
department? Can conflict be healthy? Explain.
f) The Service Manager must marshal a great deal of resources to satisfy customers and hit
financial objectives. Tell me about how you would approach organizing yourself in the job.

Service Manager

accomplish a goal or or objectives. Understands
objective. Recognizes financial metrics.
financial metrics.
1 2 3 4 5
Notes

Service Manager

Behaviors KSAs - Knows how to assign labor by evaluating the strengths/weaknesses of technicians
and job requirements; utilize KPIs plan and operate the shop/field; budgets, forecasts, reports.
a) Think about the service management position. Summarize the key performance indicators
(things you can measure) that would be critical for you to manage.
How would you involve your managers? Your technicians? Other peers in the Dealership who
might assist you?
b) Summarize a situation where a metric in a budget, a cost report, some accounting

information, or a key performance indicator told you a change was needed within a group or
department you were managing or directing.
How did you reach the conclusion a change was needed? What did you do? Why? How did
this affect your team? How did you manage the transition? Do you challenge your own
assumptions when the numbers to tell you something different? How?
others – negative and positive? What information did you use to help you decide?
c) Within a team, individuals have certain strengths and weaknesses. Tell me about a time
you needed to weigh team member strengths and weaknesses to assign someone to a task.
What weaknesses and strengths did you consider? How did you balance these in your
decision-making process?
d) Describe to me what kind of financial and business information you would access as a
Service Manager.
e) Tell me about a time when you wrestled with a problem that you were accountable to
resolve.
What was the resolution? What information/data did you use to resolve the situation? Who
did you involve in your decision-making process?
f) Tell me about a time when you had a difficult problem to solve with a customer that
involved a dispute or disagreement.
How did you handle it? What was the resolution? What information or data did you use to
resolve the situation?

Service Manager

awareness.
1 2 3 4 5
Notes

Service Manager
Step 7: Job Shadow


Service Manager
Document 08.05
Service Manager
Observer: ________________________
What situations did the Service Manager encounter?
How did the Service Manager motivate/support/encourage his/her team?

Service Manager
What interactions did the Service Manager have with other employees at the Dealership
What information systems did the Service Manager use?

Service Manager
Step 7: Job Shadow


Service Manager
Document 08.06
Service Manager
Observer: ________________________
Questions:



members.

Service Manager role.
Total Score: _____________
Rating Scale:
1 2 3 4 5

General Notes:

Service Recruiter
Service Recruiter Selection Model

Service Recruiter

Tab 09 Service Recruiter Page
Step 2: Service Recruiter Resume Screening Form 4
Step 3: Service Recruiter Telephone Interview Rating Form 7

Service Recruiter
Document 09.00
Service Recruiter
Shadow
Form
Totals
Averages

Service Recruiter

Service Recruiter

Service Recruiter
Document 09.01
Service Recruiter
Applicant: _______________________________
Technical People
Experience
1. Recruiting experience:
10 = Employment related recruiting experience - similar role

8 = Employment related recruiting experience
6 = Some employment related recruiting experience
4 = Limited or tangential recruiting experience
1 = No recruiting experience

3. Self-Starter:
5 = Significant experience in self-management

4 = Demonstrated experience in self-management
3 = Some experience in self-management
2 = Limited experience in self-management
4. Presentation experience:
5 = Extensive experience presenting in front of large/small groups

4 = Experience presenting in front of large/small groups
3 = Some presentation experience
2 = Limited presentation experience
1 = No presentation experience
5. Works independently
15 = Significant experience working independently ("on the road")

12 = Some experience working independently ("on the road")
9 = Limited experience working independently ("on the road")
6 = Limited experience working independently
1 = No experience working independently

Service Recruiter
Technical People
Skills Skills

7. Education:

1 = No degree
8. Employment practices experience:
10 = Shows extensive application of knowledge/skill in employment practices

8 = Shows extensive knowledge/skill in employment practices
6 = Some job history of knowledge/skill in employment practices
4 = Little job history of knowledge/skill in employment practices
1 = No job history of knowledge/skill in employment practices
9. Counseling (working with another individual, one-on-one)
10 = Superior work experience counseling one-on-one

8 = Work experience counseling one-on-one
6 = Some work experience working one-on-one
4 = Minor work experience working one-on-one
1 = No work experience working one-on-one
4 = Great candidate
3 = Good candidate
2 = Fair candidate
1 = Poor candidate
TOTALS
GRAND TOTAL

