Technician Interview & Evaluation System — Equipment Uptime Systems

Chapter 01

How to Use This System

Most technician interviews fail because they rely on resume review and gut instinct. This system replaces both with a structured process that surfaces actual skill, identifies warning signs early, and produces a defensible, documented decision — regardless of who conducts the interview.

Interview Structure & Timing

The full evaluation is designed to run in 60–75 minutes. A panel interview of two interviewers is strongly recommended — one focused on technical questions, one observing behavior and communication. The structure below allocates time to each section:

Section	Time	Focus	Who Leads
Opening & Background	10 min	Work history, equipment experience, career context	Either interviewer
Electrical Skills	12 min	3–4 questions from Ch. 02	Technical interviewer
Mechanical Skills	10 min	3 questions from Ch. 03	Technical interviewer
Troubleshooting Scenario	15 min	1–2 scenarios from Ch. 04	Technical interviewer
Safety Assessment	8 min	2–3 questions from Ch. 05	Either interviewer
Communication & Soft Skills	8 min	2 questions from Ch. 06	Second interviewer
Candidate Questions / Close	5 min	Candidate's questions; logistics	Either interviewer

Before the Interview

Print one Interview Worksheet (Chapter 07) per interviewer. Score independently — do not compare notes until after the candidate leaves. Independent scoring eliminates anchoring bias and produces more reliable panel results.

Scoring Methodology

Every question in this system uses a 1–5 scale. You do not need to use every point on the scale — the three anchor points are sufficient for reliable scoring:

Score	Label	What It Means
5	Exceeds Expectations	Answer demonstrates depth, experience, and mastery. Candidate uses specific examples, correct terminology, and shows they have done this in a real environment.
3	Meets Expectations	Answer is correct and competent but lacks depth or specificity. Candidate understands the concept but may not have applied it extensively.
1	Below Expectations	Answer is incomplete, incorrect, or shows a significant knowledge gap. Candidate cannot explain the concept or provides an unsafe response.

Scores of 2 and 4 are available for responses that fall between anchor points. Use them freely — do not force every answer to an odd number.

Panel Interview Protocol

When two interviewers are present, follow this debrief process immediately after the candidate leaves:

Each interviewer reveals their total score simultaneously — say the number out loud at the same time, or write it on paper before sharing. This prevents anchoring.
Compare section-level scores, not just totals. A large gap in a single category is more informative than a small gap in the total.
Discuss only the questions where scores differ by 2 or more points. Work through what each interviewer heard and why they scored differently.
Agree on a final score for each category — use the average or the justified reconciled score, not the higher score as a default.

Gut Feel Has a Place — Here

The score sheet captures skill. It does not fully capture cultural fit, coachability, or the intangible sense that someone will thrive on your team. After scoring, ask yourself: would I want this person responding to a 2 AM emergency on a critical tool? That answer belongs in the debrief, not the score sheet — but it belongs somewhere in the decision.

Chapter 02

Electrical Skills Assessment

Electrical competency is the hardest technical skill to assess in an interview because candidates can recite theory without being able to safely work on live equipment. The questions in this chapter are designed to surface hands-on experience, not textbook knowledge. Listen for specifics — volt readings, component names, actual actions taken.

Fundamentals Questions

Q1 — Ohm's Law Application

5 — Expert 3 — Competent 1 — Gap

"Walk me through how you would use Ohm's Law to diagnose a circuit that is drawing more current than expected."

Strong Answer (Score 4–5)

Candidate correctly states V=IR, explains they would measure actual voltage and resistance, calculate expected current, compare to measured current, and identify whether the issue is a short (low resistance), overload (excessive load), or supply problem. Uses actual equipment examples. Mentions safe measurement procedure.

Weak Answer (Score 1–2)

Candidate recites the formula but cannot apply it diagnostically. Cannot describe what excess current implies about the circuit. Does not mention measurement approach or safety precautions. Confuses voltage and current.

