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© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
APPENDIX IV
Sample Presentations
The following presentation is typical of informative talks given every business day. In this
scenario, the personnel specialist in a medium-sized company has gathered a group of staff
members together to describe the features of a tax-reduction plan as part of the employee benefits.
Notice how the speaker uses most of the strategies covered in Chapters 9–12 to make her ideas
clearer and to increase the attention of her audience.
The speaker's goal is to help listeners decide whether they are interested enough in the benefits
[The promise of increasing
take-home pay is a guaranteed
attention-getter.]
I know you're busy, but I don't think you'll mind taking a few
minutes away from work this morning. You see, I'm here today
to show you a way that you can increase the amount of money
you take home each month.
[This opening illustrates the
persuasive element that is
called for in many informative
presentations.]
No, I'm not going to announce an across-the-board raise. But
increasing your salary isn't the only way to boost your income.
Another way that works just as well is to reduce your taxes.
After all, every dollar you don’t pay in taxes is like having a
dollar more in your pocket.
[An overall view of the plan is
presented here.]
In the next few minutes, I'll explain the company's flexible
benefits plan. It's a perfectly legal option that lets you increase
your real income by cutting the amount of taxes you pay, so that
your income will grow even without a raise. I know this sounds
too good to be true, but it really works! I've already signed up,
and I figure it will save me almost $2,000 a year. It can probably
save you a lot, too.
[A brief transition alerts
listeners to the first main point
in the body of the presentation:
the difference between before-
and after-tax dollars.]
Before you can appreciate how the flexible benefits plan works,
you must understand the difference between before-tax and
after-tax dollars. [The speaker shows Exhibit 1 here.] Before-tax
dollars are the amount that shows up every month in the “Gross
Amount” box on our paychecks, but we don't get to spend our
full salaries. There are several deductions: federal income tax
withholding, Social Security (the amount in the “F.I.C.A.” box),
state tax withholding, and disability insurance premiums (the
amount in the “S.D.I.” box). What's left in the “Net Amount”
box is our pay in after-tax dollars.
[The enlarged display of a
familiar paycheck stub clarifies
the unfamiliar concepts of
before- and after-tax dollars.]
EXHIBIT 1 Paycheck Stub
different tax brackets.]
income is higher, then the difference between before- and after-
tax dollars is even bigger. This means that it takes at least
$136.33 in after-tax dollars to buy something that costs $100 in
before-tax dollars.
[The visual display increases
the clarity and impact of the
difference between before- and
after-tax dollars.]
EXHIBIT 2 Value of Before- and After-Tax Dollars
[The transition here makes
clear the movement to the
second part of the body.]
You can probably see now that it's better to buy things in before-
tax dollars whenever you can, and that's what the flexible
benefits plan lets you do. Let me explain how it works.
[An internal preview orients the
audience to the next two
points.]
The flexible benefits plan is great because it allows you to pay
for some important items in before-tax dollars. The plan lets you
set aside pay in two categories: medical costs and dependent
care. Let's cover each of these in detail so you can see which
expenses are covered.
[The speaker generates
audience involvement by
inviting listeners to consider
their own expenses in the
following areas.]
A look at the chart entitled “Allowable Medical Expenses”
shows which items you can use under the flexible benefits plan.
[The speaker points to each item in Exhibit 3 as she discusses
it.] As I cover these expenses, think about how much you spend
in each area.
[The chart helps listeners
understand which expenses are
covered.]
EXHIBIT 3 Allowable Medical Expenses
[The hypothetical example
helps listeners understand how
the plan works in real life.]
First, we'll talk about health-insurance deductibles and co-
payments. Under our company's policy, you pay the first $300
of expenses for yourself and each dependent. You also make a
$10 co-payment for each visit to a doctor. Let's say that you and
one dependent must pay the $300 deductible each year, and that
you made five visits to the doctor. That's a total of $650 per year
you could have covered under the plan.
[A citation helps prove that the
cost of medicines is
considerable.]
Drugs and prescriptions include every kind of medicine you
buy, even if you buy it over the counter without a prescription.
