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APPENDIX
Interviewing
and
Developing Professional Relationships
ABOUT THE APPENDIX
During the course of their lives, students will take part in a number of interviews as either
interviewee or interviewer. This chapter gives them the opportunity to explore both sides of the
interview desk.
Interviews have a structure—a beginning, middle, and end. Questions are the heartbeat of each
of these three segments and are the primary means of collecting data. The chapter introduces
closed, open, primary, and secondary questions. Students will realize that an interview is really a
problem-solving process for everyone involved. Impression management is essential whether
they are interviewing or being interviewed. The content and the exercises provided here can
easily be adapted for the time available in your course, and the age or level of your students.
APPENDIX OBJECTIVES AND CONTENT
Objectives and Content Activities and Resources
LO1 Define and explain the nature of the
employment interview, including a
description of common interviewee fears.
In the Text:
Pages 439-442
Media Wise: Piquing Career Interest
Discussion Starters
Review, Reflect, & Apply
Recall
Understand
Apply
In the Instructor’s Manual:
Appendix.1--Skill Builder: Interview the
Interviewer
Appendix.8--Skill Builder: Talk, Talk, Talk
On the Online Learning Center
Self-Inventory
LO2 Describe tools to use and tasks to
complete in order to secure an interview.
In the Text:
Pages 442-444
IM A-1
Review, Reflect, & Apply
Recall
Understand
Apply
Evaluate
Create
Assessing Interview Anxiety
Ethics and Communication: Resume
Padding and Poaching
Sidebar Discussion Starters
In the Instructor’s Manual:
Appendix.2 Skill Builder: Interview
Inventory
LO3 Explore the particulars of an
employment interview, including the
various states, the kinds of questions asked,
and the roles and responsibilities of he
interviewee.
In the Text:
Page 444-450
Ethics and Communication: Resume
Padding and Poaching
Skill Builder: Wake-Up Calls
Skill Builder: Let’s Get Tough
Discussion Starters
Review, Reflect, & Apply
Recall
Understand
Apply
Analyze
Evaluate
Create
In the Instructor’s Manual:
Appendix.3 Skill Builder: Tips from
Professionals
Appendix.4 Skill Builder: To Impress at
an Interview
LO4 Explain the practice of impression
management.
In the Text:
Pages 450-453
Exploring Diversity: Voices and Impression
Management
Review, Reflect, & Apply
Recall
Understand
Apply
Analyze
Evaluate
Create
Discussion Starters
In the Instructor’s Manual:
Appendix.5 Skill Builder: Nonverbal and
IM A-2
Verbal Journal
Appendix.8 Skill Builder: Piquing Career
Interest
Appendix.9 Skill Builder: Cyberspace Job
Search
Appendix 11. SKILLBUILDER: Messages
Appendix 12. SKILLBUILDER: Elevator
Appendix 13 SKILL BUILDER: Position
Wanted
LO5 Identify how diversity and technology
affect the job search and the interview.
In the Text:
Pages 453-456
Sidebar Discussion Starters
Review, Reflect, & Apply
Recall
Understand
Apply
Analyze
Evaluate
Create
In the Instructor’s Manual:
Worksheet: Employment Skills
Self-Analysis Scale
Appendix 14 SKILL BUILDER: STAR
System
LO6 Explain your rights as an interviewee
under the law.
In the text:
Pages 456-459
Illegal Questions
Practice Tips
Review, Reflect, & Apply
Recall
Understand
Apply
Analyze
Evaluate
Create
Additional Activities Thinking Critically: Reflect and Respond
Appendix 11 Skill Builder: Service
Learning
Listen to Me
On the Online Learning Center (OLC):
Key Term Flashcards
Self-Quizzes
Key Term Crosswords
Self Quizzes
PowerPoint Files (Teacher Area of OLC)
IM A-3
Film: Frost/Nixon
Examine the film and identify the types of
questions being asked of President Nixon.
LESSON OUTLINE FOR THE APPENDIX
I. What Is an Interview?
A. The Nature of Interviews: Beyond Conversation
B. Types of Interviews: Purposes and Goals
Incorporate exercises from the text and the instructor’s manual.
II. How Do You Feel About Interviews: Assessing Your Interview Anxiety
Incorporate exercises from the text and the instructor’s manual.
III. The Hiring Interview
A. Structure: Stages of the Interview
B. Questions: The Heartbeat of the Interview
C. Objectives: Roles and Responsibilities
D. Impression Management: Effective Interviewing
Incorporate exercises from the text and the instructor’s manual.
IV. Technology and the Job Search
Incorporate exercises from the text and the instructor’s manual.
V. Increasing Your Effectiveness in Interviews: Guidelines
Incorporate exercises from the text and the instructor’s manual.
VI. Let’s Go to the DVD: Frost/Nixon
TOPICS FOR DISCUSSION
1. What qualities would you look for in an interviewee?
2. How might you determine whether an interviewee is honest? Dependable?
Hard-working?
