UBC Sauder Interview Preparation: Core Scenarios

# UBC Sauder Interview Preparation: Core Scenarios ## How to Use This Document For each common interview question/scenario below, you have 2-3 specific stories from your experiences that you can draw from. Use the **STAR method** (Situation, Task, Action, Result) to structure your answers. Each story can be adapted to fit different questions, so flexibility is key. --- ## SCENARIO 1: "Tell me about a time you had to overcome a challenge / faced adversity" ### Story A: Ultimate Frisbee - From Beginner to Starting Cutter - **Situation**: Started playing ultimate frisbee in school with no experience; was one of the weakest players on the team - **Task**: Wanted to make the competitive club team and secure a starting roster spot - **Action**: - Asked teammates and coaches for detailed feedback on my mechanics and positioning - Watched professional ultimate footage daily, studying how elite cutters move and read the defense - Practiced drills outside of official practice sessions, drilling the same movements repeatedly - Accepted critical feedback without ego and implemented suggestions immediately - Maintained my spot through consistent effort—knew that complacency would result in someone else taking my position - **Result**: Earned a starting cutter position on the competitive club team that reached provincials; learned that talent is secondary to work ethic - **Key Insight**: Persistence and coachability overcome natural limitations ### Story B: Triathlon Training - Mental Fortitude Over Self-Doubt - **Situation**: Mentor suggested competing in a sprint triathlon; you had no endurance sports background (only played sports requiring explosive power like frisbee and climbing) - **Task**: Train for and complete a multi-stage race while maintaining school and extracurriculars - **Action**: - Broke the intimidating goal into manageable components: specific swim sets, incremental bike rides, consistent runs - Created an adaptable training schedule that fit around school and activities - Once comfortable with open-water swimming, shifted focus to running and cycling - On race day when the urge to quit arose during the swim (10 minutes in), used mental strategies: "just make it to the next buoy," break it into smaller chunks - Relied on training and coaching to push through - **Result**: Successfully completed the triathlon; gained a mindset shift about planning for long-term goals and breaking overwhelming objectives into manageable pieces - **Key Insight**: Any goal is achievable by breaking it down and staying committed even when doubting ### Story C: PNE Concession Work - Managing Difficult Situations - **Situation**: Working as a concession attendant/cashier during busy periods at PNE; lines get very long and customers become impatient - **Task**: Maintain composure and manage customer expectations while dealing with crowd control in a high-pressure environment - **Action**: - Stayed calm and patient even when customers grew frustrated - Used clear communication to set expectations ("We'll get you served in about 5 minutes") - Worked efficiently to keep lines moving - Treated impatient customers with respect and empathy - **Result**: Successfully de-escalated tense situations; customers left satisfied despite wait times - **Key Insight**: Can remain composed under pressure and turn a negative experience into a positive one through communication --- ## SCENARIO 2: "When did you have to display leadership?" ### Story A: Student Council Secretary - Being a Check-and-Balance - **Situation**: Transitioned from PR officer to Secretary on Student Council; realized you needed to ensure decisions served the entire student body fairly - **Task**: Manage volunteer logistics, oversee executive decisions, and act as accountability for leadership (especially checking the president's decisions) - **Action**: - Kept meticulous records to ensure all decisions were documented and transparent - Asked "uncomfortable questions" to prioritize accountability - Made sure resources fairly served the diverse student body, not just the "loudest voices" - Prioritized equity over convenience - Proactively identified groups being left out and advocated for their inclusion - **Result**: Improved fairness in student council operations; increased trust in leadership; ensured all students felt represented - **Key Insight**: Leadership isn't always about being the most visible person—sometimes it's about ensuring systems are fair and holding others accountable ### Story B: Student Council PR Officer - Restructuring Communication Strategy - **Situation**: As PR officer, noticed announcements were missing key student groups; engagement was low because students weren't seeing events - **Task**: Find a way to reach all students regardless of their communication preferences - **Action**: - Analyzed why certain groups were missing announcements (some don't check Instagram, some aren't in specific chats) - Restructured communication strategy to post across multiple channels: Instagram, MS Teams, and others - Took initiative without waiting for approval from leadership - **Result**: Significantly boosted engagement; more students attended events; demonstrated that inclusive communication reaches more people - **Key Insight**: Good leaders anticipate problems and solve them proactively; they think about diverse audiences and communication methods ### Story C: Tutoring Peers from Similar Backgrounds - **Situation**: Tutored students struggling academically, many from similar backgrounds (parents unable to help due to language barriers or work schedules) - **Task**: Help students not just with academics, but