Don't forget that the plan also covers payments you make for
everyone you claim as a dependent: your kids, maybe your
spouse, and maybe even an older parent whom you're caring for.
An article from Changing Times magazine says a family of three
spends an average of $240 per year on drugs. Maybe you spend
even more. Whatever you do spend on medicine can be included
in the plan, which means you will pay less for it than if you used
after-tax dollars.
[Examples of typical vision-
care fees illustrate the potential
costs in this area.]
Vision care and equipment include eyeglasses and contact lenses
as well as any fees you or your dependents pay to optometrists
or ophthalmologists. With a pair of reading glasses costing at
least $45 and a new set of contact lenses costing more than $80,
those expenses can really mount up.
Psychologists and psychiatrists are also covered, which
means that any counseling you receive will cost a lot less.
Dental care and orthodontia are covered, too. If you or your
dependents need major dental work, this difference can amount
to a lot of money. If you're paying for your kids' braces, you can
really save a bundle. We did some checking, and the average
orthodontic treatment today runs about $3,500 over 3 years—or
more than $1,000 per year.
[Comparing the unfamiliar
benefits plan to the familiar
notion of a discount helps make
the advantages clear.]
Nobody likes to spend money for medical expenses like these,
but paying for them with before-tax dollars under the flexible
benefits plan is like getting a discount of 20 percent or more—
clearly, a great deal.
[The transition here uses
signposts to mark a shift to the
second type of expense covered
by the plan.]
Medical costs aren't the only expenses you can include in the
flexible benefits plan. There's a second way you can boost your
take-home pay: by including dependent care in the plan.
[The example of potential
savings under the plan is a
guaranteed attention-getter for
working parents.]
For most people, dependents are children. Any costs of caring
for your kids can be paid for in before-tax dollars, meaning
you'll pay a lot less. You can include day care services,
preschool fees, even in-home care for your child. We did some
checking and found that the cost of keeping a child in preschool
or day care in this area from 8:30 in the morning until 5 pm
averages about $5,000 per year. By shifting this amount into the
flexible benefits plan, the real cost drops by more than $1,000.
Not bad for filling out a few forms!
[A restatement of the thesis is
combined with the introduction
of an example to support its
claim.]
When you combine the savings on health care and dependents,
the potential savings that come from joining the flexible benefits
plan are impressive. Let's look at a typical example of just how
much money the flexible benefits plan can save. Your personal
situation probably won't be exactly like this one, but you can
still get a feeling for how good the plan is. [The speaker shows
Exhibit 4.]
[The chart provides a visual
outline of the example. Without
the exhibit, the dollar amounts
would be too confusing to
follow.]
EXHIBIT 4 Savings with Flexible Benefits Plan
Suppose your salary is $23,500 and you have a spouse and one
child. Let's say that your health and dependent expenses are
pretty much like the ones we've been discussing here today.
[The speaker points to the “Salary Reductions” section of
chart.] Your health insurance deductibles and co-payments
amount to $650, and you spend $240 over the year on
prescriptions and drugs. Let's say that one person in your family
needs one set of eyeglasses. You all get dental checkups, and
you don't even have cavities! You spend $1,800 on child care—
not bad these days.
If we look at the top third of the chart, it might seem that
enrolling in the flexible benefits plan will cost you more. After
all, your salary would be $23,500 without the plan but only
$20,570 with your expenses deducted from the plan.
[As the speaker points to the
“Annual Savings” line on the
chart, the audience sees in real
dollars the potential advantage
of the plan.]
However, look what happens once we add taxes into the
equation. [The speaker points to “Taxes” section of chart.]
Since your pay with the plan is less, you pay less in taxes. A
little subtraction shows that the difference between the $6,204
you'd pay without the plan and the $5,481 you'd pay with it
amounts to a savings of $723.
This is just a small example of how much you can save. If
your expenses are higher—if you have more medical costs, for
example—the advantage is even greater. As your salary goes up
and you move into a higher tax bracket, the advantages grow,
too. And don't forget that the savings I've been talking about are
just for one year. As time goes by, your earning power will grow
even more.
