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STUDENT SAMPLE LETTER OF THANKS FOR INTERVIEW
PO Box 95
Southlake ID 84095
May 20, 2018
Jake Warner
Globe News
you said that reporters can be compared to historians. I also appreciate the advice you gave me to read,
read, read, and to learn how to tell a story. You made me recognize that reading can help me develop my
individual writing style.
I know your schedule is crazy, especially with having a family at home. So, thank your wife also! It was a
pleasure to meet you. I am sure we will run into each other in the future, and not because I am taking your
job! !
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STUDENT SAMPLE COVER LETTER
123 Sunnydale Lane
Westerdale, WA 97777
March 18, 2018
Joseph Vandermin
Human Resources
Vandermin Industries
543 Cloudy Ave
Westerdale, WA 97772
Dear Mr. Vandermin:
I saw your employment ad on the Monster web site for a Facilities Coordinator. After reviewing the
duties and qualifications listed, I feel that I would be an excellent fit for the position.
As my resume states, I am currently working as a Safety Specialist, Accounts Receivable clerk, and
at 905-000-0000. I look forward to hearing from you.
Sincerely,
June Day
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STUDENT SAMPLE RESUME
June Day
123 Sunnydale Lane Westerdale, WA 97777
Phone: 905-000-0000 E-mail: dayju@aol.com
COMPETENCIES
• Extensive research and organizational skills
• Effective leadership and team capabilities
• Excellent customer service skills
• Strong accounting abilities
• Experienced at reporting to and complying with OSHA, EPA, and NFPA
EXPERIENCE
Safety Specialist/Accounts Receivable Clerk/Customer Service Representative
May 2015-present, Hoyle Manufacturing, Westerdale, WA
Administrative Assistant
September 2012-May 2015, The Training Place, Westerdale, WA
Worked in various office environments as a temporary employee; Handled consumer complaints
about a product recall; Worked with the government on recall procedures; Developed training
manuals; Helped redesign a filing system.
New Patient Assistant
September 2011-September 2012, Doctor Cee’s, Westerdale, WA
Met with patients to establish medical histories; Aided during examinations; Performed physical
therapy with patients, under supervision; Contributed to goals of the office; Assisted in patient
billing.
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
SAMPLE: Group improvement proposal
(submitted by each student individually)
Individual Proposal
Submitted by
Ima Smart
River City Community College
Communication 101
October 23, 20xx
Contents
Overview 2
Project Description 3
Group Assets 4
Group Limitations 6
Recommendations 6
Conclusion 7
Overview
Our group investigated how we as students with limited time and budgets could best help the food bank.
Our group developed an effective solution to the food bank problem. We were successful because group
members were committed and creative in generating new ideas, and because we structured our meetings
Project Description
Our task was to decide how we, as a group of five students with limited time and budgets, could best help
the food bank. During this project I learned that having a step-by-step problem-solving method was
invaluable. This method gave structure to our meetings and made the whole process seamless.
We then started brainstorming to come up with as many ideas as possible. I was fortunate to have a group
that was committed and creative in generating new ideas. While brainstorming, we not only tried to come
up with solutions, but we also tried to find creative ways to execute those solutions. For example, we
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thought we would want to print flyers to advertise the food drive. However, because we didn’t have any
money, we had to figure out how to get the flyers printed. We determined that we would be able to get
printing, boxes and other advertising donated because it is for a good cause. To verify these assumptions,
we each did additional research and reported the results in subsequent meetings.
Our group’s process showed some strengths and some weaknesses, which I will analyze in the following
pages.
Group Assets
Our group demonstrated two outstanding assets that our text identifies as elements of effective small-
group communication: commitment and brainstorming.
According to Chase and Jones: “Commitment is the desire of group members to work together to
complete their task to the satisfaction of the entire group” (p. xx). Not everyone in the group exhibited
The second asset our group exhibited was exceptional brainstorming. The text describes brainstorming as
a powerful generator of ideas (p. xx). Almost everyone in the group came up with creative ideas. Several
times in our chat sessions the ideas were flowing by as fast as you could read them. When a silly idea
came up nobody was ridiculed, but we all laughed, had a good time, and continued on. This made for a
Group Limitations
Unfortunately, our group also had two important limitations that detracted from our doing the best we
could: meeting as a virtual group and lack of paralanguage. We were not able to meet face-to-face
because one of our group members lives in Alaska. Besides, most of us had difficult schedules, so we all
We chose to conduct all our meetings in the online chat rooms. This ended up being a bad choice. It got
really confusing when ideas were flowing quickly. It was common for multiple questions to be asked or
multiple conversations to be taking place at the same time. It was almost impossible to maintain a sense
The confusion was even worse because in an instant message environment we usually try to condense our
entire thought process into a few short words (Ivancevich & Duening, p. xx). We lost the depth of thought
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we could have had if we’d been able to pursue our ideas one at a time. This got frustrating. It also
affected the quality of our solution.