Q2 — Reading Electrical Schematics

5 — Expert 3 — Competent 1 — Gap

"Describe how you use an electrical schematic when troubleshooting a machine you have never seen before. What are you looking for first?"

Strong Answer (Score 4–5)

Candidate describes starting with the power supply section, tracing from the control circuit to identify interlocks and safety circuits, locating motor starters and contactors, and identifying signal flow. Mentions checking E-stop circuits and safety relay logic early. References specific schematic symbol familiarity (relay coils, normally open/closed contacts, etc.).

Weak Answer (Score 1–2)

Candidate describes a general approach without specifics. Cannot describe what they look for first. Has not used schematics regularly or relies on someone else reading them. Cannot explain the difference between a control circuit and a power circuit on a schematic.

Q3 — Three-Phase Power Fundamentals

5 — Expert 3 — Competent 1 — Gap

"A three-phase motor is running but pulling higher current on one leg than the others. What does that tell you, and how do you investigate it?"

Strong Answer (Score 4–5)

Candidate identifies phase imbalance as the likely issue, explains the risks (motor overheating, shortened winding life, potential for thermal protection to trip). Investigation approach: verify supply voltage on all three phases at the panel and at the motor terminals, check for loose connections or corrosion on one leg, inspect motor windings for resistance balance using a multimeter. Mentions derating effects of phase imbalance.

Weak Answer (Score 1–2)

Candidate does not connect the symptom to phase imbalance. Cannot describe what unequal leg current means physically. Investigation approach is vague (e.g., "check the motor") without specific measurement steps. Does not mention supply-side verification.

Control Systems & PLC Questions

Q4 — PLC Fault Diagnosis

5 — Expert 3 — Competent 1 — Gap

"A machine with a PLC controller has stopped mid-cycle. The PLC is in Run mode and showing no faults on the display. How do you start diagnosing the problem?"

Strong Answer (Score 4–5)

Candidate connects a laptop to view the ladder logic online, identifies which rung/output should be energized for the next step in the cycle, and checks whether the input conditions for that rung are satisfied. Mentions checking forced I/O states, looking for a safety interlock that may be open (using the input status display), and verifying that the output card is actually energizing the field device even if the PLC shows the output bit as ON.

Weak Answer (Score 1–2)

Candidate cannot describe how to use PLC software to diagnose faults. Approach is limited to pressing buttons or checking physical wiring without using the logic as a diagnostic tool. No mention of online monitoring or I/O status views.

Q5 — Variable Frequency Drives

5 — Expert 3 — Competent 1 — Gap

"Walk me through what a VFD does and describe a time you diagnosed a VFD fault in the field."

Strong Answer (Score 4–5)

Candidate correctly explains that a VFD controls motor speed by varying output frequency and voltage, describes the rectifier-DC bus-inverter architecture at least conceptually, and gives a specific fault example: overcurrent fault from a blocked conveyor, undervoltage fault from a power event, or overheat fault from a failed cooling fan. Describes reading the fault code, checking the fault history, and tracing the root cause.

Weak Answer (Score 1–2)

Candidate describes a VFD vaguely ("it controls speed") without explaining the mechanism. No specific field experience with faults. When probed about a fault example, cannot provide one or describes only clearing the fault without diagnosing the cause.

Interviewer Note — Electrical Section

For roles requiring high-voltage work (480V+), add a follow-up question about arc flash PPE categories and personal protective equipment selection. A candidate who cannot describe the difference between Category 2 and Category 4 PPE should not be assigned to high-voltage work without additional training, regardless of their overall score.

Chapter 03

Mechanical Skills Assessment

Mechanical skill interviews are frequently too abstract — questions about "what tools you use" and "how you approach PM" produce rehearsed answers, not insight. The questions here focus on specific mechanical situations that require applied knowledge: alignment numbers, bearing selection criteria, fluid behavior, and precision measurement. Listen for unit awareness and specifics.