[In a restatement of the thesis,
the speaker returns to the main
advantage of the plan.]
Now you can see why we're so glad to offer the flexible benefits
plan. It can boost your take-home pay even before you get a
raise. It costs you nothing.
[Listeners are told what to do
next if they are interested in the
plan.]
If you're interested in learning more, we encourage you to read
the booklet I'll hand out in a moment. It contains a worksheet
that will help you estimate how much you stand to save under
the plan. If the idea still interests you, please attend the
workshop we'll be holding next Friday during the lunch hour in
the third-floor meeting room. At that time, we can answer your
questions and make an appointment for each of you to sign up at
the personnel office. In the meantime, I'll be happy to answer
any questions you have now.
• Sample Sales Presentation
The following presentation (outlined in Figure A4.1) demonstrates most of the persuasive
EXHIBIT A4.1 Outline of Sample Presentation
The speaker's company, Ablex Technologies, manufactures sophisticated electronic components.
One of its best customers is BioMedical Instruments (BMI), which produces a wide variety of
sophisticated medical diagnostic instruments. The company's biggest contracts with BMI are for
kidney-dialysis and blood-analyzer parts, which total almost $1 million per year.
Under a much smaller and older contract, Ablex also supplies BMI with parts for an X-ray unit.
BMI no longer makes the unit, but is committed to furnishing current users with replacement
parts until the machines drop out of use, and Ablex is obliged to supply BMI with these parts.
The audience is Mary Ann Hirsch, the buyer at BMI, and two production engineers. Although the
purchasing director and the chief project engineer are not attending the presentation, they will
rely on the information gathered by their subordinates and, ultimately, will be the ones to approve
or reject this idea—so in a way, they are part of the audience, too.
[Introduction: The introduction
emphasizes the positive aspects of the
relationship with the customer. Brief A:
brief sketch of the problem establishes
common ground. “We're in this
together, and it's no good for either of
us.”]
We've been involved in a long, positive relationship with
BMI. The only troubles we've ever encountered have
come from the X-ray parts. Even though they are just a
small part of our business with you, they seem to involve
the greatest headaches for both you and us. The timing of
these orders is impossible for you to predict, which
makes it hard for us to get parts from our suppliers and
deliver the product to you quickly. This leads to all sorts
of problems: unhappy customers who must wait for the
equipment they ordered and time spent by people at both
of our companies keeping in touch.
[Preview: The preview lists the main
advantages of the plan that will be
proposed.]
We think there's a better way to handle the X-ray
problem. It'll reduce frustration, cut costs, and let all of
us spend our time on more productive parts of our jobs.
Before we talk about this new plan, let me review why
the present arrangement for handling X-ray orders is
such a headache.
[Transition: A transition leads to the
“problem” section of the presentation.]
The main problem we face is irregular orders. A look at
the order history for the last year shows that there's no
pattern—and no way to predict when customers will
order replacement parts for their X-ray units. [The
speaker shows Exhibit 5 here.]
[Visual: The visual exhibit clearly
demonstrates the unpredictable nature
of customer orders.]
EXHIBIT 5 X-Ray Parts Ordering
Pattern
[Example: An example shows the
problems flowing from irregular
orders.]
This unpredictable pattern makes it tough for us to serve
you quickly. We must order parts from our suppliers,
which often can take a long time. For instance, with the
February 17 order, it took 6 weeks for our suppliers to
get us the parts we needed to manufacture the X-ray
components you needed. Once we had the parts, it took
us the usual 4 weeks to assemble them. As you said at
the time, this delay kept your customer waiting almost 3
months for the components needed to get its equipment
up and running, and that's poison for customer relations.
[Example: An example highlights
amount of time wasted.]
Delays like this aren't just bad for your relationship with
customers; they also waste time—yours and ours. Mary
Ann, do you remember how many phone calls and letters
it took to keep track of that February order? In fact,
every year we spend more time on these X-ray orders
that involve a few thousand dollars than we do on the
dialysis and blood-analyzer parts that involve about a
million dollars annually. That's just not a good use of
time.
