6 applicants, one shortlist, every score with its words.
Kestrel Mobile opened the Graduate trainee role. 6 applicants were interviewed and gave 44 answers. Callround AI gave 72 scores, and 505 quotes were found in the recordings.
| # | Applicant | Band | Score | Learning agility | Ownership and initiative | Teamwork | Analytical thinking | Communication | State |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Zainab Yusuf | Advance | 3.8 | 3.5 | 4.0 | 3.7 | 4.0 | 4.0 | |
| 1 | Tolu Ogunleye | Advance | 3.8 | 4.0 | 4.0 | 3.3 | 3.5 | 4.0 | |
| 3 | Chidi Anyanwu | Review | 3.5 | 3.5 | 4.0 | 3.0 | 3.0 | 4.0 | |
| 4 | Funke Adebayo | Review | 3.2 | 3.0 | 3.0 | 3.0 | 3.0 | 4.0 | |
| 5 | Ibrahim Danjuma | Review | 2.9 | 2.5 | 4.0 | 3.0 | 2.5 | 2.5 | |
| 6 | Esther Okon | Not yet | 1.8 | 1.5 | 1.5 | 2.0 | 1.5 | 2.3 |
The round
Who was invited, and how they answered.
8
invited
6
completed
6
answered by voice
1
asked for a person
1
never opened the link
What Callround AI did
Interviewed, listened, scored, and showed its words.
44
answers heard
12
follow up questions asked
12
minutes of recording
72
scores given
505
quotes found in the recordings
0
quotes not found and dropped
Zainab Yusuf
Graduate trainee, Kestrel Mobile
The band is a recommendation from Callround AI. A person makes the decision.
In short
When a customer was upset, they joined a student business competition and our team needed someone to build the financial projections.
“In my third year I joined a student business competition and our team needed someone to build the financial projections.”They took it because nobody had done it.
“Nobody had done it, so I took it.”They spent about a week on a free course about cash flow, then built a spreadsheet and gave it to our lecturer to check he found two errors in my rent assumptions and I fixed them.
“I spent about a week on a free course about cash flow, then built a spreadsheet and gave it to our lecturer to check he found two errors in my rent assumptions and I fixed them.”They spoke to him alone and learned he was working evening shifts at a shop and had lost time.
“I spoke to him alone and learned he was working evening shifts at a shop and had lost time.”They offered him the part that could be done from home, the reference list and formatting, with a firm date, and told the group why he met the date.
“So I offered him the part that could be done from home, the reference list and formatting, with a firm date, and I told the group why he met the date.”
Skills
Tell me about a time you had to learn something new quickly, a subject, a tool or a skill. How did you go about it?
In my third year I joined a student business competition and our team needed someone to build the financial projections. Nobody had done it, so I took it. I spent about a week on a free course about cash flow, then built a spreadsheet and gave it to our lecturer to check he found two errors in my rent assumptions and I fixed them. We reached the final four out of 20 teams.
Names a specific subject (financial projections) and steps (free course, spreadsheet). Outcome is mentioned (lecturer found errors).
- “In my third year I joined a student business competition and our team needed someone to build the financial projections.”
- “Nobody had done it, so I took it.”
- “I spent about a week on a free course about cash flow, then built a spreadsheet and gave it to our lecturer to check he found two errors in my rent assumptions and I fixed them.”
Clear order: situation, action, outcome. Specific points about the task and result.
- “In my third year I joined a student business competition and our team needed someone to build the financial projections.”
- “Nobody had done it, so I took it.”
- “I spent about a week on a free course about cash flow, then built a spreadsheet and gave it to our lecturer to check he found two errors in my rent assumptions and I fixed them.”
Tell me about a time you worked in a group where one person was not doing their part. What did you do?
In my final year, our group of five was behind and the others wanted to report one member to the lecturer for doing nothing. I asked for a day. I spoke to him alone and learned he was working evening shifts at a shop and had lost time. Reporting him would have punished him without fixing the work. So I offered him the part that could be done from home, the reference list and formatting, with a firm date, and I told the group why he met the date. I learned to ask before judging, but also that we should have set dates earlier, because we lost a week.
Describes group situation, personal action to address issue, and outcome. Shows judgment on fairness and team impact.
