Hit a Home Run With Your Next Interview

Target Grades: Grades 10, 11 and 12

Time Required: Two sessions, plus homework, preparation and computer time

First session: approximately 30 minutes
Second session: approximately one hour

Overview:

Why do we need to build interviewing skills?

The art of job searching and job acquisition requires more than a great resume, attractive cover letter and perfectly completed application. A great interview is an essential component in the job search equation:

job identification
+ great resume
+ great cover letter
+ great application
+ stellar interview
---------------------
= JOB

The application, resume, cover letter and references are only an introduction. The interview frequently tips the scale between getting a job or head-in-hand reflection.

It is true that most people who are granted an interview have already satisfied the basic qualifications for employment. However, poor interview performances can keep prospective employees from being hired.

"Like any good performance, a winning interview requires preparation and rehearsal."
-- Perlmutter Block

How can students benefit from developing interviewing skills?

Whether it is the first interview or the 20th, everyone needs to know how to handle all three parts of an interview: the preparation for the interview, the actual interview and the time after the interview.

Learning interviewing skills may assist students in several capacities. As stated above, good interviewing skills will help students secure employment. In addition, good interviewing skills will teach the student how to determine if the job suits their individual goals and employment needs.

Practicing interviewing skills will also assist students with presentation and public speaking skills.

Finally, practicing interviewing will help students identify transferable work skills and develop skills useful in jobs where interviewing experience is necessary (for example: interviewing clerk, welfare eligibility workers, sportscasters and employment interviewers).

What Will Students Learn?

Through learning interviewing skills, each student will gain an understanding of interview preparation and etiquette.

In addition, they will polish their public speaking techniques, develop their own interviewing skills and style, and use newly acquired skills during mock interviews.

Purpose:

This lesson plan will assist students in developing interview and presentation skills. They will learn about selected occupations, examine popular interview questions and identify their own skills and abilities. Finally, students will practice and conduct interviews.

Lesson Outcomes:

Students will be able to:

1. Discuss the importance of interviews and good interviewing techniques.
2. Discuss the three stages of an interview.
3. Identify and address frequently asked interview questions.
4. Complete appropriate follow-up correspondences.
5. Respond to difficult interview questions.
6. Conduct an interview.
7. Create interview questions.
8. Use Choices Explorer and other Internet sources to research occupations, find employment opportunities, learn about researching companies, and discover interviewing techniques.

Suggested Products for Evaluation:

1. Students will research, create, answer and hand in Dave's Top 10 Most Frequently Asked Interview Questions. For example:

   From the home office in _____________________________ (name of school), it's Dave's Top 10 Most Frequently Asked Interview Questions:

   10. What do you consider to be your greatest strengths?
   9. Tell me about your education.
   8. What will previous employers tell me about you?
   7. What type of people do you find difficult to work with?
   6. What is your greatest accomplishment?
   5. Tell me about you.
   4. Who was the best boss or supervisor you ever had?
   3. How would you describe your operating style?
   2. What do you consider to be your greatest weakness?

   and, the number one most frequently asked interview question:

   1. Do you have any questions for us?

   It is important that students research and respond to each question as if they were preparing for an interview. These questions will be used during the mock interview.

   Students need to analyze their strengths and match their skills with those of the job description. This activity may also be done in a group setting.

2. Each student will research, cite and hand in at least three sources of employment listings. They may find these sources through newspapers, Internet sites or community resources. For example:

   Places to find employment listings:

   • The newspaper.
   • Internet sites (America's Job Bank, an online career center).
   • Job services center (community resource).
3. Each student will select one job description and research the company that posted the listing as if they were applying for this position.

   Have each student cut out or print a job description and research the company as if they were scheduled for an interview.

   Examples of things to research:

   • What does this company sell, produce or manage?
   • Significant company facts.
   • What are the job duties of the position?
   • Who are the company's customers?
   • What is the working environment like?
   • What questions do I have for this company (during the interview)?
4. Each student will participate in a mock interview (as both the interviewer and interviewee).
5. Each student will hand in the written impressions created after the interview.