[Transition: A transition leads to the
second consequence of irregular
orders: wasted time. “Solution” part of
the presentation then introduced.]
So, we clearly have a situation that's bad for everybody.
Fortunately, we believe there's a better way—better for
you, for us, and for your customers. This plan involves
your giving us an annual purchasing forecast for X-ray
parts. Instead of waiting for your customers to place
individual orders, you would estimate the total sales
likely to occur in a year. Then we would acquire enough
parts from our suppliers to assemble those items so that
we could have them ready quickly as your customers
place orders.
[Advantages: The advantages of the
solution are previewed in the chart.]
This simple plan has several advantages. They're
summarized on this chart, but let me explain them in a
little more detail. [The speaker shows Exhibit 6 here.]
EXHIBIT 6 Advantages of Annual
Forecasting for X-Ray Parts
[The strongest advantage to the
listeners is introduced first to develop a
positive impression early.]
The first advantage is that advance purchasing will speed
up delivery of your orders. Instead of waiting for our
suppliers to ship parts, we can begin to assemble your
order as soon as you send it. You can get an idea of the
time savings by looking at how much time this plan
would have saved on the order you placed in February.
[The speaker shows Exhibit 7.]
[Bar: A bar chart graphically
demonstrates the amount of time
saved.]
EXHIBIT 7 Annual Forecasting Speeds Delivery Time
[Transition: A transition leads to the
second advantage of the plan:
flexibility. A hypothetical example
helps the audience visualize this
advantage.]
Besides being quick, the plan is flexible. If you wind up
receiving more orders than you anticipated when you
made your original forecast, you can update the plan
every six months. That means we'll never run out of parts
for the X-ray units. Suppose you projected 1,400 units in
your original forecast. If you've already ordered 1,000
units six months later, you could update your forecast at
that point to 2,000 units and we'd have the parts on hand
when you needed them.
[Transition: A transition leads to
anticipation of a possible listener
objection: What if orders decrease?
Credible authority is cited to support
this point.]
This semiannual revision of the forecast takes care of
increases in the number of orders, but you might be
wondering about the opposite situation—what would
happen if there are fewer orders than you expected. The
plan anticipates that possibility, too. We're willing to
extend the date by which you're obliged to use your
annual estimate of parts to 18 months. In other words,
with this plan you'd have 18 months to use the parts you
expected to use in 12 months. That's pretty safe, because
Ted Forester [BMI's vice president of sales and
marketing] predicts that the existing X-ray machines will
be in use for at least the next 6 or 7six or seven years
before they're replaced with newer models.
[Internal: An internal review reminds
listeners of the previously introduced
advantages and leads to identification
of a third benefit: less wasted time.]
Flexibility and speed are two good advantages, but there
are other benefits of this plan as well. It can save time for
both you and us. You know how much time we spend on
the phone every time there's a surprise X-ray order, and I
can guarantee delivery within 3 weeks of receiving your
order. Think of the aggravation that will avoid!
[Second: The second most important
advantage is introduced last, where it
is likely to be remembered by
listeners.]
By now, you can see why we're excited about this plan.
But there's one final benefit as well: the plan will save
you money. When we order our parts in larger quantities,
the unit price is less than the one we're charged with
smaller orders. We're willing to pass along the savings to
you, which means that you'll be paying less under this
plan than you are now. Notice how ordering a year's
supply of parts drops the unit price considerably. [The
speaker shows Exhibit 8.]
EXHIBIT 8 Annual Forecasting
Reduces Unit Price
You can see that this plan is a real money saver.
Compare the savings you could have realized on last
year's order of 597 units if this plan had been in effect.
[The speaker shows Exhibit 9.]
EXHIBIT 9 One Year's Saving with
Annual Forecasting Plan
[Conclusion: The conclusion reviews
the plan's advantages and makes an
appeal to the listeners to adopt it.]