A related problem resulting from our choice of chat room as a venue was the lack of nonverbal
communication, which created some tension. When we are chatting online there is no paralanguage.
Paralanguage is the study of all cues, which include sound or silence, other than the content of words
Recommendations
I have learned a lot from this project about the strengths and limits of virtual communication. If I could do
this project over again, I would use a variety of modes of communication, not just chat rooms.
Virtual communication does have some advantages in group decision making. For example, due to our
busy schedules and distant locations, our group members couldn’t have completed our task without
technology. I have also learned that people who are timid are more willing to participate in virtual groups
The chat rooms worked fine for simple items, such as choosing a problem, brainstorming, and assigning
tasks. Asynchronous (i.e., not every member is online at the same time) virtual meetings would have been
better for steps that required more thought, such as reporting research results. We would have had more
time to think about these ideas. However, asynchronous discussion areas aren’t a fruitful forum for debate
In future projects like this I will try to choose a group that can get together in person for at least a few of
the meetings. If that’s not possible, then I will assign different technologies, depending on the nature of
the task.
Conclusion
Our group came up with an effective solution to the food bank problem. We showed high commitment
and creativity. We needed to improve our use of technology and nonverbal communication. This
experience has illustrated for me the need and importance of matching the technology to the task. It has
References
Adler, R., & Maresh-Fuehrer, M. (2019). Communicating at work (12th ed). New York: McGraw Hill.
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
STUDENT SAMPLE INFORMATIVE SPEECH OUTLINE
(TO SERVE AS SPEAKING NOTES)
[Student Name]
Submitted to [Instructor Name]
COMM 101-00
Informative Speech Draft Outline
[Date]
Background Information
Specific Goal: My audience will learn how to throw a softball.
Intended Audience: high school girl athletes
Pattern of Organization: I will be using a chronological pattern of arrangement.
My experience with this topic (ethos): Played softball in high school; volunteered to help
coach young athletes
Number of references I’ll cite out loud in my speech: 3
Title: Practice Makes Perfect
Introduction:
Hook: Have you ever been told you throw like a girl? Today you’ll learn to throw like a girl and
be proud of it.
1. hand grip and release
2. arm and body position
3. practice drills
Transition: In softball it’s important to get the correct grip.
Body:
I. How you hold the ball determines how far, how accurate, and how fast you can throw it.
A. 4-seam grip (Brent Mayne)
i. Ball forms C
ii. Use fingertips
iii. Thumb beneath
iv. Don’t palm
B. Release
i. Ball always away (bad breath)
ii. Palm facing away
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iii. Backspin
iv. More torque when snapping
Transition: The way you position your throwing arm is extremely important; and so is learning
to throw properly to avoid developing bad habits.
II. Throwing arm position
A. Elbow up
i. Elbow forms an L
ii. No dropping elbow
iii. Shoulder height
iv. Non glove side pointing at target (scope)
v. Newbies (bow and arrow technique)
B. Body and feet (Di Maggio)
i. Batting stance
ii. Form a T
iii. Instep facing target
iv. Pull elbow back into body as you release
Transition: Now Let’s put it all together.
III. You can use this practice drill to fine-tune your skills. (Softball Drill Book)
A. Grab ball and find grip
B. Reach back for L position
C. Point non-throwing arm at target
D. Lead with elbow and pull glove into body
E. Snap wrist to throw
Conclusion:
Throwing a softball isn’t that difficult. If you practice you’ll be able to throw a softball
with accuracy and velocity. And this will help you reduce the errors in your games and
have more fun when you play.
References
Dimaggio, Joe. Quoted in ‘Mind Training. Net. Greatest Sports Champions Quotes’. Accessed
on 11/6/12. Available at http://www.mindtraining.net/motivational_quotes
Sample Plan for an Informational Interview
The following plan shows the kind of work that should occur before an interviewer and an
interviewee sit down together. Every important interview requires the type of planning exhibited
here to achieve its goals. As you read this account, notice that it follows the advice outlined in
Chapter 6.
