Succeeding in a Job Interview

Transcription

1 Succeeding in a Job Interview Unit: Employability in the Agriculture/Horticulture Industry Problem Area: Gaining Employment Student Learning Objectives. Instruction in this lesson should result in students achieving the following objectives: 1 Define a job interview and explain its purpose. 2 Explain some tips for making a good impression in a job interview. 3 Describe what an applicant can learn from being denied a job opening. List of Resources. The following resources may be useful in teaching this lesson: E-unit: Succeeding in a Job Interview. Danville, IL: CAERT, Inc. List of Equipment, Tools, Supplies, and Facilities Writing surface Overhead projector Copies of sample test Visuals from accompanying masters Copies of student lab sheet Page 1

2 Terms. The following terms are presented in this lesson (shown in bold italics): cues denial group interview impromptu response job interview non-directive interview patterned interview personable promptness Interest Approach. Use an interest approach that will prepare students for this lesson. Teachers often develop approaches for their unique class and student situations. A possible approach is included here. Ask the students who has interviewed for a job. Encourage those who have experienced a job interview to share their experiences. Were they nervous? What kinds of questions were asked? SUMMARY OF CONTENT AND TEACHING STRATEGIES Objective 1: Define a job interview and explain its purposes. Anticipated Problem: What is a job interview, and why are they held? I. A job interview is a personal conference that allows the employer to assess the job applicant and the applicant to assess the prospective employer. A. There are three types of job interviews. The patterned interview has a structured format in which specific questions regarding certain topics are asked of all interviewees. A non-directive interview has a flexible format. It is more conversational and questions are not prepared in advance. In this format the interviewer is an active listener. The group interview has a panel format in which members of a group take turns asking questions of the applicant. B. Employers use interviews for some of the following reasons: 1. It gives the employer an opportunity to determine particular qualifications or traits of the applicant. The interview provides information that enables the employer to make a judgment as to whether the applicants possess qualities that are important in the job. Page 2

3 2. It gives the employer an opportunity to verbally explain the job and its duties. 3. It enables employers to form an opinion on the candidates verbal communication skills. 4. It allows the clarification of points contained in the applicants résumé, letter of application, or job application. 5. It enables employers to determine if applicants can think on their feet. This is accomplished by asking questions in which the applicants must provide an impromptu response. An impromptu response is one that is given without prior preparation. C. Applicants benefit from job interviews in a number of ways. 1. The applicant can determine the specific duties of the job. 2. The applicant can explain to the employer why he/she would be a benefit to the organization. 3. It gives the applicant an opportunity to relate specific education, training, or work experience that has prepared the applicant for the job. 4. The applicant can determine the permanency and expected hours of work. 5. An interview is a chance for the applicant to convey enthusiasm, confidence, and an interest in the available position. Begin the lesson with an interest approach. Discuss the learning objectives and introduce new terms. Use VM A and VM B to reinforce the purposes of an interview from both the employer s and applicant s standpoint. Have your school principal, counselor, or another teacher visit the class as a guest interviewer. Interview a number of students in front of the class and give them feedback on their performance. Objective 2: Explain some tips for making a good impression in a job interview. Anticipated Problem: What can the applicant do to help make a good impression? II. Making a good impression will help applicants sell themselves to the employer. There are several tips which can help in making a good impression during an interview. A. Study the employer before the interview. Learning about the business indicates interest in the company and the available job. Think about possible questions and their answers. B. Dress appropriately. Clothing and grooming should be appropriate for the nature of the job. Candidates should be neat and well groomed. C. Bring a pen, note pad, letter of application, and résumé. These tools assist candidates in taking notes and answering questions. It is also important to know your Social Security Number. D. Be prompt. Promptness refers to arriving on time. Being on time gives the employer an indication of how prompt applicants will be if they get the job. Page 3

4 E. Be personable. Personable means demonstrating good manners, speaking clearly, and being confident. F. Be prepared to ask questions. A good question to ask as early as possible is Can you tell me about the position and the type of person you are seeking? Conclude the interview on schedule. Take cues from the interviewer. Cues are indirect indications or hints. Always express thanks for the opportunity and determine when the employer will make a decision. G. Follow up in writing. Send a written letter of thanks. Candidates should also use the letter as an opportunity to sell themselves. Lead a discussion on how an applicant can make a good impression in a job interview. Use VM C to reinforce tips that applicants can use in making a good impression. Objective 3: Describe what an applicant can learn from being denied a job opening. Anticipated Problem: What can be learned from being rejected for a potential job? III. A denial refers to when an applicant is not chosen for a job. Although painful, much can be learned from a denial. When an applicant is denied employment, he or she should carefully examine the reasons why. These reasons can be classified into two broad categories. A. Things the candidate can control include factors that the applicant can influence. The applicant may be lacking in a particular area. The situation might be improved by additional education or training. B. Things beyond the candidate s control include factors the applicant cannot change. There is not much the applicant is able to do to change what one employer views as a negative. Use VM D to generate discussion on denial factors that can and cannot be controlled by the applicant. Invite a personnel director or business leader to speak to the class about aspects of a job interview. Review/Summary. Use the student learning objectives as the basis for review and summary. Have students explain the content associated with each objective. Use their responses in determining which objectives and concepts need to be retaught. The anticipated problems can be used as student review questions. Application. Use the included visual masters to apply the information presented in the lesson. Having students participate in mock interviews will also be helpful in preparing them for real-life interview situations. Page 4