So that's the plan. It's simple. It's risk-free. It's
convenient. It's flexible. Along with all these advantages,
it can cut your costs. We're prepared to start working
with you immediately to put this plan into action. If we
start soon, we'll never have to deal with X-ray headaches
again. Then we can put our energy into the larger, more
satisfying projects that are more rewarding for both of
us.
This section includes a variety of critique forms that cover a range of uses: instructor evaluations,
peer evaluations, self-evaluations, and evaluations of students by professionals. Please use these
forms as a starting point. Mix and match the forms to suit your own purposes, and adapt them to
fit your own content and teaching style.
Instructor evaluation forms are a valuable tool for providing feedback to students when you return
The strategy of asking peers to evaluate one another offers several advantages. Students learn a
lot in the process of evaluating others. Students usually pay better attention to classmates’
presentations when they are held responsible for completing an evaluation. Students sometimes
give more credibility to classmates’ suggestions than to the instructors’ remarks. Moreover, if you
read each of the peer evaluations, you will gain additional viewpoints of the presenting students’
performances, which may enable you to write a richer and more impartial assessment. Some
students, however, are uncomfortable with the process of critiquing themselves or others. To help
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
A final aspect of critique relevant to this class is feedback from professionals with whom students
interact. Included here are two variations of an evaluation form that can be used if you assign
students to interview a professional outside class.
Ideas for using critique forms:
1. Hand out forms to students well before their presentations, even with the assignment. In
most cases, the quality of assignments improves measurably when students can see the
criteria from the start. Awareness of the exact criteria they will be graded on motivates
2. Encourage students to videotape themselves as a trial run, and to use the critique sheet to
critique themselves before presenting to the class. This helps them see themselves as you
3. Provide workshop time for students to present to one another in small groups and
4. On presentation day, assign two students to evaluate each presentation, and rotate so
every student gets two opportunities to evaluate. For group presentations, assign each
5. Elicit assessments of the critique forms. Ask students if any important elements of this
presentation are not adequately addressed on the forms or whether there are any elements
that seem not to apply. Again, by responding and modifying according to student input
6. To encourage an atmosphere of honest upward communication, you may wish to elicit
periodic evaluations of your own teaching and course content throughout the term.
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
List of Critique Forms
Critiquing Your Classmates
Continuous Feedback Form
Written Assignment Feedback
Team Participation Evaluation
Rating of Other Group Members
Group Report: Peer Assessment
Team Member Evaluation Form
Critique for Speech Outlines
Self-Critique
Persuasive Presentation Critique
Persuasive Presentation Evaluation
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
CRITIQUING YOUR CLASSMATES
Sometimes students feel discomfort when asked to critique their classmates, perhaps because the
term “critique” has a negative connotation associated only with criticism. This sheet is intended
to clarify your role as an observer/critic.
Throughout this term, you will be asked to critique your peers in terms of specific criteria set
forth by the instructor. The most honest feedback you can give a classmate is descriptive, not
evaluative. You can describe what you saw and heard and the impact the speaker had on you. As
Describe your reactions, the impact the speaker had on you:
“I had difficulty hearing you,” rather than “You weren’t loud enough.”
“I felt attacked when you said, ‘Hispanics don’t understand’ . . .’” rather than “You were unfair to
Hispanics.”
“I felt confused,” rather than “You were confusing,” or “You confused me.”
Possible sentence starters:
I felt It seemed to me
From my point of view My reaction was
I couldn’t see, hear, understand, etc. I got the impression
Give specific examples:
Describe exactly what you saw and heard so the speaker has a clear idea of what you are referring
to. Don’t evaluate or judge without describing; sometimes description is all that is needed for
feedback.
Speak for yourself. Don’t speak for the whole class. Avoid global generalizations:
Avoid: “None of us understood. . .,” “No one thought that was funny. . .,”
“We didn’t like your remarks about. . .”
Avoid comments on factors over which the speaker has no control.
You weren’t tall enough to see over the lectern.
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I believe your strengths as a speaker are. . .
Please omit meaningless babble:
Awesome, dude.
You’re cool.
Great job.
Wish I were as good as you are.
Nice.