Mechanical Fundamentals

Q6 — Bearing Failure Analysis

5 — Expert 3 — Competent 1 — Gap

"You pull a failed bearing from a motor. Describe how you examine it to determine why it failed."

Strong Answer (Score 4–5)

Candidate describes examining the bearing raceway and rolling elements for specific failure signatures: flaking/spalling (fatigue failure, likely correct load or misalignment issue), scoring (lubrication failure or contamination), overheating discoloration (thermal overload, incorrect lubricant, or over-greasing), Brinelling (static overload or shock load), and electrical pitting or fluting (stray current through the bearing). Mentions checking housing bore and shaft for proper fit.

Weak Answer (Score 1–2)

Candidate describes a generic visual inspection without identifying specific failure mode signatures. Cannot name failure modes or describe what each looks like. Concludes only "it was worn out" without identifying a cause. Does not check related components.

Q7 — Lubrication Practice

5 — Expert 3 — Competent 1 — Gap

"What is the most common lubrication mistake you have seen in the field, and how do you make sure it does not happen on equipment you are responsible for?"

Strong Answer (Score 4–5)

Candidate identifies over-greasing as the most common issue — explains that excess grease creates heat by churning, can damage seals, and causes the exact bearing failure it was meant to prevent. Describes using a grease gun with a measured quantity (e.g., counting pumps or using a metered gun), following OEM specs for quantity and type, and using grease compatibility charts when changing lubricant brands. May mention ultrasonic grease detection for precision re-lubrication.

Weak Answer (Score 1–2)

Candidate identifies under-lubrication or "not greasing often enough" but cannot explain the mechanism of over-greasing failure. No discussion of quantity measurement or OEM specifications. Practice described is calendar-based with no reference to quantity or type control.

Precision Measurement & Alignment

Q8 — Shaft Alignment

5 — Expert 3 — Competent 1 — Gap

"Describe the alignment procedure you would use when installing a replacement pump motor. What tools do you use and what tolerances are you working to?"

Strong Answer (Score 4–5)

Candidate describes using a laser alignment tool (or dial indicator reverse-rim method), explains the difference between angular and parallel misalignment, describes shimming the stationary machine first and moving the motor to correct offset and angularity. References tolerance ranges (e.g., 0.002" per inch of coupling span for most industrial applications, tighter for high-speed machinery). Mentions soft foot check before alignment. Describes rechecking after final tightening of hold-down bolts.

Weak Answer (Score 1–2)

Candidate describes eyeballing alignment or using a straight edge. Cannot state alignment tolerances. Does not distinguish between angular and parallel misalignment. No mention of soft foot or post-tightening verification. Has not used a laser alignment tool.

Q9 — Hydraulic System Basics

5 — Expert 3 — Competent 1 — Gap

"A hydraulic cylinder is moving slowly and not reaching full extension. Where do you start your diagnosis?"

Strong Answer (Score 4–5)

Candidate checks system pressure at the pump and compares to relief valve setting, looks for internal cylinder bypass (worn seals causing fluid to pass around the piston), checks for external leaks, inspects the directional control valve for wear or contamination, and verifies fluid viscosity and temperature. Understands that slow speed + low force suggests low pressure; slow speed + adequate force suggests flow restriction. Mentions checking filter differential pressure.

Weak Answer (Score 1–2)

Candidate goes straight to replacing the cylinder without systematic diagnosis. Cannot identify where to measure pressure or what normal values should be. Does not distinguish between pressure and flow as separate causes of slow actuation. No mention of fluid condition or filter status.

Chapter 04

Troubleshooting & Diagnostic Scenarios

Troubleshooting scenarios are the most predictive section of this evaluation. They reveal how a candidate thinks under uncertainty — whether they isolate variables systematically, avoid unnecessary parts replacement, communicate their logic, and know when to stop and escalate. Use one or two scenarios maximum; more than that creates fatigue and does not add information.

