A closer look at STARR answers


In interviews, you are sometimes asked to give an example of how you have demonstrated that you are good at a specific competency. Other times you may be asked to explain how your skills have been useful to teams or organizations in the past. The principle is that the experience you have in specific competencies would have been demonstrated by situations you faced in the past.

It is these examples that the interviewer would be looking for when they ask you to provide your answer in the STARR methodology. Using this approach is your best way to give an example that clearly outlines for the interviewer how you faced a situation, recognized what you needed to do, took action, and achieved good results or outcomes.

The acronym represents 5 specific topics you need to cover in your answer and if you imagine that 5-star picture in your mind, you may be able to more easily formulate your answers and examples during an interview. It is always a good idea to prepare some examples you can think of before the interview, but you may sometimes need to come up with an answer you did not prepare. Hopefully, this picture and explanation help you succeed with that!

The Acronym

The STARR method works on these headings (in sequence) [it is an acronym for these words]

Situation (when, where, what setting)

Task (what you needed to do, which responsibility you took on)

Action (what you did, which way you used a personal strength or competency)

Result (what was the outcome of your action?)

Reflection (looking back at how it went, what did you learn from it – what went well and what would you do differently if you faced the same situation again?)

Approach

Starting at the top of the star with the letter S, which represents the Situation you were in. This relates to the time when you were able to demonstrate through your actions that you have good proficiency in a specific competency. Once you have completed describing the Situation, you move clockwise to the next letter T. Once you have covered the questions under the letter T, you move clockwise to the next letter, A for action. And so you continue until you finish by including answers to the questions shown under Reflection.

Each of the topics under the STARR letters in the graphic above shows some bulleted questions which will help you ensure you cover the key aspects of that particular term when it comes to your example. from the past.

Example

Here is an example showing how using the questions under each of the topics in the STARR model can be useful in preparing your answers for interviews.

If you need a template to use in formulating your STARR – style examples, click on the link below.

Note:

When you are giving examples, you have to be specific instead of staying with general examples, which is often not convincing to those listening to your answers. . Make a story out of your example and base it on some real event that happened in your past to highlight how you were able to demonstrate a specific skill. Using the STARR methodology makes your story more credible and easier for those listening to you to get a full understanding of the capabilities that you have successfully demonstrated in the past.

Checklists for Stretch Assignments


Stretch assignments are useful for learning and personal growth and development, because they purposefully contain elements that are challenging in areas where the assignee needs to develop. Designed correctly, a stretch assignment confronts one with the necessity  to get out of your comfort zone in order to succeed.

The starting point for designing such an assignment can be multiple data sources:

  • the person’s own development needs compared to established leadership competencies,
  • key proven areas of mastery that a company requires from their leaders to advance to the next level,
  • a mindset or  mindset shift that is required to move the company and its leaders into a new way of operating; or
  • to build competency in specific important areas that are or will be important to the future of the company.

A stretch is not defined in a general way, but rather it is very specific to a person. While a stretch could mean that one requirement is for the person (plus family, if appropriate) to move to an international location, it inevitably would also include other job-related challenges. Examples include supervising more people, having financial performance targets (for someone who has only had functional roles in the past) or having more complexity such as multiple geographical areas to manage. The key balance to maintain when designing stretch assignments is to ensure that the assignee is put under a certain amount of pressure to learn and grow, but not so much pressure that he or she fails.

Mitigating failure risks

There are a few things you can implement to help monitor how things are going with each assignee and to provide a “safety net” for an assignee to get support from.

  1. Assign subject-matter experts as coaches – depending on the scope of the assignment.
  2. Assign a leadership development coach to help the assignee reflect on experiences, frame up challenges and cognitively choose best solutions and explore new ways of operating to be more successful in the assigned areas of responsibility.
  3. Set up internal-company networking events for the assignees to meet, have opportunities to mingle and share experiences and also include a pre-determined learning event tied to overall leadership development objectives within the company.
  4. Set up a structure of communication moments with the “home” organization supervisor and colleagues – this is especially important if you plan to return the assignee to the same organization at the end of the assignment. Maintaining ties would greatly improve a successful return and reintegration after an assignment. Communication moments like these can also greatly help colleagues NOT on assignment to learn from the experiences and best-in-class solutions their colleague on assignment is mastering.

New and challenging assignments often cause assignees to experience some stress. Supporting assignees to successfully navigate through the new challenges means you should pay attention to a change in behavior or performance which could indicate that he or she is stuck on the learning curve. Signs that things are going wrong are important to notice early-on to maximize chances of turning things around and avoiding an assignment disappointment and/or incurring an assignee retention risk. Pre-departure training should be provided to both assignees and their coaches to understand and recognize signs that things may not be going well and to understand ways to become unstuck in every situation.

Some warning signals:

stretch-assignments-signs-of-failure

Expectations for goal achievement by assignees must be specifically captured in a plan and communicated to an assignee along with available rewards for over-achievement of goals. The specific strategic importance of the assignment should also be highlighted as well as the developmental needs to be addressed during the assignment.

Tips for stretch-assignment coordinators:

  1. Ensure that there is a structure that enables assignees to succeed and always follow-through with the check-in points and feedback activities to ensure all is well.
  2. Ensure that all those involved in assignments are clear on the role of management, role and responsibilities of supporting coaches, the role and responsibilities of assignees and the role and responsibilities of assignment supervisors and “home office” supervisors.
  3. Adequately prepare assignees for their assignments: cultural awareness training (for international assignments), language skills (where needed) and if accompanied by family members – consider a session to discuss the practicalities of moving to a new location with those family members present.
  4. Ensure that the assignees get interim feedback on how their assignments are going -at least 3 times per year, but more often if this can be managed. This provides opportunities to refocus and apply new approaches as needed to ensure the assignment is successful.
  5. Provide assignees and stakeholders in assignments ample notification about the end date of an assignment. This assures minimum surprises and helps everyone to plan actions leading to a well-organized return upon assignment completion.

When assignments are successful in achieving or exceeding on all the objectives, assignees should return from their experiences with increased confidence, leadership skills, and maturity. The personal growth and development they experienced should enhance their ability to make better decisions and build stronger interpersonal relationships with those they lead and follow. Being mindful of how to setup and manage stretch assignments can make all of that a reality.