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
Continuous Feedback Form (from student to instructor)
Date / /
Today’s Class Seemed to Me:
Interesting
1
2
3
4
5
6
7
Uninteresting
Useful to Me
1
2
3
4
5
6
7
Not Useful to Me
Applicable to My Study/Life
1
2
3
4
5
6
7
Not Applicable to My Study/Life
Lively
1
2
3
4
5
6
7
Dull
Competently Taught
1
2
3
4
5
6
7
Not Competently Taught
Organized
1
2
3
4
5
6
7
Unorganized
Effective
1
2
3
4
5
6
7
Ineffective
One thing I learned today . . .
One thing that is unclear . . .
WRITTEN ASSIGNMENT FEEDBACK*
Student/Group Name: _____________________
Course: Communication 101
Date: ______________________
Assignment:
Content/Development – 50 points
Subject Matter:
o Key elements of assignment covered
o Content is comprehensive/accurate/persuasive.
o Displays an understanding of relevant theory
o Major points supported by specific
details/examples
o Research is adequate/timely.
o Writer has gone beyond textbook for resources.
Higher-Order Thinking:
o Writer compares/contrasts/integrates
theory/subject matter with work
environment/experience.
o At an appropriate level, the writer analyzes and
synthesizes theory/practice to develop new
ideas and ways of conceptualizing and
performing.
Organization – 20 points
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GENERAL INTERVIEW CRITIQUE: INTERVIEWER
Student Name:
Observer/Evaluator:
Use the following scale in evaluating the interviewer: 1=weak to 5=excellent. Add
explanatory comments as appropriate.
Preparation of Questions
Appropriateness of Questions
Listening Skills
Follow-Up Questions
Communication Attitude
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
GENERAL INTERVIEW CRITIQUE: INTERVIEWEE
Student Name:
Observer/Evaluator
Use the following scale in evaluating the interviewee on each of the criteria:
1=weak to 5=excellent. Add explanatory comments as appropriate.
Preparation of Responses
Organization of Responses
Appropriateness of Responses
CAREER RESEARCH INTERVIEW EVALUATION FORM*
Name _________________________
(15)
1. Interviewee’s name, title, organization, address, phone, e-mail address.
(15)
2. Clear statement of career goals and how they led you to choose your
interviewee.
(15)
3. Quality of research findings on interviewee, his/her organization, and the field
you are exploring.
Insights gained about:
• Importance of pre-interview research
• Strategies for locating information before the interview
(15)
4. Method of contacting interviewee:
• Used effective contact strategy.
• Includes copy of contact and thank-you letters (proper business format,
as illustrated in text) and pre-interview list of questions for interviewee.
• Lessons learned about contacting strangers for informational interviews.
(15)
5. Goals for interview:
• Overall goal (“big question”) defined clearly.
• Topic areas defined to seek information on goal.
(15)
6. Interview questions designed and presented effectively:
• List of planned questions included, organized by topic area.
• Questions designed to achieve interview goals. (“How can I succeed
at…” instead of “How did you succeed at…”
• Description of how questions in interview differed from ones planned.
• Lessons learned about questioning strategies.
(15)
7. Description of effective and ineffective communication during:
• Opening phase: Ice breaking, explaining your goals, previewing topics
• Body of interview: time management, keeping control, dealing with
interviewee’s style, etc.
• Closing: Thank you, sharing lessons learned, explaining feedback form,
discussing future contacts.
• Lessons learned about structuring the interview: managing time,
controlling the conversation, creating a professional image, etc.
(15)
8. Results of the interview:
• Success of interview in accomplishing your goal. (How much of the
results were due to interviewee, and how much to your skill?)
• Value of future relationship with interviewee. (How can you maintain it?)
• Names, addresses, etc. for at least two referrals.
(15)
9. Insights gained about:
• Your interviewing style
• How you can use informational interviewing in the future. (Be specific.)
(15)
10. Quality of report document:
• Ideas presented clearly and free of errors in spelling, syntax, etc.
• Report follows format of assignment
____ POINTS
This form will be used by your instructor to evaluate your Career Research Interview.