Service Recruiter

Service Recruiter Telephone Interview Rating Form

Service Recruiter
Document 9.02
Service Recruiter Telephone Interview Rating Form
Instructions:
2. Ask the candidate to describe any past work experience as a "self starter".
Example: Tell me about a time when you've accomplished a work assignment unsupervised.
3. Ask about the candidates presentation experience.
Example: Tell me about a time when you've presented an idea to a group of people

ability to be a "self starter" - without
direct supervison
ability to present in front of a group -5 -3 1 3 5 0
Behavior 3: Is persuasive
in responses to questions and -5 -3 1 3 5 0
demonstrates ability to actively listen


of the Service Recruiter role to -5 -3 1 3 5 0
needs

Service Recruiter


Service Recruiter
Document 09.03
Service Recruiter
Interview Date:
Interview Date:

guiding, and convincing; handling rejection
2 – Capability to Persuade: Making effective presentations – large

and small groups, one-on-one; dealing with objections and
concerns; closing
3 – Capability to Organize: Setting goals, planning and

scheduling; using time effectively and efficiently; being
accountable and self-directed
4 – Capability to Make Decisions: Evaluating individuals

dispassionately; weighing and selecting information-driven

Service Recruiter

to Demonstrate
1 – Capability to Interact with People: Knows how to coach/counsel; communicate;

Building, growing, and maintaining personal deal with different personality styles
business relationships; listening
empathically, guiding and convincing;
handling rejection
2 – Capability to Persuade: Making Presents information; uses the telephone

effective presentations – large and small effectively
group, one-on-one; dealing with objections
and concerns; closing
3 – Capability to Organize: Setting Has knowledge of the machine

goals, planning and scheduling; using repair/technician job
time effectively and efficiently; being
accountable and self-directed
4 – Capability to Make Decisions: Knows how to select the right technicians, lead
Evaluating individuals dispassionately; hands, supervisors and managers
weighing and selecting information-
driven alternatives; taking action

Service Recruiter


Service Recruiter

Service Recruiter
Document 09.04

listening empathically, guiding and convincing; handling rejection
Behaviors KSAs - Knows how to coach/counsel; communicate; deal with different personality styles
a) Describe a situation where you had to counsel an individual.
What challenges did you encounter? What was the outcome of your counseling? If you were
to advise someone else on effective counseling, what would you tell him/her?
b) Tell me about a time you were rejected in a business setting and how you handled it.
c) Tell me about a time you needed to convince another person of your point of view.
What was difficult about persuading the other individual? What was easy?
d) Describe a situation where you built a business relationship with an individual.
What was the biggest challenge for you? What business value came from the relationship?
e) Summarize a situation where listening was a critical skill.
What was the outcome of the situation? How did you communicate you were really listening?
Does not demonstrate the value Demonstrates an Demonstrates the ability to

of personal relationships and understanding of building and build, grow, and maintain
does not demonstrate listening growing relationships. personal relationships. Listens
or counseling. Listens. Counsels. empathically. Counsels by
guiding and convincing and can
handle rejection.
1 2 3 4 5

Service Recruiter
Notes

Service Recruiter
2 – Capability to Persuade
Behaviors Capabilities - Making effective presentations – large and small groups, one-on-one;
dealing with objections and concerns; closing
Behaviors KSAs – Presents information; uses the telephone effectively
a) Tell me about a time you developed and delivered a presentation.
What was the most difficult task for you in the process? What was the reaction of the
audience? What was the size of the group?
b) Describe a time when you used the telephone to deliver a presentation.
What is different about delivering information over the phone? Was your presentation
successful?
c) Describe a business situation where you overcame an objection.
What was challenging about this situation? What was the outcome? What would you do
differently the next time?
d) Summarize a situation where you needed to gain someone’s commitment.
Did the individual follow through? What technique did you use to gain commitment?

presentation skills, handling understanding of create and deliver effective
objections, or closing. Does not presentations, handling presentations. Uses the
demonstrate good phone skills. objections, and closing. telephone in an effective,
Presents. Uses the phone persuasive manner. Overcomes
effectively. objections and closes.
1 2 3 4 5