Analysis
and
research
I know I'll never build the kind of financial security I am seeking by relying only
on the income I earn from my job. Investing successfully will be the path to
financial success. I also know I'm very unsophisticated when it comes to investing,
so I want to get a financial advisor who can teach me about the world of finance
and help me set up and follow a plan.
Picking a financial advisor is like choosing a doctor. Skill is important, but it's not
the only thing that matters. I need to find someone who has a personal style I'm
comfortable with and whose philosophy matches mine. I also need to find someone
who is willing to devote time to me even though I don't have a great deal of money
to invest … yet!
I've compiled a list of possible advisors from friends, newspaper articles, and
listings in the phone directory. I will call several of the people on this list to set up
appointments for interviews.
Goal
To identify a financial planner with expertise in the field, whose investment
philosophy matches mine, and who has a personal style I am comfortable with
Interview
strategy
I will conduct interviews in the offices of each financial planner. Seeing where and
how they do business will give me a good idea of my comfort level before asking
any questions. On the one hand, seeing a shabby or disorganized office would
cause me to doubt an advisor's competence. On the other hand, a very plush office
might make me wonder if I would be charged too much just to support a lavish
lifestyle.
I'm also interested in seeing how much time each person gives me for the
interview. If the person is rushed when trying to get a new client, this could mean I
won't get the time or attention I need once my money is in the planner's hands.
I want to see how much each person lets me explain my concerns and how much
each controls the conversation. I'm no financial expert, but I don't like the attitude,
“I'm the expert, so don't waste time asking too many questions.” Because I would
like someone who is willing to explain investing to me in a way I can understand,
I'll be looking for a good teacher.
Topics and
questions
The following list shows the questions I'm planning to ask in each topic area as
well as follow-up questions I can anticipate asking. I'm sure there will be a need for
other secondary questions, but I can't predict all of them. I'll have to think of them
Topic A: Expertise in Investments and Financial
Topic A: Expertise in Investments and Financial
Planning
Planning
[This series of open questions explores
the interviewee's qualifications and
provides an opportunity for her to talk
about herself.]
1. Which credentials do you have that qualify
you as a financial planner? How important are
credentials? If they aren't important, what is
the best measure of a financial planner's
qualifications?
[These questions move from a narrow to a
broader focus.]
2. Do you have any areas of specialization? How
and why did you specialize in this area?
[These indirect questions are a way of
finding out whether the advisor's
performance has been satisfactory.]
3. How many clients have you served in the last
five years? What is the length of the
relationship with your clients? How many
have you retained, and how many are no
longer with you?
[The average portfolio size is one
measure of the advisor's expertise.]
4. What's the average amount of money you
have managed for your clients?
[A closed question, designed to give
interviewer references.]
5. May I see a list of your past and current
clients and call some of them for references?
[The first question is a broad, open one.
The second, closed question will produce
a specific answer that can be compared
with those of other potential advisors.]
6. How would you describe your track record in
terms of investment advice? Specifically,
what has been the ratio of successful to
unsuccessful advice?
Topic B: Investment Philosophy
Topic B: Investment Philosophy
[This broad, open question gives
the advisor a chance to describe
his or her approach.]
1. How would you describe your investment
philosophy?
[This hypothetical question will
provide specific information about
how a client–advisor relationship
might operate.]
2. If I became your client, what steps would you
recommend to start and maintain a financial
program?
[This sequence of questions moves
from specific to broad topics in a
logical order.]
3. Which kinds of products do you like to deal in?
Which specific ones might you recommend for me?
Why?
[This two-question sequence
moves from a narrow to a broader
4. I've read that some financial advisors make their
income from commissions earned when their clients
focus. The most important
information for the client is
contained in the second question.]
buy and sell investments. Other advisors charge a fee
for their time. Which approach do you take? Can you
explain how this approach is in my best interest as
well as yours?
[Although this sounds like a closed
question, it is likely to generate a
long answer.]
5. How much should I expect to pay for your advice?
Topic C: Personal Style
Topic C: Personal Style
[This indirect question really asks, “Would we
work well together?”]
1. Which kinds of clients do you work well
with? Which kinds don't you work well
with?
[The first question here is really an indirect
way of discovering how much attention the
advisor has paid to the potential client.]