* This form was contributed by Ron Adler
INTERVIEWER FEEDBACK FORM*
Name of Student Interviewer _______________________
Dear Interviewee:
The interview assignment the student is completing is an important part of a course in
business and professional communication. This experience provides a rare chance for
the student to receive candid, thoughtful feedback about the impression he or she makes
in a face-to-face interview. Thank you for providing this opportunity for the student.
Please complete the questions below after the interview, when the student is not in your
presence. Then, using the stamped and addressed envelope provided by the student,
mail this form directly back to the instructor. After reviewing your comments, the
instructor will pass along this sheet to the student.
Rest assured that nothing you say will affect the student's grade in any way. The sole
purpose of this form is to provide the student with constructive comments from a
person outside the classroom.
Opening of the interview
Needs
Improvement
Basically O.K.
Well Done
1. Did the student arrive on time,
prepared for the interview?
2. Was the purpose of the interview
made clear?
3. Was the student poised?
4. Were you made to feel the
interview was worth your time and
energy?
5. Did the student make a good initial
impression? (Appearance, voice,
language, bodily behavior, etc.)
Additional comments on the first few minutes of the interview:
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
Interview questions
Needs
Improvement
Basically
OK
Well Done
6. Were questions and topics arranged in an
appropriate sequence?
7. Were the questions well chosen?
8. Were questions worded clearly?
9. Did the student follow up your answers
appropriately with additional questions?
10. Were the number and nature of questions
appropriate for the available time?
Additional comments on the interview questions:
Student characteristics
Needs
Improvement
Basically
OK
Well Done
11. How good a listener was the student?
12. Did the student seem sincerely interested in
your answers?
13. Did the student conclude the interview by
summarizing insights gained and thanking
you for your time?
Additional comments on student characteristics:
In conclusion
14. What particularly strong points should the student continue to stress?
15. What interviewing techniques or behaviors should the student try to correct in the future?
Please supply your name, position or title, and mailing address:
NAME:
POSITION OR TITLE: COMPANY OR ORGANIZATION:
MAILING ADDRESS: TELEPHONE:
* This form was contributed by Ron Adler
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
INTERVIEW EVALUATION QUESTIONNAIRE
Note to interviewee: Please complete this form and return it as soon as possible. Your comments will be of
greater value to the student if they are stated frankly. The student will benefit more by having her/his faults
called to attention then by merely receiving compliments. This report will have no bearing on the student’s
course grade. Its sole purpose is to provide objective feedback from a professional person outside the
classroom. Please use the back of this sheet if necessary.
Student’s Name:___________________________
1. What are your frank reactions to the manner in which the student initiated the
interview? (Did s/he give a clear explanation of the type of information s/he was seeking
and why s/he was seeking it?)
2. What is your reaction to the student’s self-presentation? What specific behaviors were
effective or not effective (e.g., confidence, eye contact, vocabulary, tone of voice, dress,
3. What is your reaction to the student’s organization of the interview as a whole? Did
the questions elicit information that you feel is important? Did s/he skip from topic to
topic too quickly? Did s/he allow you enough time to answer?
Signature____________________ Date:___________ Position_____________
Firm_____________________________ Address_______________________________
THANK YOU FOR CONTRIBUTING TO THIS STUDENT’S EDUCATION!
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
GROUP PRESENTATION SELF-CRITIQUE
After videotaping your group presentation, discuss these questions as you review it:
ORGANIZATION:
Was there an introduction?
Was the thesis clear?
Was the specific purpose clear?
Were the main points clear?
Were there transitions?
Was there coherence from one speaker to the next?
CONTENT:
Was there substance to the presentation?
Would the audience learn something new?
Was there information the class can use? Understand?
Did we explain how and why the information is relevant?
Was the presentation interesting?
Was specialized material footnoted orally (sources cited)?
DELIVERY:
Could everyone hear?
Could all speakers be understood?
Was the presentation lively and interesting?
Did the group look alive, relaxed, enjoyable?
Was the presentation spontaneous, natural, enthusiastic?
