The exit interview: a must in the offboarding process

A key milestone in the offboarding process, the exit interview provides the opportunity for employers to learn what has led an employee to leave an organisation.

2 mins read
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about 1 year ago

​A key milestone in the offboarding process, the exit interview provides the opportunity for employers to learn what has led an employee to leave an organisation.

Employees are your greatest asset for driving organisational success – it is essential to learn from them.

Exit interviews fulfil far more than simply gathering information:

  • They are your best opportunity to gain valuable and honest insight into your team and organisation

  • Help reduce future turnover and save money associated with the hiring and training of new employees

  • Provide closure to both parties

  • Demonstrate empathy - you care what your employees think

  • Highlight your dedication to adaptation and evolution

  • Give insight, helping to improve

  • Allow you to advise of any restrictive covenants and legal policies - minimising the likelihood of any potential legal problems

  • An employee can be a great advocate – word of mouth is the best review

How to conduct an exit interview

The discussion itself needs an objective interviewer, meaning that an HR professional is better placed than a line manager to conduct the consultation.

The face-to-face meeting should make the employee feel comfortable and open to providing honest feedback, so find out if they would prefer something less formal than a meeting in a conference room.

Ensure you highlight how much you value their honest and constructive feedback and, when doing the interview itself, the leaver feels appreciated and that their observations will be heeded.

Types of question to include in the exit interview

Ask departing employees open-ended questions, allowing them to fully explain their reasons for leaving and observations about the organisation. Include a mix of yes/no and rating scale questions to help you construct better data sets from the interview, while also allowing leavers space to explain the reasons for their answers.

Questions should be the same across the organisation to both maintain consistency and also allow you to spot patterns and trends. Send the employee the questions ahead of time to indicate this is the interview structure you will be using. This gives them time to construct effective feedback.

Include questions like:

  • What prompted you to leave?

  • What could you change about your current role to make it better?

  • Did you have the right tools and resources to effectively do your job?

  • Did you feel that your work was recognised and appreciated?

  • Would you recommend working for us to a friend?

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[Full Name]
[Home address]
[Contact Number] • [Email Address]

Personal Statement

This section is your chance to summarise the rest of the CV, and convince the recruiter to get in touch. It is important to keep it brief, between 50-200 words and outline who you are, the skills you have to offer and your career aim.

I have gained valuable experience in [area of expertise] at [organisation name], and have a particular wealth of experience and skill in [specific area]. I have a [CIPD or equivalent e.g. Masters] in HR at level [add level i.e. MCIPD or state when you will finish], and am now an [industry] professional.

My important achievements include working alongside the [team name] team at [organisation], and contributing to projects including [project name]. I was responsible for/organised [task] and increased [profit/other metric] by [£X/X%].

I am looking for my next opportunity within an [business type/industry] organisation, where I can bring real value and develop my skills further.

Education

This is your chance to talk about your qualifications, academic and vocational. You should give detail about what you studied, where and when, and list them in chronological order. If you have many of one qualification, such as GCSEs you might find it useful to group them together.

Professional HR Qualification

[College/School Name]
[Course Studied]

A-levels:

  • [Subject] – [Grade]

  • [Subject] – [Grade]

  • [Subject] – [Grade]

[College/School Name]

GCSEs:

  • [Number] GCSEs, grades [range], including Maths and English

Overview of Career Achievements

Bullet point several main achievements and/or projects you have either implemented or assisted with, throughout your whole career. You could add some impressive figures to make a real impact.

  • July 2015 – organised a project with a major charity

  • TUPE Projects

Career History

This should be brief and, as a general rule of thumb, focus on the last five years of your career, or last three roles, in chronological order with the most recent at the top. You should highlight your key achievements, and use bullet points rather than lengthy descriptions.

Remember to show development on how you progressed/took on more responsibility, and always detail system experience on this part of your CV.

[Job Title], [Company Name] [Location]

  • Nature of business e.g. retail

  • Reason for leaving e.g. contract

Responsibilities:

  • Reporting line and team e.g. reporting to the Head of HR within a team of five – this is very important within an HR CV as it shows what environment you worked in

  • Responsible for X number of employees, and several client groups consisting of sales, marketing clients etc. (this part is often missed out of most CVs)

  • Break down the employee life cycle – add facts and figures (this can be huge due to how big the cycle is – so be punchy with points and make it relevant to the job you are applying for)

E.g.