2. Have you looked over the papers I sent
you about my financial condition? What
did you think of them?
[This clever hypothetical question has a better
chance of generating a useful answer than the
more direct “What can you tell me about the
kind of service I can expect?”]
3. If I were to call one of your clients at
random, what would he or she tell me
about the type of service and frequency
of communication I can expect with you?
[This is a straightforward, open question.]
4. If we were to develop a relationship, what
would you expect of me?
[This hypothetical question anticipates an
important issue.]
5. Suppose I disagree with your advice.
What would you say and do?
• Sample Employment Interview
The following transcript is based on a real interview. As you read it, pay attention to both the
interviewer's questions and the applicant's responses. In both cases, notice the strengths and the
areas needing improvement. Which parts of this interview would you like to incorporate into
your interviewing style? Which parts would you handle differently?
[The interview begins with an
exchange of pleasantries ...]
Interviewer:
Monica Hansen? I'm Chris Van Dyke. Welcome.
Applicant:
It's good to meet you.
[… and small talk.]
Interviewer:
Did you have any trouble finding us?
Applicant:
The directions were perfect. And thanks for the
parking pass.
[The interviewer briefly
Interviewer:
Oh, yes. That's a necessity. The garage costs $12
previews the approach of the
interview and the anticipated
amount of time.]
per day if you don't have one.
We'll have about a half-hour this morning to talk
about the personnel administrator's position
you've applied for. I'd like to learn about you.
And, of course, I want to answer any questions
you have about us.
Applicant:
Great. I'm looking forward to it.
[Body of interview begins with
an open question about
employment history.]
Interviewer:
Good. Let's begin by having you tell me about
your most recent position. Your resume says you
were at ITC in Springfield. Is that right?
[Interviewee uses answer to
showcase the skills acquired in
past job that could help in the
one being offered here.]
Applicant:
That's right. My official job title was personnel
assistant, but that really doesn't describe very
well the work I did. I recruited nonexempt
employees, processed the payroll, oriented new
employees, and maintained the files.
[Follow-up questions explore
areas of interest in the new job.]
Interviewer:
Were you involved with insurance?
[The applicant uses this answer
to point out another skill that
she brings to the job.]
Applicant:
Yes. I processed workers' compensation claims
and maintained the insurance reports for our
health care plans. I learned a lot about dealing
with government regulations.
Interviewer:
And you said you were involved in hiring?
Applicant:
Yes. I was responsible for recruiting and
interviewing all clerical and administrative
support people.
[Another open question, this
time exploring the applicant's
ability to analyze her own
performance.]
Interviewer:
How did that go?
[The applicant fails to use this
answer to showcase her abilities
…]
Applicant:
It was tough in Springfield. There's a shortage of
talented support people there. It's an expensive
town to live in, and there aren't a lot of people
who can afford to live there on an administrative
assistant's salary. It's not like Atlanta, where
there's plenty of good help.
[... so, the interviewer follows up
with another question.]
Interviewer:
What did you learn about hiring from your
experiences at ITC?
[This answer is better because it
describes insights and skills the
applicant brings to this job.]
Applicant:
I learned to look further than the resume. Some
people seem great on paper, but you find there's
something wrong when you hire them. Other
people don't have much experience on paper, but
they have a lot of potential.
Interviewer:
How did you get beyond paper screening?
Applicant:
Well, if someone looked at all promising, I would
phone the former employers and talk to the
people the applicant actually worked for. Of
course, a lot of former employers are pretty
noncommittal, but they usually would give clues
about what they really thought about the person I
was investigating—giving an indirect opinion
without saying it outright.
Interviewer:
What would you do if this was the person's first
job?
[The applicant demonstrates
resourcefulness here, spelling
out her skill in the last sentence
of her answer.]
Applicant:
I found that almost everyone had done some kind
of work—part-time or volunteer. And I could
check up on that. Or I would even ask for the
names of a few teachers and phone them, if the
person was just graduating. I learned there's
almost always a way to find what you're looking
for, if you get creative.
Interviewer:
Didn't that take a lot of time?
[This is a subtle way of saying,
“I have good judgment.”]
Applicant:
Yes, it did, but it was worth it in the long run
because we got much better employees that way.
We almost never had to dismiss someone whom
we'd done a phone check on.
Interviewer:
You were promoted after a year. Why?
[Again, the applicant's answer
introduces a trait that would be
valuable in the new job: the
desire for self-improvement.]