Service Recruiter
2 – Capability to Persuade
Notes

Service Recruiter
Behaviors Capabilities - Setting goals, planning and scheduling; using time effectively and
efficiently; being accountable and self-directed
Behaviors KSAs – Has knowledge of the machine repair/technician job
a) Tell me about a time when you were not directly supervised but were responsible for
achieving an objective.
What did you like about this experience? What did you find challenging? How did you
manage your time? Did you find managing your time challenging? If yes, how?
b) Review for me how you set work-related goals and objectives.
Do you like to create your own operating plans from objectives assigned to you?
c) Describe a situation where you were required to schedule your own time and work related
activities?
What accountability did you have to your boss? What flexibility did you have to schedule your
own time and activities?
d) Consider another job you have held. If you were recruiting me to fill that position, how
would you describe the job?
What questions would you ask of me? How would you “sell” me on considering the position?
How would you “sell” the organization you worked for? What challenges would you have in
recruiting me to fill this position?
Does not demonstrate ability to Demonstrates an Demonstrates he/she can work

self-manage, set objectives, understanding of how to self- independently setting objectives
and work independently. manage time and objectives. from broad goals. Can be self-
directed and uses time
effectively and efficiently.
1 2 3 4 5

Service Recruiter
Notes

Service Recruiter
Behaviors Capabilities - Evaluating individuals dispassionately; weighing and selecting information-

driven alternatives; taking action
Behaviors KSAs - Knows how to select the right technicians, lead hands, supervisors and managers
g) Tell me about a time when you were required to evaluate individuals for a job, role, or task.
In your view, how do you evaluate individuals dispassionately, focusing on accomplishments

and abilities? What is the biggest challenge in evaluating employees? How important is your
instinct or “gut feeling” in evaluating an individual for a task?
h) Describe a time when you faced a really tough decision.
How long was your decision-making process? What motivated you to take action?
i) Describe a situation where you needed to gather information to assist you in making a
decision.
What type of information did you gather? What was important to you in making a good
decision?
j) Consider recruiting managers to an organization. Summarize your approach.
In your view, how does recruiting managers differ from recruiting line personnel? What
special challenges do management positions create?
Does not demonstrate the Demonstrates an Demonstrates he/she can

ability to evaluate individuals understanding of how to evaluate individuals
dispassionately. Does not evaluate individuals on the dispassionately using objective
demonstrate the ability to weigh merits. Demonstrates an and solid criteria. Uses
information driven alternatives. understanding of information- information-based decision
based decision making. making criteria; takes action.
1 2 3 4 5

Service Recruiter
Notes

Service Recruiter
Step 7: Job Shadow

Document 09.05

Service Recruiter
Service Recruiter
Observer: ________________________
What situations did the Service Recruiter encounter?
How did the Service Recruiter motivate/support/encourage his/her team?

Service Recruiter
What interactions did the Service Recruiter have with other employees at the Dealership
What information systems did the Service Recruiter use?

Service Recruiter
Step 7: Job Shadow


Service Recruiter
Document 09.06
Service Recruiter
Observer: ________________________
Questions:



members.

Service Recruiter role.
Total Score: _____________
Rating Scale:
1 2 3 4 5

General Notes:

Service Trainer
Service Trainer Selection Model

Service Trainer

Tab 10 Service Trainer Page
Step 2: Service Trainer Resume Screening Form 4
Step 3: Service Trainer Telephone Interview Rating Form 7

Service Trainer
Document 10.00
Service Trainer
Shadow
Form
Totals
Averages

Service Trainer

Service Trainer Resume Screening Form

Service Trainer
Document 10.01
Service Trainer
Applicant: _______________________________
Technical People
Experience
1. Facilitation experience:
15 = Employment related facilitation experience - similar role

12 = Employment related facilitation experience
9 = Some employment related facilitation experience
6 = Limited or tangential facilitation experience
1 = No facilitation experience

3. Self-Starter:
5 = Significant experience in self-management

4 = Demonstrated experience in self-management
3 = Some experience in self-management
2 = Limited experience in self-management
4. Curriculum development experience:
10 = Extensive experience developing curriculum

8 = Experience developing curriculum
6 = Some curriculum development experience
4 = Limited curriculum development experience
1 = No curriculum development experience
5. Organization
5 = Significant organizational/scheduling experience

4 = Some organizational/scheduling experience
3 = Limited experience working independently ("on the road")
2 = Limited experience working independently
1 = No experience working independently

Service Trainer
Technical People
Skills Skills

7. Education:

1 = No degree
8. Instructional design experience:
10 = Shows extensive application instructional design in a work environment

8 = Shows application of instructional design in a work environment
6 = Limited application of instructional design in a work environment
4 = Application of instructional design
1 = No instructional design experience
9. Counseling (working with another individual, one-on-one)
5 = Superior work experience counseling one-on-one

4 = Work experience counseling one-on-one
3 = Some work experience working one-on-one
2 = Minor work experience working one-on-one
1 = No work experience working one-on-one
4 = Great candidate
3 = Good candidate
2 = Fair candidate
1 = Poor candidate
TOTALS
GRAND TOTAL