3. What types of clothing would you consider inappropriate for a job interview?
4. What types of clothing would you consider appropriate for a job interview in your chosen
occupation?
5. How can an interviewee convey enthusiasm to a prospective employer?
IM A-4
6. Describe the most interesting employment interview you have experienced.
7. Some organizational consultants suggest that when we try to influence others, we neither
succeed nor fail. We obtain results—not necessarily the results we wanted, but results
nonetheless. How might knowing this help someone who has just been denied a job after
an interview?
8. Discuss informative, appraisal, persuasive, exit, counseling, and hiring interviews. How
are they the same, and how do they differ?
9. Are you experienced using online services to help in a job search? If so, what did you like
or dislike about such services?
MORE DISCUSSION STARTERS
1. What types of information have you shared during interviews? What information have
you received from the other participants in interviews?
2. As an interviewee, what kind of first impressions do you make? How do you know?
ADDITIONAL SKILL BUILDERS
Appendix.1 SKILL BUILDER: Interview the Interviewer
To learn more about the interviewing process, turn the tables on an interviewer. Arrange to
interview someone whose job it is to interview others—for example, a college recruiter, a
personnel officer, a recruiter for the armed services, or a corporate manager. Attempt to
determine the following:
1. How does the interviewer perceive his or her role in an interview?
2. What does the interviewer look for in a candidate?
3. Which questions does the interviewer find most helpful in obtaining the information needed?
4. What behaviors does he or she believe an interviewee should avoid?
5. How would he or she prepare for an interview if placed in the role of interviewee?
Appendix.2 SKILL BUILDER: Interview Inventory
1. Use your own experience as an interviewee to complete this inventory:
IM A-5
Nature of the interview
Questions the interviewer asked me
My responses
Questions I asked the interviewer
Interviewer’s responses
Outcome
Information learned
2. Next, ask another person about his or her experiences and complete the inventory again:
Nature of the interview
Questions the interviewer asked
The person's responses
Questions the person asked the interviewer
Interviewer's responses
Outcome
Information learned
Appendix.3 SKILL BUILDER: Tips from Professionals
Most communities have personnel agencies that help people obtain either part-time or full-time
employment. Have students call up several such agencies and interview the professionals.
Students should formulate a series of questions covering things they want to know about
practical aspects of job interviews. They may want to know what to wear, how early to arrive,
what to include in a resume, etc.
Have groups report back with the answers they obtain from the pros. What were the best tips
they received? What information seemed of little value? Would they consider using the
employment agency whose representative they interviewed? Why or why not?
Appendix.4 SKILL BUILDER: To Impress at an Interview
What would you wear to an interview? To what extent would the following article excerpt affect
your choice? (From “To Impress at an Interview,” Jean Patteson, The Orlando Sentinel.)
“Invest in the right interview outfit, and you’ll be investing in your future,” advised Jackie
Walker, owner of Options Dressing, an image-styling business in Tampa, Fla.
The “right outfit”—for men and women—is a classic suit. Traditional power colors such as
black, navy, or gray, teamed with a white shirt or blouse, conservative lace-up shoes or pumps,
minimal jewelry, and a businesslike briefcase make the best impression, said several personnel
managers.
And while it’s summer, the hot weather is no excuse for leaving your socks or stockings at home.
Coming to an interview without hosiery is the No. 1 mistake young jobseekers make, the
personnel managers said.
IM A-6
Leaving a wild and trendy hairstyle untamed is mistake No. 2. And No. 3 is the least forgivable:
“They just don’t bother to see that everything they wear, down to their shoes, is clean, pressed
and polished,” Walker said.
Before leaving home for a job interview, stand in front of a full-length mirror and check your
appearance—front and back. Say to yourself, “How will the world see me today? What do I want
to accomplish?”
And remember, the most important thing to wear is a smile—along with strong eye contact and a
power handshake.
Appendix.5 SKILL BUILDER: Nonverbal and Verbal Journal
1. For the next few days, keep track of the verbal and nonverbal messages people use when
they say hello or good-bye.
2. Which beginnings and endings were particularly communicative? Which were
ineffective?
3. Did you observe any false starts or false endings? If so, how could they have been
avoided?
4. Share your journal with a team and then with the entire class. Are there any recurring
themes of effective and ineffective beginnings and endings?
Appendix.6 SKILL BUILDER: Employment Skills
1. Employers often cite the following as important:
A. Verbal communication skills
B. Written communication skills
C. Honesty and integrity
D. Teamwork skills
E. Interpersonal skills
F. Strong work ethic
2. How do you evaluate yourself against these criteria? Which categories are you strongest
in? Which ones do you need to work on? How do you plan to improve? When do you
plan to start?
Appendix.7 SKILL BUILDER: Piquing Career Interest
Have you found that you and/or your friends are taking more of an interest in criminal justice
and forensics? If so, you are not alone. Even a large number of universities report having
increased the scope of courses they offer in criminal justice. To what is this surge in interest
attributed? Many people believe it is due to television programs.