Applicant:
I was lucky to be in the right place. The company
was growing, and we were very busy. I tried to
take advantage of the situation by offering to do
more and by taking classes at night.
Interviewer:
Which classes did you take?
[Presumably the skills acquired
in these courses would be useful
if the applicant is hired. In any
case, she demonstrates the
desire to learn skills useful in
the business world.]
Applicant:
I took an applied human relations class last
spring. And before that, I took a couple of
computer classes: one in database management
and one in desktop publishing. Our department
was thinking about starting an employee
newsletter, and I wanted to see if we could
produce it in-house.
Interviewer:
It sounds like you've done very well at ITC. Why
do you want to leave?
[The response begins with a
provocative statement and then
goes on to supply a solid reason
for seeking a new job.]
Applicant:
In some ways, I don't want to leave. The people
are great—most of them—and I've enjoyed the
work. But I'm looking for more challenges, and
there isn't much chance for me to take on more
responsibility there.
Interviewer:
Why not?
Applicant:
Well, my boss, the personnel director, is very
happy in her job and has no plans to leave. She's
young, and there's very little chance I'll be able to
advance.
[The interviewer seeks specifics
to elaborate on the broad
statement “I'm looking for more
challenges” ...]
Interviewer:
I see. Well, that is a problem. And what kind of
responsibilities are you looking for?
[… and the candidate supplies
answers.]
Applicant:
I'd say the biggest one is the chance to help make
policy. In my past jobs, I've been carrying out
policies that other people—management—have
made. That's been fine, but I'd like to be involved
in setting some policies myself.
[Again, the interviewer follows
up by seeking more specifics ...]
Interviewer:
Which kinds of policies?
[… and the candidate is
prepared with detailed
responses.]
Applicant:
Oh, there are several. Designing benefits
packages. Coming up with a performance review
system that people will take seriously. Teaching
our supervisors how to interview and hire more
systematically.
[The interviewer makes a
smooth transition to a new
topic.]
Interviewer:
I see. Well, the position you've applied for
certainly does have those sorts of responsibilities.
Let me ask you another question.: What do you
enjoy most about personnel work?
[The stock answer “I like to
work with people” is so broad
that it has little meaning ...]
Applicant:
Well, I really enjoy the chance to work so much
with people. Of course, there's a lot of
paperwork, too, but I especially like the chance to
work with people.
[… so, the interviewer seeks
clarification.]
Interviewer:
When you say “people,” which kinds of work are
you thinking of?
Applicant:
I guess the common denominator is making
people happy. Lots of employees get involved
with the personnel department—once they've
been hired, that is—because they have problems.
Maybe it's an insurance claim or a problem with
their performance review. It makes me feel good
to see them leave feeling satisfied, or at least
feeling better after they've come in so upset.
Interviewer:
Are you always able to help them?
Applicant:
No, of course not. Sometimes a person will want
the impossible, and sometimes there just won't be
any answer.
[Again, the interviewer uses a
situational approach, seeking
specifics.]
Interviewer:
Can you give examples of these times?
[The applicant does a good job
of describing a situation that
illustrates her previous answer.]
Applicant:
Well, one example of an impossible request
comes up a lot with health insurance. At ITC, we
could choose from two plans. With one plan, you
could use any doctor you wanted. You had to
make a co-payment with that one. With the other
plan, you had to choose a doctor from a list of
preferred providers, but there was no co-
payment. If an employee chose the preferred-
provider plan and later decided he or she wanted
to use a doctor who wasn't on the list, we couldn't
do anything about it.
Interviewer:
We've had that problem here, too. How did you
handle it?
Applicant:
Being sympathetic helped a little. Even if I
couldn't give them what they wanted, at least
saying I was sorry might have made it seem less
like a total rejection. I also pointed out that they
could switch plans during the open-enrollment
period, which comes every year. I've also
suggested to my boss that we do a better job of
informing people about the restrictions of the
preferred-provider plan before they sign up and
maybe even get them to sign a statement that says
they understand them. I think that would reduce
the surprises that come up later.
[With this new topic, the
interviewer shifts from fact to
opinion questions.]
Interviewer:
That's a good idea. Monica. Which qualities do
you think are important for a personnel officer?
Applicant:
Knowing the job is important, but I'd say getting
along with people might be even more important.
Interviewer:
And how would you describe your ability to get
along?