Service Trainer

Service Trainer

Service Trainer
Document 10.02
Service Trainer Telephone Interview Rating Form
Instructions:
2. Ask the candidate to describe any past work experience as a "self starter".
Example: Tell me about a time when you've accomplished a work assignment unsupervised.
3. Ask about the candidates facilitation experience.
Example: Tell me about a time when you've facilitated learning with a group of people

ability to be a "self starter" - without
direct supervison
ability to facilitate a group -5 -3 1 3 5 0
Behavior 3: Is persuasive
in responses to questions and -5 -3 1 3 5 0
demonstrates ability to actively listen -
uses an engaging, invigorating tone


of the Service Trainer role to -5 -3 1 3 5 0
needs

Service Trainer


Service Trainer
Document 10.03
Service Recruiter
Interview Date:
Interview Date:

maintaining personal business relationships; reacting and listening
empathically, guiding and counseling; handling challenging questions
2 – Facilitate: Making effective presentations – large and small

group, one-on-one; communicating clearly and concisely;
interacting and engaging with the participants
3 – Capability to Organize: Setting goals, planning and

scheduling; using time effectively; being accountable to
corporate goals
4 – Develop programs: Assessing and determining needs;

tailoring and customizing courses and courseware; evaluating
results and correcting as necessary

Service Trainer

to Demonstrate
1 – Capability to Interact with People: Dealing with different personality styles

Building, growing, and maintaining personal
business relationships; reacting and
listening empathically, guiding and
counseling; handling challenging questions
2 – Facilitate: Making effective Communicates effectively verbally and in

presentations – large and small group, writing
one-on-one; communicating clearly and
concisely; interacting and engaging with
the participants
3 – Capability to Organize: Setting Knows how to assess for training needs

goals, planning and scheduling; using
time effectively; being accountable to
corporate goals
4 – Develop programs: Assessing and Knows how to determine training needs, create
determining needs; tailoring and learning objectives, develop and assemble a
customizing courses and courseware; training curriculum/program
evaluating results and correcting as
necessary

Service Trainer


Service Trainer

Service Trainer
Document 10.04

reacting and listening empathically, guiding and counseling; handling challenging questions
Behaviors KSAs - Dealing with different personality styles
a) Describe a situation where you had to coach an employee to increase his/her skill.
Explain how training an individual is different than training a group. What is similar and what
is different?
How do you hold an individual accountable for his/her own learning?
b) Tell me about a time you were asked a challenging question at a training event or on the
job.
How did you respond? What happened next? How do you deal with an individual who
interrupts a group?
c) Tell me about a time as a facilitator when you had differing personality styles within the
group.
What special challenges did this create? Opportunities? How did this impact what was
communicated?
d) Describe a situation when you needed to really listen to another person.
What skills are needed to listen empathically? What benefits result from listening well?
e) Summarize a business situation that was really challenging to you.
How did you overcome the challenge? In hindsight, what would you do different the next
time?

Service Trainer
Does not demonstrate the Demonstrates an Demonstrates the ability to

ability to coach or deal with understanding of coaching coach, deal with challenging
challenging situations. Does not and dealing with challenging situations, Facilitates creatively
demonstrate facilitation ability situations. Facilitates with dealing with differing personality
dealing with personality styles, differing personalities, styles; deals with challenging
business situations, or listening business situations and business situations and listens
opportunities. listens. empathically.
1 2 3 4 5
Notes

Service Trainer
2 – Capability to Facilitate
Behaviors Capabilities - Making effective presentations – large and small group, one-on-one;
communicating clearly and concisely; interacting and engaging with the participants
Behaviors KSAs – Communicates effectively verbally and in writing
a) Tell me about a time when you presented a challenging topic to a group.
Summarize the topic. What challenges did you face? How did you assess the group’s skill
level at the beginning? How did you summarize at the end?
b) Describe how you engage participants during a presentation.
c) Outline for me your presentation style.
d) How does your approach differ when presentationing to a large group as opposed to a
small group?
What challenges are presented in each situation?
e) Summarize a situation where you communicated in writing.
What critical factors did you consider? In your view, what is different between written and
verbal communication in terms of impact, results, and learning?
Does not demonstrate effective Demonstrates an Demonstrates the ability to

presentation ability or understanding of make effective presentations
communication ability. presentations and engaging small and large
communicating verbally and groups. Communicates clearly,
in writing. interacts and engages
participants.
1 2 3 4 5