Electrical Fault Scenarios

Scenario A — Intermittent Conveyor Stop

"A conveyor motor trips its overload once or twice per shift, but the overload resets and it runs fine for hours. Maintenance has already replaced the motor once. The problem returned within a week. Walk me through exactly how you would approach this."

Methodical Diagnosis (Score 4–5)

Candidate identifies the intermittent pattern as key — single-event causes have already been ruled out by the motor replacement. Approach: install a data logger or current clamp to capture the overcurrent event in real time, compare load current during the fault to the overload trip setting, look for thermal patterns (time-of-day, ambient temperature), check the mechanical load for intermittent binding (conveyor belt tension, product jams, worn rollers), verify overload setting is calibrated correctly for the motor FLA. Asks clarifying questions about conditions when trips occur.

Reactive Approach (Score 1–2)

Candidate suggests replacing the overload relay, increasing the trip setting, or replacing the motor again. Does not ask about patterns or attempt to capture data during a fault event. Jumps to component replacement without root cause identification. Cannot explain why replacement didn't fix it.

Scenario B — Machine Won't Start After Maintenance

"A machine was powered down for scheduled maintenance. When power was restored, the machine will not start — no response to the start button. The E-stop is in the run position. Where do you go first?"

Methodical Diagnosis (Score 4–5)

Candidate applies the "what changed" principle — focuses on what maintenance was performed and what could have been disturbed. Checks control power first (24V or 120V control circuit intact?), verifies all safety interlocks are reset (door switches, safety relays), checks for any disconnected or loose wiring disturbed during the PM. If PLC-controlled, connects laptop to check for faults or safety relay state. Checks if the start button is providing a signal. Works from the power source toward the load, not the other way.

Reactive Approach (Score 1–2)

Candidate starts by replacing the start button or calling the OEM. Does not apply "what changed" logic to narrow the search. Does not check control power before checking individual components. Does not mention safety interlocks as a priority after a maintenance event.

Mechanical Failure Scenarios

Scenario C — Pump Running Loud After Rebuild

"A centrifugal pump was rebuilt and reinstalled last week. It is now running louder than before the rebuild, and vibration is elevated on the bearing housing. What are the likely causes and how do you verify each one?"

Methodical Diagnosis (Score 4–5)

Candidate identifies the top post-rebuild causes: shaft misalignment (most likely), bearing installed incorrectly (wrong orientation, improper fit on shaft or in housing), impeller imbalance (damaged during rebuild), cavitation (air introduced, wrong operating point after impeller change), or a foreign object ingested. Verification: vibration analysis to characterize the frequency signature, check alignment with laser tool, inspect bearing housing temperatures, verify suction conditions. Asks what changed during the rebuild.

Reactive Approach (Score 1–2)

Candidate suggests the bearing is bad again and recommends another rebuild. Does not connect the elevated vibration to a post-rebuild cause. Does not mention misalignment as a primary suspect. No systematic verification approach.

Process & Systems Scenarios

Scenario D — Escalation Decision

"You are 45 minutes into diagnosing a fault on a critical tool. You believe you have found the root cause but the repair will require 3–4 more hours and the line has been down the entire time. Your manager is not on site. What do you do?"

Strong Answer (Score 4–5)

Candidate proactively communicates status to production and their manager — does not wait to be asked. Explains what they found, what the repair plan is, the estimated time, and what parts or support are needed. If the diagnosis is uncertain, says so explicitly rather than committing to a timeline they are not confident in. If they need a second set of eyes, asks for it. Keeps the stakeholders informed throughout, not just at the end.

Weak Answer (Score 1–2)

Candidate continues working without communicating. Waits until the repair is complete to inform anyone. Cannot describe what information would be useful to share or when to escalate versus continue independently. Uncomfortable communicating uncertainty to leadership.