Applicant:
Sometimes I think I deserve an Academy Award
for acting the opposite of the way I feel.
Interviewer:
Really? Tell me about it.
[The applicant offers a specific
example to illustrate her
provocative statement about
acting the opposite of the way
she feels.]
Applicant:
Every so often people will come in with an
attitude problem, and I try to calm them down by
acting more pleasant than I feel. For example,
we've had people who think they're entitled to
take six months off for a workers' compensation
claim even though the doctor has said they're
ready to come back after a few weeks. They
come in and yell at us, and it's tough to be
pleasant at times like those. But I don't think
makes them angrier.
[This indirect question really
asks, “What kind of manager
might you be?”]
Interviewer:
I see what you mean. Let's shift gears, Monica. If
you were to pick a boss, what are the important
traits that he or she should have?
Applicant:
Let me see … certainly lots of follow-up—letting
people know where they stand. The ability to
give criticism constructively and to compliment
good work. Giving people a task and then leaving
them alone, without nagging.
Interviewer:
But still being there to help if it's needed, right?
Applicant:
Sure. But also giving me the space to finish a job
without staying too close.
Interviewer:
Anything else?
Applicant:
Being available for help, as you said. Being
consistent. And being willing to train employees
in new jobs, letting them grow. And considering
employees' personal goals.
[The interviewer turns to a new
topic area.]
Interviewer:
In personnel work, there's a need for
confidentiality. What does that mean to you?
Applicant:
That's an important area. You see lots of personal
information, and it's easy to make offhand
remarks that could upset someone.
Interviewer:
Which kinds of things do you have to be careful
about?
Applicant:
Oh, even something as simple as a person's
birthday. Most people wouldn't care, but some
people might be offended if their birthdays were
known. I've learned to be constantly on guard, to
watch what I say. I'm a private person anyway, so
that helps.
[This question explores the
candidate's personal attitudes.]
Interviewer:
Monica, I've been asking you a lot of questions.
Let me ask just one more; then it can be your
turn. What are the factors that motivate you?
Applicant:
Well, I like to be busy. If things aren't busy, I still
work, but I like to be stimulated. I seem to get
more work done when I'm busy than when there's
plenty of time. It's crazy, but true. I'm also
motivated by the chance to grow and take on as
much responsibility as I can handle.
[Almost every employment
interview includes a chance for
the interviewee to ask
questions.]
Interviewer:
Monica, which questions do you have for me?
What can I tell you about the job or the
company?
[The applicant wisely begins by
Applicant:
Which kind of growth do you see for the
© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
asking about the company, not
focusing on personal questions
such as compensation.]
company?
Interviewer:
Well, we have 155 employees now. As I think
you know, we're five years old, and we started
with five employees. Our sales were up 14
percent last year, and it looks like we'll be
expanding more.
Applicant:
How many employees do you think will be
added?
Interviewer:
Well, we hired 20 new people last year, and we
expect to hire almost the same number this year.
Applicant:
And what's the turnover like?
Interviewer:
That's a good question for a personnel person to
ask! We've been growing so much, and people
have been able to move into more responsible
jobs, so they've been satisfied for the most part.
Our turnover has been pretty low—about 15
percent annually.
[This question focuses on
responsibilities of the job.]
Applicant:
Will the person you hire be involved in making
policy?
Interviewer:
Yes, definitely. We're still trying to catch up with
ourselves after growing so fast. A big project for
this year is to put together an employee
handbook. Too many of our policies are verbal
now, and that's not good. Developing that
handbook would mean working directly with the
president of the company, and that definitely
involves developing policy.
[Finally, the applicant asks
about compensation and
benefits.]
Applicant:
Of course, I'm interested in learning about the
benefits and salary.
[The interviewer appropriately
defers a complete answer until
the company has a clearer idea
of the candidate's desirability.]
Interviewer:
Of course. Here's a copy of our benefits summary
for you to study. We can talk about salary later.
Right now, I'd like you to meet a couple of our
managers. After you've spoken with them, we
can get back together to discuss salary and other
matters.
[The interviewer wraps up the
conversation by describing when
the hiring decision will be
made.]
We will definitely be making our decision within
the next 10 days, so I promise you you'll have an
answer before the first of next month. It's been a
real pleasure talking to you, Monica. You
certainly express yourself well. I'll talk with you
again soon.
Applicant:
Thanks. I've enjoyed the talk, too. I'll look
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