Service Trainer
2 – Capability to Facilitate
Notes

Service Trainer
Behaviors Capabilities - Setting goals, planning and scheduling; using time effectively; being
accountable to corporate goals
Behaviors KSAs – Knows how to assess for training needs
e) Tell me about a time when you were been responsible for a work goal and were expected
to determine the implementation strategies to achieve the goal.
How closely were you supervised? How detailed was your plan? How do you manage your
time to get everything done?
f) Review for me how you hold yourself accountable to achieve work goals.
What do you find most challenging? Do you like being self-directed or do you prefer to be
more closely supervised?
g) Describe a situation where you assessed the training needs of an individual or group.
What techniques did you use? What was the outcome?
h) Tell me about a time when you had too much to do and too little time to complete the work.
How did you manage the situation? What led to the time crunch? What was the outcome?
Does not demonstrate ability to Demonstrates an Demonstrates he/she can work

self-manage, set objectives, understanding of how to self- independently setting objectives
and/or work independently. manage time and set from broad goals. Can be self-
objectives. Assesses training directed and use time
needs. effectively and efficiently.
Assesses training needs well.
1 2 3 4 5

Service Trainer
Notes

Service Trainer
4 – Capability to Develop Programs
Behaviors Capabilities - Assessing and determining needs; tailoring and customizing courses
and courseware; evaluating results and correcting as necessary
Behaviors KSAs - Knows how to determine training needs, create learning objectives, develop and
assemble a training curriculum/program
a) Tell me about a time you created or tailored a training program to meet the orgarnization’s
learning objectives.
How did you assess the training need? What steps did you go through to tailor/create the
materials? What were the results?
b) If a manager brought you an individual to train for a position, tell me the steps you would
go through to accomplish this goal.
What dialogue would you have with the manager? What assessment would you perform with
the individual to train? How would you ensure the goals were met?
c) Describe a situation in which training is not typically the best solution to remedy a skill gap.
Why did you pick that situation?
d) Describe to me how you would assess the results of a training activity and what actions
you’d take on the information you gathered.
Does not demonstrate ability to Demonstrates an Demonstrates he/she can

assess or determine needs. understanding of assessing assess and determine needs,
and determining needs. tailor/customize courses, and
Understands use/ incorporate feedback to
customizing/tailoring courses. assemble training programs.
1 2 3 4 5

Service Trainer
4 – Capability to Develop Programs
Notes

Service Trainer
Step 7: Job Shadow


Service Trainer
Document 10.05
Service Trainer
Observer: ________________________
What situations did the Service Trainer encounter?
How did the Service Trainer motivate/support/encourage his/her team?

Service Trainer
What interactions did the Service Trainer have with other employees at the Dealership outside
of his/her team?
What information systems did the Service Trainer use?

Service Trainer
Step 7: Job Shadow


Service Trainer
Document 10.06
Service Trainer
Observer: ________________________
Questions:



members.

Service Trainer role.
Total Score: _____________
Rating Scale:
1 2 3 4 5

General Notes:

Documents
Insert your Dealership’s job descriptions here
Tab 11 Documents Page
Service Team Leader Job Description
Service Supervisor Job Description
Service Manager Job Description
Service Recruiter Job Description
Service Trainer Job Description

Documents

Frequently Asked
Questions (FAQs)
The Guide
My Dealership already has a recruiting, interviewing, and hiring process

that is administered by our Human Resources department. Why would I
want to change this?
The overriding goal of the Dealer Service Management Interview and Selection
Guide is to provide information and procedures to improve and enhance a
Dealer’s existing practices, not to replace them.
The structured interview process is designed to help gather the most useful
information possible in a way that is comfortable for both the interviewer and job
candidate. Ultimately, a structured interview process provides a means to
objectively compare candidates and improve the hiring decision.
Personality Profiles
Who is Caliper and what is Caterpillar’s relationship with them?
Caliper Corporation is a leading personality assessment and human resource

consulting firm that has been working with Caterpillar Dealers for years to assist
in hiring the best candidates for various positions. Over the past few years,
Caterpillar, working with Caliper Corporation and Cat Dealers, has developed
"Caterpillar specific" personality and innate talent assessment tools to help
Dealers make better-informed hiring decisions. These web-based assessment
instruments are intended to help Dealers select the job candidate with the
highest potential for success.