Materials:

1. Access to Choices Explorer
2. Access to a computer lab
3. Access to the Internet, library and newspapers
4. Access to a video camera (optional for mock interviews)
5. Access to a flip chart, chalkboard or overhead projector (if you choose to do the Dave's Top 10 list in a group format)

Lesson Activities:

Session One:

1. Open a discussion about interviews. Ask students about the importance of interviewing skills:
   • Has anyone participated in an interview (as interviewer or interviewee)?
   • What is important about developing interviewing skills?
   • What jobs might use interviewing skills (as both interviewer and interviewee)?
   • How and why do you prepare for interviews?
   • How do you dress for an interview?
   • What do you do after an interview?
   • What questions are usually asked during an interview?
   • What questions are employers not allowed to ask during an interview?
   • What questions should you ask during an interview?
2. Discuss the appropriate response to each question or other questions that arise.
3. Now would be a good time to introduce the rest of the lesson plan. Explain that each student will participate in a mock interview. Each student will have the opportunity to become an interviewee and an interviewer. Explain that each student will have time to prepare for the mock interview and should take this opportunity to research and rehearse.
4. Before the next class meeting, students will need to research places to find employment listings. They will need to locate one job description that complements their current career plans. If they cannot identify a career path, have each student select a job description that appeals to their interests. After each student locates a job description, they must research the company posting that job description.
5. Homework: explain and have students answer Dave's Top 10 Most Frequently Asked Interview Questions and be prepared to participate in a mock interview during the next class meeting.

Session Two:

Check that students have completed their homework assignments and explain the mock interview process. Students must have a written, printed or cut-out job description, research on their company, Dave's Top 10 Most Frequently Asked Interview Questions and a description of places to find employment listings. They will need these items for the mock interview session.

1. Divide the students into groups of three. Each student will have the opportunity to act as the interviewee one time and as the interviewer two times.
2. As each student begins the interview, they will hand the panel their interview questions, job description, and company research. The interview panel will review the job description, the company research, and the potential interview questions. The interview panel now becomes the company that posted the job description.
3. The interview panel may select any of the five questions from the student's Top 10 Most Frequently Asked Interview Questions list. The panel will ask each of the five questions and allow the student time to respond between each question. The panel may ask follow-up or clarification questions.

   If you elected to do the Top 10 list in a group format, provide each panel a copy of the questions the group constructed.

4. Each student will have 10 minutes to answer the five questions selected by the interview panel. The 10 minutes will include introductions, review of materials and closing of the interview.

Optional Activities:

1. During session one, after the open discussion, create an Interview World Series:
   • Divide students into two teams. The instructor will act as the pitcher for both teams.
   • As each student steps up to the plate, ask an interview question. Based on the response, the student may take his or her base, hit a home run or strike out.
   • There will be three outs per inning. Limit the number of innings to two or three. At the end of the third inning, the team with the most number of runs wins the Interview World Series.
   • If you elect to use this activity, allow one hour for session one.
2. You may also wish to use the Interview World Series after the mock interview session. In this case, you may need to create three class sessions. You may also offer 10 points of extra credit or a small reward to the winning team.
3. During session one, you may choose to create Dave's Top 10 Most Frequently Asked Interview Questions in a group format. You may also elect to begin session two with this activity. You will need to make a copy of this available to all students (for the mock interview).
4. You may wish to videotape mock interviews. This will allow students to view themselves during an interview. They will be able to observe body language, detect nervous speech patterns, identify good responses, and obtain a sense of how others experience their presentation.
5. Have students prepare a follow-up letter immediately after the interview. This letter is intended to thank the company, express continued interest in the position, and provide any last-minute details that were not brought out during the interview process.

Reflection Activities:

1. At the end of each interview, each panel member will have five minutes to write down any thoughts they had about the interview. For example:
   • What did the interviewee do well?
   • What would I recommend they do differently the next time?
   • What was my overall impression? Did they appear confident, nervous or unprepared?
   • How was their body language?
   • Did they address the questions completely?
   • Did they appear knowledgeable about the company?
   • What did I learn from observing this interviewee?

   Each interviewee will also have five minutes to write down any thoughts about the interview. For example:

   • What did I do well?
   • What would I do differently next time?
   • Did I feel comfortable, prepared and relaxed?
   • What made me nervous or uncomfortable?
   • How would I prepare differently next time?
2. Have the students collect and review the comments about their interview.
3. Have students turn in the written comments.
4. Open a class discussion about the interview process. For example:
   • What did you learn from this experience?
   • Was this a helpful experience?
   • How will you use what you have learned?
   • What was the most difficult part of this exercise?
   • If these activities were not helpful, what would have helped to facilitate the learning process?