Seven types of interview bias and how to avoid them

During the hiring process, interviewers need to be fair, objective, and unbiased if they want to secure the best person for the job. But the only way to do this is to understand the different types of biases that exist and introduce measures that actively remove them. Here are seven different types of interview biases and techniques you can use to avoid them.

4 mins read
Getty Images 1397783002

about 1 year ago

​We might want to think that our choices are logical and that we have complete control over them – but the reality is that we are always affected by cognitive biases.

What are biases?

The brain cannot properly assess every new piece of information it encounters, so it’s designed to make quick decisions about people, situations, and objects. While these mental shortcuts are a necessary survival skill, making fast decisions without careful evaluation can be a bad thing and lead to opinions that are unfairly biased.

Types of interview biases

When it comes to doing interviews, you can do your best to be objective, but biases can creep in. That’s why it’s so crucial to be aware of the different types so you can identify and actively avoid them. Here are seven different types of common interview biases:

Stereotyping

A stereotype is a simplified opinion about a specific group of people, based on a fixed set of characteristics that we think are typical of that group.

It is a serious problem in interviews, as the interviewer can make a judgment about a candidate that is not based on their skills or ability but on an initial stereotype.

Gender and racial bias

Gender or racial bias is when the interviewer has a belief about a certain gender or race, thinking that the job is not appropriate for someone of that gender or race.

Interviewers should never let gender or racial bias affect their hiring decisions, not only from an ethical standpoint, but they may also face legal consequences for discrimination.

Confirmation bias

Confirmation bias is where the interviewer may ask questions or make suggestive statements that prompt the interviewee to confirm what they believe they already know about them, based on their CV or application.

It also relates to how people pay more attention to information that supports their existing beliefs, prefer to interact with people who have similar views, and are unwilling to listen to different opinions.

It’s important to be aware of this bias - if people are being hired because they have the same views as their line managers, it can hinder growth and innovation across the business.

Recency bias

Recency bias is when an interviewer tends to remember and favor applicants who were interviewed more recently.

You may have interviewed many candidates in any given day and each one can seem to blend with the next. This is when you may fall victim to recency bias and subconsciously favor candidates toward the end of the interview process. The problem is that the best person for the job could be someone you interviewed right at the beginning of the day or halfway through.

Similarity bias

Also known as affinity bias, similarity bias is when an interviewer makes hiring decisions based on similar physical attributes or shared interests that are either discussed during the interview, or shown on a candidate’s CV.

For example, an interviewer may ask the potential employee if they had a good weekend, and the interviewee could reply with something like: “I did thank you, I went for a hike with my dog”. If the interviewer is also a fan of hiking and dog-owning, then whether intentional or not, the interviewer will view the candidate more positively, even before any skills or work-related information has been obtained.

Halo bias

The halo bias is when one positive characteristic dominates all others. For example, if the person interviewing sees that the applicant went to a prestigious university on their CV or had previously worked for a very well-known brand that they admire, they may focus on that and ignore negative traits.

Horn bias

Contrary to the halo bias, the horn bias is when a negative characteristic dominates all the positive skills and abilities. For example, a candidate may have made a spelling mistake on their CV and the interviewer can’t forget about it, giving too much weight to the error and ignoring the many positive qualities they have.

How to avoid bias when interviewing

Keep interviews uniform

Ask every candidate the same questions – ensuring they are relevant to the skills and abilities of the interviewee - and document their answers correctly. Taking notes as you go will prevent opinions and biases from sneaking in.

Provide training to interviewers

All interviewers should receive training in diversity and inclusion and learn how to identify and avoid their own unconscious biases. This will provide a more equitable system for all potential employees and help hiring managers discover their own hidden biases.

Have a diverse group of interviewers

If there are multiple interview stages or you are using a group of interviewers, make sure the group is diverse to allow for a more balanced decision to be made. Each interviewer will have different biases, so together the bias is lowered.

Limit personal chats

Some small talk is necessary when greeting an interviewee but keep it brief. Engaging in personal chats can lead to similarity bias.

Use a standard scoring system

Create a standard scoring system and apply this to all interviews. Referring to this later will ensure each candidate is assessed fairly and on an equal basis.

Record and re-play remote interviews

If you are doing remote interviews, record them (with the candidate’s consent) and re-play them in a different order to avoid recency bias.

New call-to-action

You may also be interested in...

HR CV template
3 mins read

HR CV template

[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
4 mins read

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.

Another benefit of increased awareness is the potential for early identification of ADHD. Many students go through their school years undiagnosed, struggling with focus, organisation, or impulsive behaviours that are misinterpreted as behavioural issues. When ADHD is identified early, schools can work in partnership with parents and specialists to intervene before these struggles manifest into more significant academic or social difficulties. Early intervention gives students the tools they need to manage their symptoms effectively, which can positively impact their long-term success and mental well-being.

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.

Beyond the classroom, raising awareness among students is just as vital. When pupils understand ADHD, particularly those who are diagnosed with it, they can better advocate for themselves. Self-awareness allows them to take charge of their learning, request the support they need, and develop coping strategies that can serve them throughout their educational journey and into adulthood. Empowering students in this way builds their confidence and fosters resilience.

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'.

Business support senior CV template
2 mins read

Business support senior CV template

​[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 [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].

During my time with [organisation], I was responsible for/organised [task], and increased [profit/other metric] by [£X/X%]. My other notable achievements include [awards/leading teams/implementing change].

I am looking for an opportunity within an [business type/industry] organisation, where I can bring significant value and continue to 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.

[College/School Name]
[Date M/Y– Date M/Y]

A-levels:

  • [Subject] – [Grade]

  • [Subject] – [Grade]

  • [Subject] – [Grade]

[College/School Name]
[Date M/Y– Date M/Y]

GCSEs:

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

Work experience

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 most recent at the top. You should highlight your key achievements, and use bullet points rather than lengthy descriptions.

[Job Title], [Company Name], [Location]
[Date M/Y- Date M/Y]

Achievements and responsibilities:

  • Brief role overview

  • Work alongside [team] to produce [project]

  • Implemented [change] which resulted in [benefit]

  • Received an [award name] for [reason]

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.