Frequently Asked
Questions (FAQs)
What are the Caterpillar/Caliper personality assessment instruments all

about?
The founding premise of Caliper’s work is that the most successful people in the
world are those who are fortunate enough to be in jobs that allow them to play to
their strengths and minimize their weaknesses.
The Caliper Profile measures over thirty personality attributes for each person
who completes the questionnaire. By administering the Caliper Profile, we can
leverage Caliper’s 40+ years of validated expertise to predict job performance
potential. After completing the assessment, a job candidate’s individual results
will be compared to composite results of groups of people that have proven their
success in these roles over time. This presents you with a highly predictive
method of measuring potential for success.
The assessment feedback can also help you determine what questions to ask
the candidate in subsequent job interviews, if a follow-up interview is needed.
And once you’ve brought the person on board, their Caliper Profile results can
help you understand the best coaching approach to take with that individual.
Should I administer a Caterpillar/Caliper personality assessment

instrument to every candidate I interview?
No. Caliper suggests that you administer the assessment to the two or three
candidates that have been selected for final consideration based on the
structured interview process.
How is a Caterpillar/Caliper personality assessment instrument

administered?
The candidate can complete the assessment either online or on paper and
pencil. It is suggested the Profile be completed in a semi-controlled environment
to ensure the responses given are the candidate’s own and not someone else’s.
The Dealer transmits the completed answer sheet to Caliper by fax (if paper) or
electronically (if taken online). The results are scored by a Caliper consultant who
then calls to schedule a telephone consultation to review the results.

Frequently Asked
Questions (FAQs)
The Caliper consultant will provide you with feedback (in-language) on the
individual’s strengths and developmental opportunities and will give you a bottom
line recommendation that will tell you just how well suited the person is to the
requirements of the position. You will then receive from Caliper a written
summary of that conversation by e-mail.
Can the Caterpillar/Caliper assessment tool be administered to internal

candidates as well as external candidates?
Yes. If the candidate is an existing employee, by administering the

Caterpillar/Caliper assessment you will have a better understanding of that
individual and increase the likelihood of hiring the best candidate available for the
job. The assessment can also be used to determine whether a candidate has the
ability to grow into other positions.
What feedback do I receive from Caliper after a candidate takes a

Caterpillar/Caliper personality assessment?
For each assessment taken, you will receive in-language written documentation
and explanation of the assessment results, graphic representation of the results,
as well as personal consultation and feedback on each assessment with a
Caliper professional.
In addition to receiving a bottom line report, documentation and consultation,

you’ll also receive coaching tips for each potential hire that are customized to that
individual’s unique personality attributes. This will help you get each new-hire up
to speed more quickly.
Does Caliper share the information they get from Caterpillar Dealers with
anyone else?
No. In fact, Caliper Corporation has signed a confidentiality agreement with

Caterpillar that limits the use of any corporate or Dealer information obtained
through the implementation of the assessment instruments. The agreement also
provides exclusive use of any customized instrument to authorized Caterpillar
Dealers only.

Frequently Asked
Questions (FAQs)
Do I have to use the Caterpillar/Caliper personality assessment?
No. As independent businesses, each Caterpillar Dealer must make its own
decision as to if and how the assessment instruments complement current
processes for selection and development.
Summing it all up, what do the Caterpillar/Caliper personality assessment

instruments provide me?
The value the Caterpillar/Caliper personality assessment instruments provide to

Cat Dealers:
A personality assessment instrument based on “best-in-class”

performance, behavior, and personality traits for service management
positions that will enable selection of future “top performers”
A personality assessment instrument that takes into account social-

economic and cultural characteristics pertinent to a specific geographic
region (i.e., particularly important for foreign subsidiaries)
A web-delivered personality assessment tool deployable in seven

languages: English, Spanish (Mexican and Castilian), Portuguese,
French, German, and Chinese (Mandarin and Cantonese)
Interpretation of assessment results in a manner that takes into

account critical information about the position being applied for, the
specific associated job tasks, and the manager and team interpersonal
dynamics – this important step will ensure that the final candidate
chosen is as close a match as possible to the business and
interpersonal cultures of the Dealership
A value-based, global/corporate fee structure that includes web-

delivered “interview” results documentation, a written explanation, and
personal consultation with a Caliper professional for each assessment
administered

Frequently Asked
Questions (FAQs)
A personality assessment instrument that meets all employment

“legality” requirements
Internal vs. External Candidates
Should I use the interview questions for internal candidates as well as

external candidates? How about the phone interview?
To evaluate all candidates equally, you should use the same questions whether
the candidate is internal or external.
The phone interview is used primarily as a screening device. It is strongly

suggested that you use the phone interview for both internal and external
candidates.
Job Descriptions
We have our own job descriptions at our Dealership. Can I substitute

these?
Yes. Place your own job descriptions behind the Document tab.
Selecting Questions for the Interview
Is it important to use the same questions for each candidate?
To provide a fair and equal evaluation, each candidate should be asked to

respond to the same questions. Asking all applicants the same questions and
using an objective rating system provides consistency.