Chapter 05

Safety Awareness & Compliance

Safety questions reveal more than compliance knowledge — they reveal whether a candidate will create risk for your team and your equipment. An unsafe technician is not a training problem; it is a hiring problem. These questions are non-negotiable: a candidate who fails the safety section should not proceed to an offer regardless of their technical score.

Lockout/Tagout & Energy Control

Q10 — LOTO Procedure

5 — Expert 3 — Competent 1 — Gap

"Walk me through a complete lockout/tagout procedure from start to finish, for a machine you are going to perform maintenance on."

Strong Answer (Score 4–5)

Candidate walks through the sequence: notify affected employees, identify all energy sources (electrical, pneumatic, hydraulic, gravity, stored), de-energize using normal stopping procedure, isolate all energy sources (disconnect switch, valve, etc.), apply personal lock and tag, release/restrain stored energy (bleed pneumatics, block raised components, discharge capacitors), verify zero energy state by attempting to start and testing for voltage. States that each authorized employee applies their own lock. Knows they must remove their own lock before leaving.

Weak Answer (Score 1–2)

Candidate describes turning the machine off and putting a tag on it. Does not mention multiple energy sources, stored energy, or verification. Does not describe applying a personal lock. Cannot articulate the difference between lockout and tagout. This is a disqualifying gap for any role involving equipment maintenance.

Q11 — Safe Work Under Pressure

5 — Expert 3 — Competent 1 — Gap

"A supervisor is pressuring you to skip the lockout procedure and just work carefully because the line needs to restart in 10 minutes. What do you do?"

Strong Answer (Score 4–5)

Candidate states clearly they will not work on energized equipment without proper LOTO regardless of production pressure. Describes how they would communicate this to the supervisor — explain the legal requirement (OSHA 1910.147), the personal risk, and the company liability. Offers to do the LOTO as fast as possible but will not skip it. Has had this situation before and did not compromise. Comfortable with the discomfort of saying no.

Weak Answer (Score 1–2)

Candidate hedges — says they would "be careful" or "try to do a quick lockout." Suggests that if the supervisor takes responsibility, it would be acceptable. Cannot articulate that this is a personal responsibility, not one that can be delegated. This is a disqualifying response.

Red Flags to Listen For

Regardless of overall score, any of the following responses should be documented and discussed in the debrief as potentially disqualifying:

Cannot describe a complete LOTO sequence including stored energy verification
Willing to skip safety procedures under production pressure
Describes working on energized equipment as a routine practice
Cannot identify arc flash as a hazard for electrical work
Describes a past workplace injury without reflecting on what they would do differently
Uses the phrase "I just know when it's safe" without a systematic basis
Has been involved in a recordable safety incident and cannot describe the corrective action

Hard Stop

A candidate who scores 1 on both safety questions should not receive an offer regardless of their technical ability. A technically skilled technician who will bypass safety procedures is a higher risk than an average technician who follows them. Skill can be developed; safety culture cannot be installed after hire.

Chapter 06

Communication & Soft Skills

Technical skill without communication creates a technician who is difficult to deploy on complex jobs, cannot hand off work reliably, and will create documentation gaps that cost the team time. These questions assess whether the candidate can describe their work clearly, manage their time independently, and operate as part of a team that depends on shared information.

Team Collaboration

Q12 — Disagreement with a Coworker's Diagnosis

"Tell me about a time you disagreed with how another technician was approaching a repair. What did you do?"

Strong Answer (Score 4–5)

Candidate describes a specific situation where they raised a concern directly with the technician — privately and professionally, not in front of the customer or other staff. Explains their technical reasoning clearly. Was open to being wrong and listened to the other person's logic. If the disagreement persisted, escalated to a lead or engineer rather than letting it fester. The story ends with a resolution, not ongoing conflict.

Weak Answer (Score 1–2)

Candidate deferred entirely ("I just let them do it their way") without raising the concern. Or went over the coworker's head immediately without a direct conversation first. Or describes a situation where the conflict was never resolved. Cannot provide a specific example.