- “In my final year, our group of five was behind and the others wanted to report one member to the lecturer for doing nothing.”
- “I spoke to him alone and learned he was working evening shifts at a shop and had lost time.”
- “Reporting him would have punished him without fixing the work.”
Initiated action to solve problem, took responsibility for solution, and communicated with group.
- “I asked for a day.”
- “I spoke to him alone and learned he was working evening shifts at a shop and had lost time.”
- “So I offered him the part that could be done from home, the reference list and formatting, with a firm date, and I told the group why he met the date.”
Imagine customers in one part of Abuja keep complaining that calls drop. You are given a spreadsheet of complaints by area and by hour. How would you work out what is going wrong?
I would start by counting complaints per area and comparing with the number of customers there. So a large area does not just look worse because it is large. Then I would break the worst area down by hour. If the drops bunch up in the evening, I would suspect congestion. If they are spread through the day, I would suspect a faulty sight or power. Then I would send the engineers a short note with that finding and the hours.
Compares complaints to customer numbers, breaks down data by hour, and links patterns to possible causes.
- “I would start by counting complaints per area and comparing with the number of customers there.”
- “Then I would break the worst area down by hour.”
- “If the drops bunch up in the evening, I would suspect congestion.”
Clear order, specific steps, and logical flow from data analysis to conclusion.
- “I would start by counting complaints per area and comparing with the number of customers there.”
- “So a large area does not just look worse because it is large.”
- “Then I would break the worst area down by hour.”
Tell me about a time you noticed a problem that nobody had asked you to fix, and what you did about it.
There is no transcript for this answer.
No words are tied to this score.
No words are tied to this score.
In this programme you will spend four months in each of three departments, and you may know nothing about some of them. How would you make the most of a department that is completely new to you?
I would spend the first week mapping how the department works, who does what, which reports they produce, and which of those feed other departments. I would ask my supervisor for one small task I can own by week three, say cleaning up a weekly report, and ask the team who uses it. By the end of the month, I would show my supervisor what I learned and ask where I am wrong.
Specific steps: mapping processes, taking ownership of tasks, seeking feedback. Shows deliberate learning approach.
- “I would spend the first week mapping how the department works, who does what, which reports they produce, and which of those feed other departments.”
- “I would ask my supervisor for one small task I can own by week three, say cleaning up a weekly report, and ask the team who uses it.”
- “By the end of the month, I would show my supervisor what I learned and ask where I am wrong.”
Describes seeking input from team and supervisor, shows collaboration. Outcome is thin.
- “I would spend the first week mapping how the department works, who does what, which reports they produce, and which of those feed other departments.”
- “I would ask my supervisor for one small task I can own by week three, say cleaning up a weekly report, and ask the team who uses it.”
- “By the end of the month, I would show my supervisor what I learned and ask where I am wrong.”
A colleague in the finance team asks you why data is so slow on our network in the evenings, in a busy area. She is not technical. How would you explain it to her?
I would begin by checking what she already knows, so I don't talk down or over her. Then one picture, a shared water tank. The tank is the tower, and at 8pm everybody opens their taps, so the flow to each tap drops. I would show her the evening line on the usage chart. I would end with what it means for her. Fixing it means buying more capacity. So the engineering team ranks areas by how bad they are, and I would offer to send her the list for budgeting. If she is still lost, I would ask her to explain it back and fix the part she got wrong.
Clear structure with specific analogy and visual aid. Explains cause and effect clearly.
- “I would begin by checking what she already knows, so I don't talk down or over her.”
- “The tank is the tower, and at 8pm everybody opens their taps, so the flow to each tap drops.”
- “I would show her the evening line on the usage chart.”
Offers to assist with budgeting and checks understanding. Shows collaboration and support.
- “So the engineering team ranks areas by how bad they are, and I would offer to send her the list for budgeting.”
- “If she is still lost, I would ask her to explain it back and fix the part she got wrong.”
What a person does next
Before anyone is told a result, a person has work to do.
- [01]Check a sample of candidates before you decide on a group
We prepared this hiring round to test Callround. The company and the applicants are test names, and their answers were written for the test and spoken by a computer voice. The run is real: every interview, transcript, follow up, score and signal here was produced by Callround.