Frequently Asked
Questions (FAQs)

Dealer Acknowledgements
The following individuals provided information, insight and advice:
Dealer Individual Title

Finning Canada Nathan Krahn Field Service Supervisor
Service Advisor - Preventive
Jim Beck Maintenance
Director of Employee and Labor
Stan Behman Relations
Brian Hale Operations Manager
Mike Peddle Branch Operations Manager
Holt Tractor Richard Fredrick Shop Supervisor
Jason Morgan Service Shop Lead Tech
Mark Engels Service Manager
Rodney Ray Recruiter
Wheeler Machinery Steve Hadlock Trainer
Jim Kenagy Director of Service
Steve Semadini Service Manager
Ron Atkinson Service Manager
Phil Powell Service Supervisor
Tom Hausknecht Service Manager
Bill Saccomano Service Operations Manager
Nathan Munk Service Supervisor
Thompson Tractor Gary Dixon Service Manager
Jason Windham Service Manager
Brian Stewart Service Manager
Buddy Osment Shop Supervisor
Rusty Ousley Field Service Supervisor
Mark Slocumb Region Service Manager
Jim Stephenson Region Service Manager
Keith Pardue Service Manager
Ashley Self Director of Training
Finning S.A. Jorge Verdugo Service Administration Manager
Carter Machinery Steve Strickland General Parts and Service Manager
Brenda
Chewning Training Manager
Dennis Cook Service Manager
Marc Phillips Service Manager
Larry Britton Service Supervisor

Rodney Mowles Service Manager

Drew Dickinson Service Supervisor
Toromont T Harkness Service Manager

Glossary
Tab 12 Competency and Selection Model Page
Definitions 2
Service Competencies and Capabilities

Glossary
Definitions
Abilities Abilities are what a person can do now.
Aptitude An aptitude is the ability to learn. Aptitudes form part of the

selection criteria for a role and are usually determined by an
assessment. Aptitudes, along with personality traits,
comprise capabilities.
Attitudes Attitudes are mindsets that affect the way a person feels,
thinks, acts, and performs in a job role.
Behaviors Behavior is an observable set of actions that demonstrate a

skill, knowledge, attitude, aptitude, personality trait, or
activity.
Capability Capability is the capacity to increase a level of competency

in an individual to perform the required activities. Capability
is a blend of personality traits and aptitudes.
Coaching Coaching is a one-on-one intervention with an employee

designed to observe, assess, and obtain commitment to
improve individual behavior.
Community A Community of Practice is the process of social learning

of Practice that occurs when people who have a common interest in
some subject or problem collaborate over an extended
period to share ideas, find solutions, and build innovations. 6
Culture Culture is an accepted and understood mindset within an

organization. Culture is a combination of the expectations,
undocumented rules, social norms, and shared history that
affect behavior.
Competency A competency can be defined as a cluster of related

knowledge, skills, and attitudes that: 1) affects a major part
of one’s job; 2) correlates with performance on the job; 3)
can be measured against well-accepted standards; 4) can
be improved via training and development 7.
6
Communities of Practice: Learning, Meaning and Identity, Etienne Wenger, Cambridge
University Press, New York, New York, 1998.
7
Scott Perry, Training Magazine, June 1998.

Glossary
Documentation Documentation is communications material such as text,

video, audio, etc., used to explain an object, system, or
procedure.
Heuristic A heuristic is a guideline based on experience. Heuristics

are typically acquired via on-the-job learning, experiences or
from mentoring.
Knowledge Knowledge is the ability to make good decisions via facts,

figures, procedures, guidelines, rules, judgments, heuristics,
and experiences.
Tacit knowledge is technical, informal, hard-to-pin-down

“know-how.” Tacit knowledge is hard to articulate and
undocumented. Tacit knowledge is usually exchanged via
mentoring programs, coaching, and on-the-job learning
(experience).
Explicit knowledge is documented and can be articulated.

Explicit knowledge is usually exchanged via the curriculum
of learning.
KSAs Knowledge, Skills, and Abilities. KSAs are minimum

requirements for hire.
Learning A learning curriculum is a series of educational opportunities

Curriculum designed to raise competency.
Learning A learning objective can be defined as a statement that

Objective specifies what learners will know or be able to do as a result
of a learning activity. 8
Objectives are usually expressed as knowledge, skills, or

attitudes. Learning objectives describe a desired condition –
that is, the knowledge, skills, or attitudes needed to fulfill a
need and should flow from a needs assessment. The needs
assessment should determine the gap between an existing
condition and a desired condition.
8
Louis Kendall Phillips, The Continuing Education Guide: The CEU and Other Profession
Development Criteria, Hunt Publishing Company, Dubuque, Iowa, 1994.