with developing independence and self-advocacy - **Action**: - Taught academic material clearly - More importantly, taught students *how* to advocate for themselves and find resources independently - Shared strategies based on your own experience navigating systems without parental guidance - Provided emotional support and encouragement - **Result**: Students improved academically and gained confidence in their ability to seek help independently - **Key Insight**: True leadership involves empowering others to solve their own problems, not just solving problems for them --- ## SCENARIO 3: "Tell me about a time you turned a weakness into a strength / overcame a personal limitation" ### Story A: Adapting Your Training Approach (Triathlon) - **Situation**: Trained for triathlon but realized your background was in explosive sports (frisbee, climbing), not endurance. You lacked aerobic base and pacing strategy. - **Weakness Identified**: No endurance sports experience; mental doubt about whether you could complete the race - **Task**: Figure out how to adapt your training to compensate for your weakness - **Action**: - Worked with mentor to break training into manageable phases - Started with your strengths (raw work ethic and willingness to learn) - Once you developed some proficiency in one discipline, shifted focus to another - Applied mental strategies learned from other sports (breaking things into smaller goals, pushing through doubt) - Transformed weakness into a methodical, phased approach - **Result**: Successfully completed triathlon; developed a new competency (endurance) and a replicable problem-solving approach - **Key Insight**: Weaknesses can be addressed by breaking them down and applying strengths strategically ### Story B: Initial Weakness in Ultimate Frisbee → Strategic Improvement - **Situation**: Started ultimate frisbee as one of the weakest players; risk of being cut from team - **Weakness**: Limited athleticism in cutting, positioning, and game reading compared to natural athletes - **Task**: Become good enough to earn a starting spot on a competitive club team - **Action**: - Identified specific weaknesses (mechanics, positioning, fitness) - Used feedback loops: asked teammates for tips, watched professional footage, practiced specific drills - Focused on things you *could* control (work ethic, coachability, consistency) rather than things you couldn't (innate talent) - Built relationships with coaches so they invested in your development - **Result**: Transformed from weakest to starting player; reached provincials - **Key Insight**: Self-awareness about weaknesses + systematic improvement + coachability = growth ### Story C: Limited Family Support → Taking Responsibility - **Situation**: Grew up with single mother who works long hours and speaks only Cantonese; grandfather was primary caregiver until his death - **Weakness**: Lack of familial support navigating education system, finances, bureaucracy - **Task**: Become self-sufficient and independent in areas where others had family guidance - **Action**: - Learned to independently seek answers instead of waiting for help - Handled household paperwork and translations for family - Developed resilience and problem-solving skills by necessity - Learned when and how to ask for help (through mentor, friends, teachers) - Transformed isolation into a strength: independence + strategic help-seeking - **Result**: Became responsible, organized, independent; learned to leverage mentorship effectively; able to help others in similar situations - **Key Insight**: Sometimes circumstances reveal that what seems like a weakness can be transformed into a unique strength --- ## SCENARIO 4: "Tell me about a time you had to work collaboratively with someone different from you / overcome interpersonal conflict" ### Story A: Ultimate Frisbee Team - Understanding Everyone's Role - **Situation**: Playing on a competitive ultimate team where you had to work with teammates of very different skill levels, personalities, and playing styles - **Task**: Contribute to team success even when you didn't naturally get along with everyone - **Action**: - Recognized that every role on a team is essential, regardless of personality fit - Focused on shared goals rather than personal preferences - Developed relationships with coaches and teammates specifically so alignment on strategy would happen naturally - Communicated clearly about plays and positioning - Respected coaches' decisions even when you disagreed—asked questions but deferred to their expertise for team cohesion - **Result**: Team chemistry improved; reached provincials; learned that collaboration requires setting aside personal preferences for collective success - **Key Insight**: The best teams aren't made of people who all like each other—they're made of people committed to a shared goal ### Story B: Student Council - Ensuring Diverse Voices Are Heard - **Situation**: As secretary, realized that some voices in student council weren't being heard; leadership was only listening to the "loudest voices" or already-involved students - **Task**: Create a system where all student groups feel represented - **Action**: - Actively reached out to groups that weren't being served - Asked uncomfortable questions about why certain decisions excluded some students - Documented decisions transparently so excluded groups could see the reasoning - Made it safe for people to disagree with leadership - **Result**: Broader representation; more students felt heard; leadership became more accountable - **Key Insight**: Collaboration requires intentionally including different perspectives, not just the ones already in the room ### Story C: Tutoring Students - Meeting People Where They Are - **Situation**: Tutored students from diverse backgrounds, some dealing with language barriers at home, some with parents working multiple jobs - **Task**: Build trust and help them learn while also addressing their unique challenges - **Action**: - Adapted your teaching style to each student's learning preference - Showed empathy based on shared experience (you also lacked family support for academics) - Taught practical skills (how to ask teachers for help, how to find resources) in addition to content - Created a supportive environment where it was okay to struggle - **Result**: Students improved academically and gained confidence; appreciated that you understood their situation - **Key Insight**: Different people need different approaches; empathy + flexibility = effective collaboration --- ## SCENARIO 5: "Tell me about a time you took feedback well / were coachable" ### Story A: Ultimate Frisbee - Accepting Feedback Without Ego - **Situation**: Competing at a high level where coaches and teammates had critical feedback about your cutting mechanics, positioning, and decision-making - **Task**: Improve from a weaker player to a starting cutter - **Action**: - Actively sought feedback from coaches and teammates instead of avoiding it - Listened without defensiveness when told your footwork was off or your positioning was wrong - Asked clarifying questions to understand *why* coaches wanted changes - Implemented feedback immediately in practice - Tested feedback in low-stakes environments (practice scrimmages) before applying in official games - Reflected on which feedback worked and which didn't, reporting back to coaches - **Result**: Consistent improvement; earned starting spot; coaches recognized you as coachable and invested more in your development - **Key Insight**: The best performers are the most coachable; they separate feedback about their performance from feedback about their identity ### Story B: Triathlon Training - Adapting to Mentor's Guidance - **Situation**: Mentor suggested triathlon, breaking down training into phases, recommending specific focus areas - **Task**: Trust someone else's expertise even when you were skeptical - **Action**: - Initially skeptical but decided to trust mentor's judgment - Followed the structured training plan rather than doing your own thing - When something wasn't working (e.g., struggling with open-water swimming), adapted approach based on mentor's suggestions - Communicated what was and wasn't working - Gave feedback to mentor about training effectiveness - **Result**: Successfully completed triathlon; learned that good coaching/feedback accelerates growth - **Key Insight**: Coachability means both listening AND communicating; it's a two-way process ### Story C: Translating for Mom - Learning Financial Feedback - **Situation**: Through mentorship and helping your mom with financial documents, realized you didn't understand family finance well - **Task**: Learn from your mentor and from mistakes - **Action**: - Asked your Big Brother mentor questions about finance, budgeting, and bills - Applied his guidance to help your mom understand her household finances - Learned from mistakes (if you misunderstood something, corrected it next time) - Shared what you learned with your mom - **Result**: Better financial literacy for yourself and your mother; increased confidence - **Key Insight**: Being coachable means continuing to learn throughout life, especially in areas where you lack expertise --- ## SCENARIO 6: "Tell me about a time you had to manage expectations or handle a difficult customer" ### Story A: PNE Concession Work - Managing Impatient Customers - **Situation**: Working concession stand during busy periods; lines are long and customers become impatient or frustrated - **Task**: Keep customers satisfied (or at least not angry) despite long wait times - **Action**: - Acknowledged customer frustration: "I see this is taking longer than you'd like" - Set clear expectations: "We're going to get you served in about 5 minutes" - Worked efficiently to back up what you said - Treated frustrated customers with respect and patience (didn't take anger personally) - If a customer had a complaint about food or service, listened fully before responding - Offered small gestures (extra toppings, refund) when appropriate - **Result**: Reduced conflict; customers were more patient when they understood the situation; people often thanked you despite the wait - **Key Insight**: Managing expectations + clear communication + empathy = turning a negative experience into an acceptable one ### Story B: Student Council PR - Managing Student Expectations About Events - **Situation**: When promoting student council events, students had varying expectations about what the event would offer, how many people would attend, etc. - **Task**: Ensure students had accurate expectations so they'd attend events AND feel satisfied - **Action**: - Posted clear, detailed information across all channels about event details - Communicated honestly about event size, format, and timing - Managed expectations about attendance (not over-promising popularity) - **Result**: Better event attendance; fewer disappointed students - **Key Insight**: Clear communication prevents conflict later --- ## SCENARIO 7: "What are you passionate about? Why?" / "Tell me about something you care deeply about" ### Story A: Your Passion for Learning and Growth - **Situation**: You're passionate about continuous self-improvement and learning new skills - **Why**: You've experienced that growth happens when you commit to improvement, seek feedback, and stay