5 Evaluation. Evaluation should be based on student comprehension of the learning objectives. This can occur during instruction, review, or later as students apply the information. The attached sample written test can also be used. Answers to Sample Test Part One: Matching 1. c 2. b 3. a 4. d 5. e Part Two: Multiple Choice 1. c 2. d 3. b 4. a 5. d Part Three: Short Answer 1. those the applicant can control; those beyond the control of the applicant 2. Students can list any three of the following: a. ability to determine applicant traits b. ability to verbally explain the job c. opportunity to evaluate applicant s verbal skills d. opportunity to clarify items in résumé e. opportunity to determine if applicants can think on their feet 3. Students can list any four of the following: a. Study the employer prior to interviewing b. Dress appropriately c. Bring a pen, note pad, and résumé d. Be prompt e. Be personable f. Conclude the interview on schedule g. Follow up in writing Page 5

6 Sample Test Name Succeeding in a Job Interview Part One: Matching Instructions: Match the term with the correct definition. a. cue b. denial c. promptness d. job interview e. impromptu response 1. Refers to arriving on time for an interview 2. When an applicant is not chosen for a job 3. An indirect indication or hint 4. A personal conference between the employer and the applicant 5. One that is given without prior preparation Part Two: Multiple Choice Instructions: Write the letter of the correct answer. 1. What term is sometimes used to describe the demonstration of good manners, speaking clearly, and being confident? a. attribute b. honesty c. personable d. promptness 2. What does it mean to give an impromptu response? a. to deliberate over a question b. to prepare a response in advance c. to react with anger d. to reply without prior preparation Page 6

7 3. Which of the following states an interview benefit received by the employer? a. It gives the employer an opportunity to share specific education, training, or work experience that has prepared him/her for his/her job. b. It enables a potential employer to form an opinion on the candidates verbal communication skills. c. The employer can explain why he/she has been a benefit to the organization. d. The employer can ask questions regarding race, religion, sexual orientation. 4. Which of the following states an interview benefit received by the applicant? a. An interview is a chance for the applicant to convey enthusiasm, confidence, and an interest in the available position. b. It gives the applicant an opportunity to verbally explain the job and duties he/she is willing to perform. c. It gives the applicant an early chance to make salary demands. d. It provides an opportunity to give the employer a detailed life history. 5. Which of the following is a good practice associated with an interview? a. Don t be phony by wearing nicer clothes than you normally wear. b. Show up just a little bit late to build anticipation. c. Try to extend the interview beyond schedule by asking good questions. d. Write a follow up letter thanking the employer for the interview. Part Three: Short Answer Instructions: Complete the following. 1. List the two categories into which denials may be classified. 2. List three reasons an employer uses interviews. 3. List four tips for making a good impression in the interview. Page 7

8 VM A SOME REASONS EMPLOYERS USE INTERVIEWS Enables them to determine the applicants traits Allows them to verbally explain the job Allows them to evaluate the applicants verbal skills Allows them to clarify items in the résumé Enables them to determine if applicants can think on their feet Page 8

9 VM B SOME PURPOSES FOR APPLICANTS TO USE INTERVIEWS Determine specific duties Explain why they would help the company Relate specific education or training Determine permanency and hours of work Convey enthusiasm and confidence Page 9

10 VM C TIPS FOR MAKING A GOOD IMPRESSION IN A JOB INTERVIEW Study the employer prior to the interview Dress appropriately Bring a pen, notepad, and résumé Be prompt Be personable Conclude the interview on schedule Follow up in writing Page 10

11 VM D DENIAL FACTORS Factors the applicant can control: Level of education or training Promptness Appropriate clothing and grooming Interest in the job Attitude toward work Factors the applicant cannot control: Interviewer prejudices Salary and wages Working hours Employer indecisiveness Employer s schedule Page 11

12 LS A Name Mock Interview Instructions: 1. In this activity you will be called upon to practice your interview techniques. The teacher will supply a number of job descriptions. Select a position for which to apply and prepare yourself for an interview. 2. The teacher, school staff, alumni, and parents may serve as potential employers giving the interview. 3. Some suggested questions that can be used for the interview and for which you should be prepared to answer: Tell us about yourself. What are your strengths? What are your weaknesses? Could you give an example of both your strengths and weaknesses? What steps have you taken to address those weaknesses? What are your goals for the next five years? How do you feel about meeting people? Give an example of when you had a problem with a peer. How did you handle it? How would your peers describe your work ethic? Why do you want to work for us? What from your previous job makes you qualified for this job? Of your past jobs, which job was your favorite? Which one did you enjoy the least? What were your duties on your favorite job? What was challenging about the job and how did you deal with those challenges? What courses have you taken that have been most influential in your professional development? How does your education translate into the position you are currently applying for? Is there anything else that we should know about you that would impact our decision? Page 12