Engineering Management ENS 5543: Selection Criteria Using STAR

This report demonstrates the application of the STAR (Situation, Task, Action, Result) technique to address three selection criteria relevant to engineering management, drawing upon examples from university coursework and projects. The report specifically focuses on interpersonal skills, planning and organization, and problem-solving abilities. Each section details a scenario where the student applied these skills, outlining the task at hand, the actions taken, and the positive results achieved. The report references the Engineers Australia Competencies and utilizes examples from the student's Webfolio or GradCAP Workbook in PebblePad, providing a comprehensive overview of skill development throughout the degree. The assignment demonstrates effective communication and practical application of engineering management principles. Desklib provides a platform to access this and many other solved assignments and past papers.

Running head: ENGINEERING MAGEMENT 1
Engineering Management
Name of Student
Institution Affiliation

Running head: ENGINEERING MAGEMENT 2
1 INTRODUCTION
To effectively and efficiently answer the interview questions presented by the EDA
Engineers, it is vital for the interviewee to set up a structured approach for answering the
questions (Braunscheidel, Hamister, Suresh, & Star, 2011). This not only provide the interviewee
with a methodological framework to answer the questions but also gives the interviewer easy
time to rank the answers given by the interviewee (Leuski, Patel, Traum, & Kennedy, 2009). To
develop this methodology, we used the STAR model techniques for answering the questions
(Wilson, 2013). In this model, the question is answered by first S-in a brief giving the scenario
related to question asked, in a bid to set the pace for the answer. T-task briefly described what
had to be done by the interviewee did to salvage the scenario described in the S stage . A-Action
details what exactly the interviewee did to accomplish the task elaborated in the T phase (Doll,
2009). This phase is particularly important as it not only gives the interviewee a chance to fully
answer the question but also very important to the interviewers as the answer they most probably
want is in this part, so much attention should be given to this phase (Horn & Behrend, 2017). R-
result part elaborates the impact of the action taken and how positively it affected the
organization or the scenario explained. Using this approach, the following interview competency
questions are answered (Abell & Myers, 2008).

Running head: ENGINEERING MAGEMENT 3
2 GOOD INTERPERSONAL SKILLS WITH AN ABILITY TO WORK WITHIN A MULTI-
DISCIPLINED TEAM ENVIRONMENT, ENGAGE STAKEHOLDERS AND WORK
COLLABORATIVELY
SITUATION While at the university, we used to do group
assignment almost for every unit which
required projects at the end of the semester.
TASK While in the second year project, I was tasked
to bring the diverse group of students to sit on
a round table and decide on the project to
undertake for our second year exam. Every
student had their own project to be done by
the group depending on their limited skillsets.
It was my task to ensure all the students agree
on the best project which all had skillsets
required to undertake
ACTION To salvage the situations, I put my leadership
skills at work at reducing the number of
projects to a minimum of three from which
we could choose from. This was done using
my knowledge of the diversity that existed in
the group. Finally, we took a vote on which of
the three projects we should concentrate on to
ensure a pass. Finally, a project was selected

Running head: ENGINEERING MAGEMENT 4
and all the team member agreed to work on it
RESULT As a result, we gain momentum within two
weeks of the opening of the semester and
began working on a single project. This
enables us to reduce time wastage as other
groups did where no leadership roles were
displayed and the most group spent the first
month eating on the project to undertake
while we were already several steps ahead.
This led to us scoring A in the project
3 ABILITY TO PLAN, PRIORITIZE AND ORGANIZE WORK TO ENSURE PRE-DETERMINED
DEADLINES ARE MET
SITUATION In every final year course study, it is always
mandatory for one to come up with a project
for a presentation to a panel
TASK In order to achieve this, the student is advised
to pick a project methodology which ensures
planning, design implementation testing to
ensure the project being executed is within
budget, scope and time hence meant proper
resource mobilization, organization, planning,
and prioritization to ensure project success

Running head: ENGINEERING MAGEMENT 5
ACTION To achieve this, the project activities were
planned using MS Project, which ensured
proper goal setting, tracking of tasks and
prioritization of tasks to ensure the project
delivers on its objectives
RESULT As a result, the project was delivered as
scheduled without any budget constraints.
The tutor awarded me a distinction in the
process for exemplary project planning and
execution
4 DEMONSTRATED PROBLEM-SOLVING SKILLS INCLUDING THE ABILITY TO TRANSLATE
RESEARCH AND INVESTIGATIONS
SITUATION In the third year, it was mandatory for every
student to conduct a scientific-based research
on a subject of choice in order to pass the
research methods unit
TASK This meant establishing a research on android
penetration in the university among student
ACTION To do this, proper research question and
hypothesis developed to aid research
RESULT As a result, a survey was established that
shown smartphone penetration among

Running head: ENGINEERING MAGEMENT 6
students which is vital for future works
References

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Abell, J., & Myers, G. (2008). Analyzing research interviews. Qualitative Discourse Analysis in
the Social Sciences, 145–161.
Braunscheidel, M. J., Hamister, J. W., Suresh, N. C., & Star, H. (2011). An institutional theory
perspective on Six Sigma adoption. International Journal of Operations & Production
Management, 31(4), 423–451.
Doll, D. L. (2009). The correlation between the haberman star teacher selection interview and
the AASPA interactive computer interview system-urban. University of Kansas.
Horn, R. G., & Behrend, T. S. (2017). Video killed the interview star: Does picture-in-picture
affect interview performance? Personnel Assessment and Decisions, 3(1), 5.
Leuski, A., Patel, R., Traum, D., & Kennedy, B. (2009). Building effective question answering
characters. In Proceedings of the 7th SIGdial Workshop on Discourse and Dialogue (pp.
18–27). Association for Computational Linguistics.
Wilson, C. (2013). Interview techniques for UX practitioners: A user-centered design method.
Newnes.