Chapter 16 Solutions to Activities
16.1 Document for Analysis: Tracy’s Poor Interview Follow-Up Letter (Obj. 4)
Documents for Analysis are available at the student premium website (www.cengagebrain.com).
Weaknesses
Lacks conciseness; is too wordy and long.
Includes many writing errors, such as the use of articles (a, an), figures (2 summers instead of
Revision
Current date
Mr. Michael Searle
Vice President
Dear Mr. Searle:
Thanks for speaking with me on Tuesday, June 2, about the goals of the Mariposa Agency and
Now that I’ve learned more about the specific tasks of this position and the creative spirit at the
During the interview, I failed to mention that I worked for two summers as a temporary office
You will find me to be attentive to detail, enthusiastic, and eager to work on team efforts. If you
16.2 Learning About the Target Organization (Obj. 2)
This activity will familiarize students with some of the resources available for researching
16.3 Learning What Jobs Are Really About Through Blogs, Facebook, and Twitter (Obj. 2)
Students should enjoy this activity. More and more company blogs are being created every day,
16.4 Digging for Digital Dirt: Keeping a Low Profile Online (Obj. 2)
This exercise should generate a lively discussion. It should also raise awareness in students who
often don’t think twice about posting inappropriate photos of themselves and their friends. Young
people may feel safe posting on Facebook even with minimal or no privacy settings and don’t
show much regard for potentially adverse effects on their job search. A special threat to privacy
is tagging, a popular feature on Facebook and other social media networks. Users can identify
Now, if students believe that recruiters will be happy if the search turns up nothing at all,
and the applicant is practically a “blank slate,” they need to think again. The absence of a
footprint on the Web raises suspicions too because it suggests that the job seeker has no positive
16.5 Exploring Appropriate Interview Attire (Obj. 2)
Students need to know more than to wear a suit to an interview. The opportunities for dress code
violations are many and involve crucial details—for example, the correct fit of a suit, proper
Many companies today have introduced dress codes to clarify the fuzzy dividing line
16.6 Building Interview Skills With Worksheets (Obj. 3)
This is an excellent activity to help students think about what employers are looking for in job
16.7 Preparing Success Stories (Obj. 3)
Students must learn how important it is to develop success stories in advance of an interview.
16.8 Polishing Answers to Interview Questions (Obj. 3)
16.9 Learning to Answer Situational Interview Questions (Obj. 4)
Students will enjoy writing their own situational interview questions and playing the role of both
16.10 Developing Skills With Behavioral Interview Questions (Obj. 3)
Students should list some of the following skill areas: analytical/problem solving,
16.11 Negotiating a Salary (Obj. 3)
Have two students role-play a short scenario with preliminary interview questions before
approaching the salary question. Encourage them to use their imaginations in responding
16.12 Creating an Interview Cheat Sheet (Obj. 3)
Preparing an interview “cheat sheet” is an excellent strategy, particularly for new job seekers.
16.13 Handling Inappropriate and Illegal Interview Questions (Obj. 3)
Students may be confronted with inappropriate or illegal questions in actual interviews. Many
16.14 Knowing What to Ask (Obj. 3)
Students are sometimes caught off guard when asked if they have any questions at the end of a
16.15 Role-Playing in an Mock Interview (Obj. 3)
Students will enjoy this activity and will learn from it. Carefully observe these mock interviews
16.16 Recording an Interview (Objs. 3–6)
16.17 YouTube: Critiquing Interview Skills (Obj. 3)
In classrooms equipped with Internet access and video screens, students could watch
instructor-selected video clips of successful and unsuccessful job interviews or share previously
16.18 Mastering Interviews Over Meals (Obj. 3)
Students may enjoy this activity because they tend to fear violating table manners more than any
other etiquette blunder. Fortunately, with some diligence, recent graduates can acquire acceptable
Activities 16.19 – 16.23
Activities 16.19 through 16.23 enable students to prepare an interview thank-you message, a
reference request, a résumé follow-up message, a follow-up to a rejection message, and an
16.24 Searching for Advice (Obj. 1–5)
16.25 Evaluating Your Course (Objs. 1–5)
This activity prompts students to think in terms of targeted employer benefits rather than their