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INTERVIEW PLAN ASSIGNMENT

A Plan for Finding the Right Person

 

THE SITUATION: You have just been informed that I have decided to add another assignment to this class that will have a significant impact on the final semester grade. The assignment is an essay exam. The exam will cover only the material related to the interviewing unit (reading and lecture material), and all items will require in-depth essay responses. Though the exam covers only one unit, the grade will count as much as each of the other two objective exams.

 

Unfortunately, you have a conflict that you cannot get out of for the scheduled essay exam period. You ask if it can be rescheduled, but I am not willing to provide an alternate time for you to take the exam. Instead, I make you the following offer. You can choose one classmate to take the essay exam for you, and then you must accept whatever grade that person earns. However, because the person you choose is doing a kind service, I will add an extra 10% to his/her own essay score (you will not receive that extra 10%).

 

Because this is an important choice, I am giving you a chance to interview some classmates. Obviously, you have motivation to choose someone who will do very well on the exam. Obviously, others in the class have motivation to want to be chosen (the 10% bonus).

 

Step One of planning an effective selection interview (Identify the Purpose) is evident given this situation. Your primary purpose is to identify a classmate who is likely to perform well on the essay exam.

 

The first part of Step Two of planning an effective interview (Identify Some Initial Questions) has also been accomplished. The essential job responsibility that is of concern to you is “to prepare and perform well enough to earn a good grade on the essay exam.”

 

YOUR WRITTEN ASSIGNMENT: Do the following…

 

Complete Step Two-Identify Some Initial Questions

 

Consider this job responsibility. Identify 10 specific qualities essential for accomplishing the responsibility. Obviously, there are more than 10 specific qualities necessary for effectively preparing and performing on this essay exam. However, you have limited time for conducting interviews with classmates, so you should identify what you consider to be the MOST ESSENTIAL qualities. Also, make sure you have a balance of “is” qualities and “knows” qualities. For each quality, do the following:

 

1.     List the quality, making sure it is specific and worded clearly.

 

2.     Identify whether the quality is related to who the applicant is or what the applicant knows. Remember to phrase the quality clearly and correctly. Be sure NOT to phrase the quality as an “ability” (i.e., a “can do” quality).

 

3.     Then design a good question (or question combination) to assess each of those qualities.

 

·       Rely primarily on open-ended questions.

·       If you include a closed-ended question, use it as a lead-in to an open-ended question and consider the question combination a single question. For example, “Have you ever taken a college exam requiring in-depth essay responses before? What preparation strategies did you use to give you the kind of understanding needed to do well on essay exams?” (This combination would be considered a single question.)

·       Be sure the question is designed in a way that would actually provide information that would allow you to assess the quality identified.

·       Be sure to avoid all problem questions, especially leading, bi-polar, and double-barreled questions.

 

IMPORTANT NOTE: The one thing you may NOT do is ask for any specific information about grades–not about grades on assignments or tests, not about semester grades or GPAs, not about grades in this or any other class. These questions would be illegal as they would violate FERPA (Family Education Rights and Privacy Act) law. Just as in a real employment interview setting, there are questions one might like to ask but cannot due to legal constraints.

On the document you turn in for this assignment, use the following format to identify qualities and initial questions:

 

Quality: Experience applying strategies to prepare for college level in-depth essay exams.

Type: Knows.

Question: Have you ever taken a college exam requiring in-depth essay responses before? If so, what preparation strategies did you use to give you the kind of understanding needed to do well on essay exams?

 

Complete Step Three-Structure the Interview

Take the 10 questions (or question combinations) you developed in the previous step and create a complete and thorough outline to guide the introduction, body, and conclusion of the interview.

 

·       Use proper outline format (see model below), and clearly label the sections (Introduction, Body, Conclusion).

·       Be sure the outline content in the introduction and conclusion is substantive (e.g., “Stand and introduce self to the applicant, ask if he/she is having a good day, and ask him/her to sit down, etc.” rather than “Set an open and friendly climate”).

·       Include in the body of the interview all 10 of the questions you developed in Step 2. Be sure to structure the questions into two or three logical sections with appropriate headings (not one long list). Also, consider a logical order to the questions in each section.

·       Prepare clear transition statements leading into each main point section in the interview body and include these transitions in the outline.

 

Note: If this were a professional employment selection interview situation, you would likely include a section in the interview body to provide information about your organization and position to the applicant or possibly to offer the applicant an opportunity to ask questions of you. You would also need to complete step four by planning the interview setting (where the interview would take place, when it would take place, and how the environment would be arranged). But given the situation created for this assignment, it does not make sense to take those steps. Still, remember that they are important issues to consider in an actual employment selection interview situation.

FORMAT MODEL FOR INTERVIEW GUIDE OUTLINE:Use the following model to assist in preparing your interview guide outline.

 

                                                                 INTRODUCTION

 

I.          [Set the climate.]

 

A.   [Points should be worded as clear behavioral instructions.]

 

B.   [Points should be worded as clear behavioral instructions.]

 

Etc.

 

II.         [Identify purpose of the interview.]

 

A.   [Points should be worded as clear behavioral instructions.]

 

B.   [Points should be worded as clear behavioral instructions.]

 

Etc.

 

III.        [Define role of the participants.]

 

A.   [Points should be worded as clear behavioral instructions.]

 

B.   [Points should be worded as clear behavioral instructions.]

 

Etc.

 

TRANSITION: [Include bridge statement to connect previous and following points. Transitions need to be written out as complete sentences.]

 

                                                                         BODY

 

I.          [Identify question category here.]

 

A.   [Question or question set.]

 

B.   [Question or question set.]

 

Etc.

 

TRANSITION: [Include bridge statement to connect previous and following points. Transitions need to be written out as complete sentences.]

 

II.         [Identify question category here.]

 

A.   [Question or question set.]

 

B.   [Question or question set.]

 

Etc.

 

TRANSITION: [Include bridge statement to connect previous and following points. Transitions need to be written out as complete sentences.]

 

III.        [Identify question category here.]

 

A.   [Question or question set.]

 

B.   [Question or question set.]

 

Etc.

 

TRANSITION: [Include bridge statement to connect previous and following points. Transitions need to be written out as complete sentences.]

 

                                                                   CONCLUSION

 

I.          [Summarize and close smoothly.]

 

A.   [Points should be worded as clear behavioral instructions.]

 

B.   [Points should be worded as clear behavioral instructions.]

 

Etc.

 

II.         [Determine future action to be taken and by whom.]

 

A.   [Points should be worded as clear behavioral instructions.]

 

B.   [Points should be worded as clear behavioral instructions.]

 

Etc.

 

 

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