Glossary
Since the learner’s performance should be observable and

measurable, the verb chosen for each objective statement
should be an action verb that results in overt behavior that
can be observed and measured.
Learning objectives provide direction in the planning of a

learning activity. They help to focus on the behavior that is to
be changed; serve as guidelines for content, instruction, and
evaluation; and identify specifically what should be learned.
Mentoring Mentoring is a formal, assigned intervention relationship

between an experienced individual, called a mentor, and an
inexperienced individual, typically called a mentee or
protégé, designed to promote learning and growth. A
mentoring program includes goals and evaluation.
Mentoring is most commonly used to transfer tacit

knowledge, which is technical and informal – commonly
called “know how.” It consists of perspectives and mental
models that are not easily articulated.
On-The-Job On-the-Job Learning and experience describes learning that

Learning happens in a normal working situation using the information,
(Experience) documents, tools, and situation of the job. Typically, an on-
the-job learning intervention is structured and includes goals
and an evaluation mechanism.
Performance Performance is the ability to achieve results.
Personality Traits Personality traits are elements of the behavior, thought, and
emotional patterns in a person. They are part of the selection
process for a role and are primarily determined by
assessment. Personality traits, along with aptitudes,
comprise capabilities.

Glossary
Process Controls Process controls are mechanisms put in place to prescribe,

measure, and ensure activities take place.
Results Results is the attainment of the goals for the position (e.g.,
revenue, leads, etc.).
Skills Skill is the ability to perform an activity.
Your Dealer’s Terminology

Glossary

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Dealer Service Management Interview and

Service Team Leaders

Written by John Dieseth, President, Business Performance Group, Inc.

05 The Nine-Step Model

06 Service Team Leaders

12 Frequently Asked Questions (FAQs)

14 Glossary – Service Competencies and Capabilities

© 2008 Caterpillar Inc. All Rights Reserved Rev E 090308 3

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4 © 2008 Caterpillar Inc. All Rights Reserved Rev E 090308

Dealer Service Management Interview and Selection Guide

Tab 01 Introduction Page

The Selection Mystery 2

How to Use this Guide 3

Understanding the Job 4

The Job Description 5

Key Questions to Ask about Service Positions 6

Key Questions to Ask about Service Management Positions 7

Uses of the Job Description 8

Sections of the Guide 9

© 2008 Caterpillar Inc. All Rights Reserved Rev E 090308 1

This Dealer Service Management Interview and Selection Guide (“the

A few facts about the costs of poor hiring decisions:

A poor hiring decision can result in turnover of between 20% and

A poor hiring decision costs approximately $14,000 for an

The cost of poor selection for a sales representative is three times

2 © 2008 Caterpillar Inc. All Rights Reserved Rev E 090308

The enclosed CD contains reproducible copies of the documents

How to Use this Guide

The section titled The Nine-Step Model describes in step-by-step detail

© 2008 Caterpillar Inc. All Rights Reserved Rev E 090308 3

Understanding the Job

Knowing and understanding the job requires determining the

A competency can be defined as a cluster of related knowledge, skills, and

If the capabilities between two individuals were similar, good selection

4 Scott Perry, Training Magazine, June 1998.

4 © 2008 Caterpillar Inc. All Rights Reserved Rev E 090308

The Job Description

The job description is a listing of a position’s duties and performance

The attributes of the job description include:

1. Describing the duties of the job

2. Outlining the responsibilities of the position

3. Illustrating acceptable performance standards

4. Setting forth the relationships to be established and maintained

5. Stating the limitations in authority for the job

Because of local conditions, the demands of the marketplace, and

© 2008 Caterpillar Inc. All Rights Reserved Rev E 090308 5

Key Questions to Ask about Service Lead/Supervisor Positions

1. What is the nature of the service?

2. How much interaction does the position have with customers?

3. Is the service business repetitive (an annuity stream) or new

4. Is there a significant customer service role to this position?

5. How much interaction is required with those actually doing the

6. What type of supervision is provided for this position? Is the

7. How much technical knowledge and skill is required?

8. What is the length of the service cycle? Hours? Days? Weeks?

9. To what extent, if any, is selling required?

10. Does this position require scheduling activities or project

11. How much product knowledge is required?