The public appears fascinated with investigation and the justice system, as evidenced by the
popularity of television shows such as Crossing Jordan, Law and Order, CSI, and others. The
IM A-7
popularity of media offerings has spilled over into the real world, sparking an increasing interest
in criminology careers.
In your opinion, to what extent, if any, is the portrayal of criminology careers on television and
film contributing to unrealistic career expectations in people who now seek to become
criminologists? The programs rarely show boring days; they portray the staff working with
equipment that many cities cannot afford; and have a successful crime resolution rate that actual
criminologists could never attain.
Appendix.8 SKILL BUILDER: Talk, Talk, Talk
News shows, talk shows, and online interviews, in addition to allowing us to get to know news
makers and celebrities, often teach us about new topics, expose us to issues once kept private,
and provide a platform to people who, in general, would otherwise not be afforded such
prominent exposure.
The downside of such interviews is that although some of the people interviewed are experts,
others lack real knowledge. That is, they do not possess credentials or professional experience in
the fields they are speaking about.
Select one news show, one talk show, and one online interview. For each one, identify the
interviewer and interviewees, the kinds of questions posted by the interviewer, the kinds of
responses provided by interviewees, the pace and tone of the interview, and any conflicts that
occurred during the interview.
The lack of quality of interviewees has been called the “dirty little secret of broadcast
journalism.” Based on this exercise, do you agree? Why or why not?
Appendix.9 SKILL BUILDER: Cyberspace Job Search
Visit Yahoo and other sites to see what online resumes look like and to explore resume-posting
resources. Visit home pages of companies you would like to work for. What type of information
is posted there?
Based on information you find, what would you include in your online resume to showcase your
experience, education, and talents that the company is looking for.
Appendix.10 SKILLL BUILDER: Interview the Job Seeker
Ask students to locate someone who has been successful in obtaining a job within the past year.
Students should ask the seeker:
How long did it take to find a job?
What person to person techniques did they use?
What online techniques did they use?
Were they able to network to find job leads?
How do they recommend that people deal with the depression that comes from being
turned down for a job?
Report findings to the class and open the topic to class discussion.
IM A-8
Appendix 11 SKILL BUILDER: Focus on Service Learning
Using information provided on the EEOC’s (Equal Employment Opportunity Commission’s)
web site www.eeoc.gov, and other sites such as http://career-advice.monster.com/ share with
people currently unemployed your understanding of how to conduct yourself during
interviewing, including how to manage illegal questions.
Appendix 12. SKILL BUILDER: Messages
For the next few days, keep track of the verbal and nonverbal messages people use when thy say
hello or goodbye.
Which beginnings and endings werer particularly communicative? Which were ineffective? Did
you observe any false starts or false endings? How could they have been avoided?
Appendix 13. SKILL BUILDER: Elevator Answer
Craft a two minute response to the question, why should I hire you? Try out responses on your
peers.
Appendix 14 SKILL BUILDER: Position Wanted
1. Enumerate the qualities and skills that would make you a good investment for an
employer.
2. Enumerate the qualities and skills you need to develop further and plan how to do this.
3. Compose a Position Wanted advertisement for yourself.
Appendix 14 SKILLBUILDER: STAR
1. Bring 5 copies of your resume to class.
2. Working in groups, take turns using the STAR system discussed in the text to respond
to group members’ questions about your resume.
ADDITIONAL MATERIALS
DVD: Standard Deviants School: No Brainers on Interviewing—Programs 1 and 2.
Standard Deviants is a group of actors who consider interviewing and other topics. Available
from Amazon.com. Inexpensive.
DVD: Virtual Job Interview (2005) is a simulation of a conversation between a job candidate and
an interviewer. Available from Amazon.com
BOOKS: The Art of the Interview: Lessons from the Master of the Craft; Fearless Interviewing
and Acing the Interview are all current, popular books with good examples to use in class.
Available from Amazon.com
YouTube. You will find many consultants who have posted interview systems on YouTube. Ask
students to examine and select some to show the entire class.
IM A-9
WORKSHEET
Chart Your Progress
The next time you participate in an interview, complete the following chart afterwards. For
questions 1-9, choose a number from 1-5.
1. How prepared were you for the interview?
Not at all prepared 1 2 3 4 5 Fully prepared
2. What kind of climate did you help create?
Hostile climate 1 2 3 4 5 Friendly climate
3. Were the questions you posed clear?
Not clear 1 2 3 4 5 Clear
4. Were the responses you offered complete?
Incomplete 1 2 3 4 5 Complete
5. How carefully did you listen to the other person?
Not at all 1 2 3 4 5 Very closely
6. How carefully did you pay attention to nonverbal cues?
Not at all 1 2 3 4 5 Very closely
7. To what extent were you distracted by external stimuli?
Very much 1 2 3 4 5 Not at all
8. How self-confident were you during the interview?
Not at all 1 2 3 4 5 Very
9. How flexible were you during the interview?
Not flexible 1 2 3 4 5 Very flexible
10. How would you like to change or improve your behavior for your next interview?
IM A-10
IM A-11