Documentation & Handoff

Q13 — End-of-Shift Handoff

"Describe how you hand off an unfinished repair to the next technician coming on shift."

Strong Answer (Score 4–5)

Candidate describes leaving a written note (in the CMMS, on a work order, or in a shift log) covering: what was found, what was done, what is left to do, any parts ordered, and any safety concerns the next tech needs to know. Whenever possible, does a verbal handoff directly with the incoming technician. Leaves the work area in a condition that does not create a hazard or confusion for the next person. Keeps tools organized and identifies what parts have been used.

Weak Answer (Score 1–2)

Candidate describes a verbal-only handoff with no written record. Cannot describe what they would document. Has had situations where the incoming technician did not know where things stood. Treats the handoff as a formality rather than a critical knowledge transfer.

Self-Management & Reliability

Q14 — Managing Multiple Open Work Orders

"You come in Monday morning and you have six open work orders. Two are scheduled PMs due today, one is a carryover repair from last Friday, and three new reactive calls came in overnight. How do you prioritize your day?"

Strong Answer (Score 4–5)

Candidate describes a triage process: checks in with the supervisor or reviews production schedules to understand which downtime events are most critical, completes the reactive calls in order of production impact, does not cancel the scheduled PMs without communicating to the supervisor, documents the carryover repair status before the day ends, and updates the CMMS for all work touched. Does not just work down the list in the order received.

Weak Answer (Score 1–2)

Candidate works in the order the work orders were received, without triage. Skips the PMs because "there's no time" without communicating the deferral. Cannot describe how they determine which reactive calls are most urgent. Does not mention coordination with production or supervisor.

Chapter 07

Printable Interview Worksheet

Print one copy of this worksheet per interviewer per candidate. Score each question independently before debriefing with your co-interviewer. Do not share scores during the interview. Complete the worksheet within 10 minutes of the candidate leaving — recall degrades quickly.

Candidate Information

Candidate Name

Interview Date

Role / Position

Interviewer Name

Section Scores (1–5 per question)

Section 02 — Electrical Skills (Weight: ×3)

Question	Score (1–5)	Notes
Q1 — Ohm's Law Application
Q2 — Reading Schematics
Q3 — Three-Phase Power
Q4 — PLC Fault Diagnosis
Q5 — Variable Frequency Drives
Section Subtotal		÷5 = avg, then ×3

Section 03 — Mechanical Skills (Weight: ×2)

Question	Score (1–5)	Notes
Q6 — Bearing Failure Analysis
Q7 — Lubrication Practice
Q8 — Shaft Alignment
Q9 — Hydraulic System
Section Subtotal		÷4 = avg, then ×2

Section 04 — Troubleshooting Scenario (Weight: ×3)

Question	Score (1–5)	Notes
Scenario used: _______________
Section Subtotal		score ×3 directly

Section 05 — Safety (Weight: ×4 — disqualifying threshold: avg < 3)

Question	Score (1–5)	Notes
Q10 — LOTO Procedure
Q11 — Safe Work Under Pressure
Section Subtotal		÷2 = avg, then ×4

Section 06 — Communication & Soft Skills (Weight: ×2)

Question	Score (1–5)	Notes
Q12 — Disagreement with Coworker
Q13 — End-of-Shift Handoff
Q14 — Prioritizing Work Orders
Section Subtotal		÷3 = avg, then ×2

Overall Notes

Strongest area observed

Concerns or gaps identified

Safety red flags noted (circle any that apply)

Cannot describe LOTO | Willing to skip safety procedures | No arc flash awareness | "I just know when it's safe" | Other: _______________

Recommendation

☐ Advance to offer ☐ Second interview ☐ Do not advance

Total Weighted Score (from Ch. 08)

Chapter 08

Scoring Calculator & Decision Guide

The weighted scoring system accounts for the fact that not all skill areas carry equal risk. Safety and troubleshooting failures are harder to remediate than communication gaps, and they carry greater consequences. The weights in this calculator reflect those differences.