humble - **Evidence**: - Started ultimate frisbee terribly, obsessed over improvement, and made a competitive team - Completed a triathlon despite having no endurance background - Self-taught Erhu (Chinese two-string fiddle) to connect with your heritage - Started stock trading and achieved positive returns - Consistently ask for feedback and implement it - **Key Insight**: Your genuine love for learning isn't just about achievement—it's about the *process* of growth ### Story B: Your Passion for Relationships and Mentorship - **Situation**: You value strong relationships and believe in helping others improve - **Why**: You experienced firsthand how a good mentor (Big Brother) can change trajectory; you want to provide that for others - **Evidence**: - Tutored students and taught them self-advocacy skills - Your mentors changed your life (Big Brother, grandfather) - Want to join Big Brothers program as a mentor - In student council, prioritize making sure all voices are heard - **Key Insight**: Mentorship is reciprocal—you're not just taking help, you're actively creating systems where others get help ### Story C: Your Passion for Accessibility and Equity - **Situation**: You care deeply about removing barriers for underserved communities - **Why**: You've experienced barriers firsthand (language barriers for your mom, lack of financial literacy guidance) - **Evidence**: - Tutor students from similar backgrounds - In student council, prioritize equity over convenience - Want to create financial literacy programs for immigrant families - Translate for your mom and help with household paperwork - Notice when systems exclude certain groups and fix them - **Key Insight**: This isn't charity—it's about building systems that work for *everyone* --- ## SCENARIO 8: "Tell me about a time you identified a problem and solved it / showed initiative" ### Story A: Student Council PR - Restructured Communications - **Situation**: Noticed that announcements weren't reaching all student groups; some students missed events because information wasn't on the platforms they used - **Problem**: Incomplete communication system (only Instagram and certain chats) - **Action**: - Identified root cause: different students used different platforms - Redesigned communication strategy to use multiple channels (Instagram, MS Teams, posters, etc.) - Implemented without waiting for approval - **Result**: Significantly increased engagement; more students attended events - **Key Insight**: Initiative means seeing problems others miss and taking ownership of solutions ### Story B: Student Council Secretary - Added Transparency and Accountability - **Situation**: Noticed student council decisions weren't transparent; some students felt excluded; no one was checking the president's decisions - **Problem**: Lack of accountability; unfair resource distribution - **Action**: - Implemented meticulous record-keeping system - Created process for questioning decisions that seemed unfair - Added transparency so students could see reasoning behind decisions - **Result**: More trust in student council; better decisions; broader representation - **Key Insight**: Initiative can also mean improving processes for fairness, not just efficiency ### Story C: PNE Work - Problem-Solving Under Pressure - **Situation**: During busy times, lines got very long and customers got frustrated - **Problem**: Can't immediately eliminate the wait time, but can manage the experience - **Action**: - Set clear expectations about timing - Communicated about delays - Worked efficiently - Acknowledged frustration - **Result**: Customers remained calm and satisfied despite waits - **Key Insight**: Not all problems have perfect solutions; sometimes the solution is managing the situation skillfully --- ## SCENARIO 9: "When did you have to adapt to something new or unexpected?" ### Story A: Triathlon Training - Adaptability Within Structure - **Situation**: Training program required you to adapt as you progressed through different phases - **Task**: Develop proficiency in three different disciplines (swim, bike, run) - **Action**: - Started with all three disciplines at beginner level - Once comfortable with swimming in open water with a wetsuit, pivoted to emphasize running and cycling - Adjusted intensity and volume based on how your body responded - Stayed flexible while maintaining overall structure - **Result**: Successfully completed race; learned that rigidity breaks you, but structure without flexibility wastes time - **Key Insight**: Adaptation means being flexible within a framework, not random changes ### Story B: Balancing Multiple Musical Instruments - **Situation**: Started playing flute and violin in school, then self-taught Erhu - **Challenge**: Three different instruments with very different techniques; Erhu is especially difficult with its fretless design - **Action**: - Adapted to each instrument's unique demands - Built discipline across different technical styles - Found ways to balance practice time - Applied lessons from one instrument to others - **Result**: Mastered all three; found unique connection to heritage through Erhu - **Key Insight**: Adaptation isn't just about change—it's about learning from each new situation ### Story C: Transitioning from PR to Secretary in Student Council - **Situation**: Changed roles from PR officer to Secretary; different skills and responsibilities - **Task**: Learn new role while maintaining momentum - **Action**: - Brought organizational skills from PR role to secretary role - Applied communication skills but directed differently (toward transparency instead of outreach) - Learned new systems (volunteer hours