  1. Recruitment e.g. implemented rec strategy / rec 5 complex roles

  2. Learning and development training e.g. supported a management development programme

  3. Reward & compensation e.g. managed and was lead on key reward projects

  4. Employee relations e.g. provided support and advice on ER matters, managed and reported on absences etc.

  5. HR projects e.g. met deadlines and individual timelines for three projects I ran simultaneously

Hobbies and Interests

This section is not essential to include, but you may wish to depending on the role you are applying for. It can be a useful chance to show a little more of your personality. However, be warned this can be very subjective, ensure anything listed here reinforces your application and the idea that you’ll be the right fit for the role. If you don’t have any real relatable hobbies, it is probably best to omit this section.

I organise a weekly [sport] game, manage bookings, transport and help to coach the team.

Undertook a [course] in order to improve my [skill].

References

References are available upon request.

The importance of ADHD understanding in education
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The importance of ADHD understanding in education

​

Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects both children and adults. It is characterised by symptoms of inattention, hyperactivity, and impulsivity, which can significantly impact daily life and functioning.

As a well-recognised condition, October is the month focused on increasing awareness and support available for those affected. The exact cause of ADHD is not fully understood, but it is believed to be a combination of genetic and environmental factors.

It is a lifelong condition that you are born with, and is often diagnosed in childhood, however, as awareness increases, many adults now find themselves seeking diagnosis.

ADHD classifications

There are three clinically recognised types of ADHD, these are:

Inattentive type (ADHD-I)

Symptoms: Difficulty sustaining attention, easily distracted, forgetfulness, and trouble organising tasks. Individuals may appear daydreamy and slow to process information.

Common in: More frequently diagnosed in girls, who may not exhibit hyperactive behaviours.

Hyperactive-impulsive type (ADHD-HI)

Symptoms: Excessive fidgeting, difficulty staying seated, talking excessively, and acting without thinking. These individuals are often described as being “on the go” and may struggle with waiting their turn.

Common in: More commonly diagnosed in boys, who may display more hyperactive behaviours.

Combine type (ADHD-C)

Symptoms: A combination of inattentive and hyperactive-impulsive symptoms. This is the most common type of ADHD, where individuals exhibit a mix of both sets of symptoms.

Common in: Both boys and girls, as it encompasses a broader range of behaviours.

However, what you must remember is that though these are ‘typical’ definitions, each type presents differently in individuals. For example, a student might frequently lose their homework, forget to bring the necessary materials to class, and have difficulty following through on instructions. Or one of your teaching colleagues could find it challenging to manage their time effectively and miss important deadlines or forget they have meetings.

Whatever the symptoms, in my experience, if supported with the right understanding, tools and resources, those with ADHD can thrive, just as well, if not more, than those that don’t have it.

Why is raising awareness so important in education?

Raising awareness of ADHD in schools is crucial for fostering an environment where both staff and students can thrive. When educators have a deeper understanding of ADHD, they are better equipped to provide the necessary support for students who live with the condition. Too often, these students face challenges that, without proper awareness, go unrecognised or misunderstood.

Educators who are informed about ADHD can tailor their approach, offering strategies such as breaking down instructions, simplifying tasks, and providing more consistent feedback. These small yet impactful adjustments can make a significant difference in a student’s academic experience, ensuring they have the same opportunities for success as their peers.

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Equally important is addressing the stigma that still surrounds ADHD - it’s getting better, but we are a long way off yet. Far too often, students with ADHD are labelled as ‘lazy’, ‘disruptive’ or ‘difficult’, when they’re grappling with neurological differences that affect their ability to concentrate and regulate their behaviour. Raising awareness helps dismantle these harmful stereotypes, replacing them with empathy and understanding.

As schools become more inclusive and accepting of diverse learning needs, students with ADHD will feel more supported and less isolated. This shift in perspective not only benefits the individuals with ADHD but also enriches the school culture, creating a more compassionate and collaborative community.

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Ideas to help raise awareness in your school

October is ADHD Awareness Month, a prime time for pupils and staff alike to focus on ADHD in your school or Trust.

Why not celebrate the achievements of those with ADHD in an assembly, get an expert to come into school and explain what ADHD is to staff and pupils, perhaps you could encourage children to create a short play on the topic, or even write an essay or short story.

Whatever you chose to do, remember that a school culture which embraces an understanding of ADHD ultimately becomes stronger, more compassionate, and better equipped to nurture every learner and staff member.

Watch our webinar 'Empowering workplaces: navigating ADHD'.

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​[Full Name]
[Home address]
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This section is your chance to summarise the rest of the CV, and convince the recruiter to get in touch. It is important to keep it brief, between 50-200 words and outline who you are, the skills you have to offer, and your career aim.

I have [number of years] experience as a [job title], and am highly skilled in [technologies/systems/area of expertise] thanks to my roles with [previous employers].

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