Weighted Score Matrix

Calculate the average score for each section, then multiply by the section weight. Sum all weighted scores for the final total. Maximum possible score: 70.

Section

Questions

Raw Avg (1–5)

Weight

Max

Weighted Score

Electrical Skills

Q1–Q5

_____

×3

15

_____

Mechanical Skills

Q6–Q9

_____

×2

10

_____

Troubleshooting Scenario

1 scenario

_____

×3

15

_____

Safety

Q10–Q11

_____

×4

20

_____

Communication & Soft Skills

Q12–Q14

_____

×2

10

_____

Total Weighted Score

70

_____

Score Interpretation

Total Score	Band	Interpretation	Recommended Action
58–70	Strong Hire	Demonstrated mastery across technical and safety areas. Likely to be productive with minimal ramp time.	Advance to offer. Reference check as confirmation.
45–57	Qualified	Competent in core areas. May have a specific gap (often mechanical or communication) that is addressable through structured onboarding.	Advance with a 30/60/90 development plan targeting the low-scoring section.
35–44	Marginal	Gaps in at least two areas. Could be acceptable for a junior role or apprenticeship track, but not for an independent technician position.	Consider for junior/apprentice role only. Or conduct a second technical interview with a different scenario set.
Below 35	Not Qualified	Significant skill gaps across multiple areas. Risk to equipment and personnel is not manageable.	Do not advance. Document findings for HR file.

Safety Override Rule

A Safety section weighted score below 12 (average raw score below 3.0) is disqualifying regardless of total score. A candidate who scores 65/70 overall but 8/20 on safety represents a risk that the technical skills do not offset. Document the safety concern explicitly in the debrief.

Side-by-Side Candidate Comparison

When evaluating multiple candidates for the same role, use this comparison format to prevent recency bias from favoring the last candidate interviewed:

Section	Candidate A	Candidate B	Candidate C
Electrical (×3)
Mechanical (×2)
Troubleshooting (×3)
Safety (×4)
Communication (×2)
Total / 70
Safety Disqualified?	Yes / No	Yes / No	Yes / No
Recommendation

Final Decision Principle

The score sheet is a decision support tool, not a decision maker. A 51-point candidate with demonstrated ownership mentality and prior experience in your specific equipment type may be a better hire than a 58-point candidate who scored well on questions but raised concerns in the scenario section. Use the score to structure the debrief conversation — not to end it.

TechnicianInterview &Evaluation System

Contents

How to Use This System

Interview Structure & Timing

Scoring Methodology

Panel Interview Protocol

Electrical Skills Assessment

Fundamentals Questions

Control Systems & PLC Questions

Mechanical Skills Assessment

Mechanical Fundamentals

Precision Measurement & Alignment

Troubleshooting & Diagnostic Scenarios

Electrical Fault Scenarios

Mechanical Failure Scenarios

Process & Systems Scenarios

Safety Awareness & Compliance

Lockout/Tagout & Energy Control

Red Flags to Listen For

Communication & Soft Skills

Team Collaboration

Documentation & Handoff

Self-Management & Reliability

Printable Interview Worksheet

Candidate Information

Section Scores (1–5 per question)

Section 02 — Electrical Skills (Weight: ×3)

Section 03 — Mechanical Skills (Weight: ×2)

Section 04 — Troubleshooting Scenario (Weight: ×3)

Section 05 — Safety (Weight: ×4 — disqualifying threshold: avg < 3)

Section 06 — Communication & Soft Skills (Weight: ×2)

Overall Notes

Scoring Calculator & Decision Guide

Weighted Score Matrix

Score Interpretation

Side-by-Side Candidate Comparison

Technician
Interview &
Evaluation System