tracking, decision documentation) - **Result**: Successfully transitioned; actually became more impactful in new role - **Key Insight**: Adaptability means transferring core strengths to new contexts --- ## SCENARIO 10: "What makes you proud? What's your greatest accomplishment?" ### Story A: Earning Starting Spot on Competitive Ultimate Team - **What You're Proud Of**: Earning a starting cutter spot on a competitive team that reached provincials - **Why It's Meaningful**: - It wasn't about raw talent—you were one of the weakest players initially - It required persistence, coachability, humility, and work ethic - You learned that talent is secondary to effort - It taught you about maintaining spots through consistent work (threat of being replaced keeps you sharp) - You learned about team dynamics and how every role matters - **What Others Learned About You**: You're coachable, persistent, and driven; you don't give up when something is hard ### Story B: Completing Your First Triathlon - **What You're Proud Of**: Finishing a triathlon despite initial doubt and physical difficulty - **Why It's Meaningful**: - It forced you to confront self-doubt and mental barriers - You learned to break overwhelming goals into manageable pieces - Race day taught you about mental fortitude—the ability to keep going when you want to quit - You proved to yourself that with proper planning and support, you can accomplish things that seemed impossible - **What Others Learned About You**: You're mentally strong; you can plan complex objectives; you accept help when needed ### Story C: Helping Your Mom Navigate Systems - **What You're Proud Of**: Taking on adult responsibilities (household paperwork, translations, financial documentation) while still a student - **Why It's Meaningful**: - You didn't have a choice—you stepped up out of necessity - But you did it well, with care and attention - You learned independence and problem-solving - You now help other students in similar situations - You're building toward creating systems (like financial literacy programs) that prevent others from struggling - **What Others Learned About You**: You're responsible, mature, and empathetic; you understand barriers that others might not see --- ## Quick Reference: Common Interview Questions & Which Story to Use | Interview Question | Best Story | Backup Story | |---|---|---| | "Tell me about a challenge you overcame" | Ultimate Frisbee (growth) OR Triathlon (mental) | PNE work (composure) | | "When did you display leadership?" | Student Council Secretary (systems) | PR restructuring (initiative) | | "Turn a weakness into a strength" | Triathlon adaptation OR Ultimate (coachability) | Family support → independence | | "Work with someone different" | Ultimate team dynamics | Student Council diverse voices | | "You took feedback well" | Ultimate coaching | Triathlon mentor guidance | | "Manage difficult expectations" | PNE customer service | Student Council communications | | "What are you passionate about?" | Learning/growth | Mentorship/relationships OR Equity | | "You identified a problem" | PR communications restructure | Student Council transparency | | "Adapt to something new" | Triathlon phases OR Multiple instruments | Secretary transition | | "Your greatest accomplishment" | Ultimate team OR Triathlon | Family support journey | | "Why Sauder?" | Financial literacy → business education | Leadership in community | --- ## Additional Stories to Develop (Potential Gaps) Based on your applications, you may want to develop more stories around: 1. **Conflict Resolution**: You have the triathlon "pushing through doubt" story, but consider developing a story where you directly resolved interpersonal conflict (not just worked with different people on a team). 2. **Failure/Learning from Mistakes**: You haven't mentioned a situation where something didn't go according to plan. Consider: - A time you didn't make a team or got cut - A time a Student Council initiative didn't work - A time you misunderstood something and had to correct it 3. **Personal Initiative Beyond Your Comfort Zone**: Your stories mostly show you taking opportunities that were offered (triathlon by mentor, PR role by election). Develop a story about something *you* chose to pursue without being asked. 4. **When You Disagreed with Authority**: You mention "asking uncomfortable questions" but not a specific story where you disagreed with a decision and how you handled it. Have one ready. 5. **Time Management / Working Under Pressure**: You're involved in many activities (student council, sports, tutoring, music). Share a specific example of balancing competing priorities. --- ## Interview Delivery Tips 1. **Be Specific**: Don't say "I'm persistent." Say: "When I started ultimate, I was terrible. I analyzed professional footage every day, drilled mechanics for 2 hours after practice, and asked my teammates for feedback after every game." 2. **Show Self-Awareness**: Include what you *learned* from each experience, not just what you accomplished. Admissions officers care about growth mindset.w 3. **Make It About Them Too**: End stories by explaining what the experience taught you that's relevant to business education or being a Sauder student. 4. **Use Numbers When Applicable**: "Significantly increased engagement" is weaker than "Restructured communication across 4 platforms and increased event attendance by 40%." 5. **Vary Your Stories**: Don't use your triathlon story for every question. Rotate through your examples so you come across as multi-dimensional. 6. **Practice Out Loud**: Record yourself telling these stories. Listen for clarity, pacing, and whether you sound natural or rehearsed.