Media Studies Appendix A Appendix Competent Interviewing Outcomes Define The Nature Interviews Outline The Different Types

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Appendix A

Competent Interviewing

OUTCOMES

• Define the nature of interviews

• Outline the different types of interviews

LECTURE NOTES

• The Nature of Interviews

ƒ An interview is an interaction between two parties that is deliberate and purposeful for at

least one of the parties involved.

ƒ Interviews are more formal than other forms of communication and include the following

characteristics:

• Types of Interviews includes a number of different examples.

ƒ Information-Gathering Interviews involve gathering information, data, opinions,

experiences, and facts.

ƒ Appraisal interviews refer to performance appraisals, which review a person’s

ƒ Selection interviews are used to fill a position in an organization, with job interviews

being a prime example.

• The Format of an Interview reviews the same basic format most interviews follow,

regardless of the situation.

ƒ The Opening includes the following three interrelated issues:

ƒ The Questions (and answers) form the core of the interview by accomplishing the

interview’s goals through structuring, soliciting, responding, and reacting.

ż Question types include the following:

ż Question impact refers to how a question affects the interviewee; a good question is

clear, relevant, and unbiased and meets the following criteria:

Ɠ Questions are understandable.

ż Ethical considerations include avoiding directed questions, including leading questions

and loaded questions, both of which can have a biasing effect, and sticking to neutral

questions that provide no hint to the interviewee regarding an expected response.

ż Questions are given in various sequences, which may include the following:

• Understanding Roles and Responsibilities in Interviews

ƒ Roles and Responsibilities of the Interviewer include the following:

ż A good interviewer will identify potential barriers to the interview, such as physical

constraints that might make the space uncomfortable or disrupt the process.

ż A good interviewer will make the interviewee comfortable by adapting to the

situational and relational contexts to help the interviewee feel at ease.

ƒ Roles and Responsibilities of the Interviewee include the following:

ż A good interviewee will clarify and fulfill personal goals or have a clear idea of what

he or she wants out of the interview.

• The Job Interview

ƒ Getting the Interview is the first step in the process and involves the following three phases:

ż The job search includes:

Ɠ Networking, or using interconnected groups and associations, and looking for

specific job openings

Ɠ Utilizing placement centers

Ɠ Searching for specific job openings on employment Web sites

ż Preparing your materials involves making a good first impression with a formal, error-

ƒ During the Interview

ż Make a good impression using both verbal and nonverbal behaviors.

ż Anticipate common questions that relate to the specific job; these include your ability in

the position, your desire for the position, your personality and how well you will fit into

CLASS DISCUSSION QUESTIONS

1. What different types of interviews have you had? What did you find successful about

them? Unsuccessful?

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2. What are some common interviewing questions that are general in nature? What are some

good ways to answer those questions?

3. What makes for a good interview question? What about a less effective or bad question?

4. What are some ways to network with others while you are in school?

5. When are some important times to use closed questions? Open questions?

PERSONAL WRITING ASSIGNMENTS

1. Reflecting on an Interview

Reflect on an interview you participated in as a member of this class. Describe which

2. What Do Others Think?

Using a cell phone camera or other recording device, ask other students what they think is

the most important part of the job interview process. Be sure you ask at least ten students.

3. Communicating Myself

Find a job that you may want to apply for now (with your current experience, such as a

campus job) and in the future (once you get your degree and perhaps even after a few

4. Interviewing the Stars

Think of a famous person you would like to interview and write down five interview

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CLASSROOM ACTIVITIES

1. Interview Me!

Goal: To follow the steps of a job interview

Time Required: One to two class periods

Materials:

2. Specific job descriptions for each group of students

Directions:

1. Group students into groups of three.

2. Have each student in the group select a job that interests them from the list you supply.

3. Have the students in each group take turns interviewing each other for the job that

4. Each “interview” should last 10–15 minutes. Students should switch roles at this time.

Debriefing: Have students discuss the strengths and weaknesses of each of their group

2. I Want That Job!

Goal: To practice the informational interview and to gather information about a possible

future position the student would like to hold

Time Required: 20 minutes for discussion, at least 1–2 weeks prior to discussion for

students to hold interviews

Materials: None

Directions:

2. Have students identify a person who holds that position (or one similar) and arrange

an informational interview with that person. The goal of this interview should be to

3. Have students prepare notes or a brief one- to two-page paper describing their

experiences from beginning to end and be prepared to discuss this with the class.

Debriefing: Have students discuss what they learned in their interviews. What was the

most valuable information they obtained during each part of the process? Was there

anything about the interview process they would change if they had the chance? What did

they feel went especially well during the informational interview?

3. What Did You Say?

Goal: To practice the art of active listening as it relates to interviewing

Time Required: 20 minutes

Materials: Timer with a second hand for each pair of students

Directions:

1. Have students form pairs. (If needed, one group of three will work.)

3. Have each person talk for 3 minutes about his or her perspective on the issue. After the

4. After this process, have the second person speak for 3 minutes and repeat the

summarization process. For the triad group, have one person sit out as observer each

4. I Can’t Believe They Did That!

Goal: To make the distinction between proper interviewing behavior and poor

interviewing behavior

Time Required: 30 minutes, minimum

Materials: Examples of poor interview behavior, printed and cut into single strips or

written on index cards. You will need one example for each pair of students. Examples of

poor interview behavior can be found online at: www.gradview.com/articles/careers/

big_mistake.html

Directions:

1. Have students pair up (or volunteer) and act out the situation that they have been

handed on their slip of paper.

ADDITIONAL RESOURCES

REVIEW QUESTIONS

2. What is an open question? A closed question? A bipolar question? Give examples of each.

3. Explain the differences between a leading question and a neutral question. Give examples

of each.

4. Explain the funnel sequence, the inverted funnel sequence, and the tunnel sequence.

When is it appropriate to use each type of sequence?

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5. How can an interviewer make the interviewee feel comfortable? How can the interviewee

adapt to the interviewer?

7. How can someone build realistic expectations when interviewing for a particular position?

8. How should an interviewee deal with unethical questions presented during a job interview?

MEDIA

The Color of Fear (Lee Mun Wah, 1994)

This film involves eight men, two Latinos, two African Americans, two Caucasians, and

Wit (HBO Films, 2001)

This movie provides many examples of physician/patient interviews, including scenes