Speech Appendix I Student Sample Letter Thanks For Interview Box Southlake May Jake Warner Globe

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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! !

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

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.

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

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

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.

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

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

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

[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

[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

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

forward to hearing from you.