19. Loaded questions are sometimes good to ask because they can reveal the true viewpoints of
the interviewee.
a. True
b. False
20. The question, “You believe in teamwork, don’t you?” is an example of a probing question.
a. True
b. False
Fill-in-the-Blank Items
21. ____________________ questions go beneath the surface of a response to gather additional
information and insight.
22. Questions that are designed to elicit a certain response in an interview are called
____________________ questions.
23. Interviews designed to gain information, insight, and perceptions about a place of work or
education from someone who is leaving that place are called ____________________
interviews.
24. Trick questions, surprise directions in conversation, and unusual responses to interviewees
are most likely in ____________________ interviews.
25. When an interviewer reflects an interviewee’s comments back to the interviewee, the
interviewer has used a(n) ____________________ question.
26. When in an interview the pattern moves from broad topics to specific ones, that is referred to
as the ____________________.
27. The stage of the interview that deals with most of the content and takes the most time is
called the ____________________ stage.
Essay Items
28. Describe the three-stage sequence of the interview process that fosters an environment
conducive for communication and getting to the heart of substantive matters.
29. For your campus newspaper, you are assigned to interview a campus official about a new
plan to provide better parking for your campus. How will you structure your interview in a
way that will help you build a good communication environment with the campus official?
30. Review three of the eight forms of interview questions and give an example of each and
when you would use them.
TEST ITEMS ANSWER KEY
Multiple Choice Items
1. Interviews are different from many other kinds of communication because of which of the
following characteristics?
2. A supervisor calls in a subordinate to discuss the subordinate’s recurring tardiness. This is an
example of a(n)
3. An employee from the retention department of the university asks a student not returning the
following semester to discuss why she made the decision to leave the university. This is an
example of a(n)
4. Bianca went to the doctor because she wasn’t feeling well. The nurse asked her several
questions to try and determine what ailed her. This is an example of a(n)
5. The interview style in which control is most evenly balanced between interviewer and
interviewee is
6. Tyronne opens an interview by asking, “Could you tell me a bit about your background in
marketing?” Next, Tyronne asks, “So how long did you work at Zylex?” and “What is the
largest account you’ve ever managed?” Still pursuing the same topic, Tyronne asks, “Could
you go into more detail about your responsibilities for dealing with clients?” and “Did you
ever have a client you couldn’t handle effectively?” The progression of Tyronne’s questions
exemplifies
7. The interview style in which interviewees have the greatest potential control is
8. “Can you tell me a little about yourself?” is an example of a(n)
9. “Did you attend a private college?” is an example of a(n)
10. “You never failed a course, did you?” is an example of a(n)
11. Questions that are illegal in most circumstances are legal if they pertain to
12. Interviews that focus on problems are called
13. General questions that are used by interviewers to initiate a new topic are called
True-False Items
14. Persuasive interviews can sell more than products.
15. In a counseling interview, the problem is mutual.
16. In employment interviews, there are periods of information giving and information getting.
17. The closing stage of an interview should preview the content of questions.
18. Stress interviews are designed to create anxiety in respondents or interviewees.
19. Loaded questions are sometimes good to ask because they can reveal the true viewpoints of
the interviewee.
20. The question, “You believe in teamwork, don’t you?” is an example of a probing question.
Fill-in-the-Blank Items
21. ____________________ questions go beneath the surface of a response to gather additional
information and insight.
22. Questions that are designed to elicit a certain response in an interview are called
____________________ questions.
23. Interviews designed to gain information, insight, and perceptions about a place of work or
education from someone who is leaving that place are called ____________________
interviews.
24. Trick questions, surprise directions in conversation, and unusual responses to interviewees
are most likely in ____________________ interviews.
25. When an interviewer reflects an interviewee’s comments back to the interviewee, the
interviewer has used a(n) ____________________ question.
26. When in an interview the pattern moves from broad topics to specific ones, that is referred to
as the ____________________.
27. The stage of the interview that deals with most of the content and takes the most time is
called the ____________________ stage.
Essay Items
28. Describe the three-stage sequence of the interview process that fosters an environment
conducive for communication and getting to the heart of substantive matters.
29. For your campus newspaper, you are assigned to interview a campus official about a new
plan to provide better parking for your campus. How will you structure your interview in a
way that will help you build a good communication environment with the campus official?
30. Review three of the eight forms of interview questions and give an example of each and
when you would use them.
CLOSING THE COURSE
To conclude your course it is valuable to have an exercise that allows students to integrate much
of what they have learned about communication during the term. The following four exercises
can be used to achieve that goal and have worked well for us. Not only do these synthesize the
course for students, but they also provide the instructor with insight into students’ perceptions of
key issues and communication skills.
1. The Communication Time Capsule
This exercise allows students to review theories, principles, and skills taught during the term and
to identify those they consider most important for people in the present time.
One class period in advance of this exercise give students the handout on the following page.
Emphasize that you want students to be both serious and creative in choosing artifacts to go into
the time capsule.
Give each group 3 minutes to explain its recommendations and show its artifacts to the class.
When all groups’ recommendations have been listed on the board, lead a discussion in which the
class as a whole decides on 10-15 items for the final class time capsule. (A limit on items tends
to prompt more reflection and thought about what is really important than when there is no
restriction on number of items.)
Put the 10-15 selected items into a box and accompany them with the written list of items and
explanations that was prepared by the student. Seal the box. While the class is watching, label
the box: Communication Time Capsule—date.
The Communication Time Capsule: Instructions
The International Committee on Communication wants to prepare a time capsule that can
educate future college students about communication in your era. When the Committee learned
that you have studied communication for an entire term, it decided you would be ideal
individuals to create the time capsule.
The Committee asks that your class prepare a time capsule that will communicate to future
people the most important issues, challenges, principles, and skills of communication of your
era. To guide your thinking, ask two questions: (1) What would you like to know about
communication issues, challenges, skills, and principles that were most important to people a
decade ago? (2) What do you think people your age a decade from now should understand about
communication today?
2. The Communication Newspaper
This exercise allows students to define salient issues and topics in communication by
constructing a newspaper devoted exclusively to communication happenings, news, and features.
One week in advance of the day you plan to do this exercise, explain to students that they will
spend a class period constructing a newspaper to summarize the most important interpersonal
Manners columns; sports might cover any kind of sport (including fair fighting, vulture attacks,
and games such as those discussed as covert conflict in the text) practiced in relationships; and
the business section might report on new communication training programs in organizations,
impact of new and converging communication technologies on professional interaction, and team
projects and accomplishments in business.