NZQA Assessment Support Material
Unit standard
1293
Title
Be interviewed in an informal one-to-one, face-to-face interview
Level
1
Vocational pathways
Credits
2
Version
6
Manufacturing and Technology; Primary Industries; Social and
Community Services
Assessor guidelines
Introduction
The following guidelines are supplied to enable assessors to carry out valid and consistent
assessment using this internal assessment resource.
As with all assessment resources, education providers will need to follow their own quality control
processes. Assessors must manage authenticity for any assessment from a public source,
because learners may have access to the assessment schedule or exemplar material. Using this
assessment resource without modification may mean that learners' work is not authentic. The
assessor/educator may need to change figures, measurements or data sources or set a different
context or topic. Assessors need to consider the local context in which learning is taking place and
its relevance for learners.
Assessors need to be very familiar with the outcome being assessed by the unit standard. The
evidence requirements and the explanatory notes contain information, definitions, and
requirements that are crucial when interpreting the standard and assessing learners against it.
Context/setting
This activity requires learners to:

Prepare to be interviewed in an informal one-to-one, face-to-face interview

Be interviewed in an informal, one-to-one, face-to-face interview.
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Level of performance expected
This is a level 1 standard. This means learners should be:

Using basic general and/or foundation knowledge in theory questions;

Applying basic solutions to simple problems and applying basic skills required to carry out
simple tasks;

Working in highly structured contexts, taking some responsibility for your own learning;

Interacting with others.
Conditions of assessment
The scenarios provide a guide about the sorts of informal one-to-one, face-to-face interviews
appropriate for assessment of this unit standard. Assessors may substitute their own scenarios for
assessment.
The characteristics of an informal interview, typically include:

a predictable situation and/or familiar context

a collegial/co-operative approach and purpose

an established and/or positive relationship between both participants

a more relaxed structure to the interview

more relaxed dress and behaviours, and less formal language.
Ideally, people will be assessed in a real-life context using naturally occurring evidence. If this is
the case, it is likely that the scenarios assessed will be different to the ones provided in this
assessment. The blank interview recording sheet may be used for this scenario.
Where a real-life context is not available, assessment can take place in a simulated situation.
However, the conditions of this simulation must reflect as closely as possible to the situation that is
being assessed. For example, there should be a difference in status between participants - role
play between classmates is not acceptable. The interviewer’s responses should reflect likely
responses to the learner’s interview questions and comments. The physical setting should also
reflect that likely to be experienced in the scenario.
Resource requirements
Learners should not have access to workbooks and learning materials during the interview.
However, learners may take prepared notes into the interview if this reflects the context of the
interview, for example a report back on progress with specific work activities.
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Assessment Schedule
Unit standard
1293
Title
Be interviewed in an informal one-to-one, face-to-face interview
Level
1
Credits
2
Evidence requirements
Outcome 1
Evidence for achieved
6
Judgements for achieved
Prepare to be interviewed in an informal one-to-one, face-to-face interview.
1.1
Purpose of the interview and topics likely
to be discussed are stated.
1.2
The roles of participants at an informal
interview are described.
Task 1
Task 1
Interview preparation worksheet.
Purpose of interview clearly stated.
See sample answers for examples of
appropriate responses.
At least four topics likely to be discussed during
the interview are identified.
Range roles may include but are not
limited to – needs, interests,
expectations.
1.3
Version
One example of each of the needs, interests
and expectations of the participants are
provided.
Barriers to effective communication are
identified.
One example for each of three different barriers
is identified.
Range barriers may include but are not
limited to – verbal, non-verbal,
status, culture, gender.
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Outcome 2
Be interviewed in an informal one-to-one, face-to-face interview.
Performance criteria
Task 2
Task 2
2.1
Dress and behaviour are appropriate to
the situation.
Interview recording sheet.
Interviewer/Observer provides comments and/or
examples that confirm:
2.2
Interview questions are responded to
clearly and accurately.
2.3
2.4
See sample answers for examples of
appropriate responses.

learner’s dress and behaviour were
appropriate to the situation.
Own viewpoint is stated and explained.

Voice modulation, tone, eye contact, and
posture fit the situation and relationship
between participants.
learner responded clearly and accurately to
interview questions, and stated and
explained their own viewpoint.

learner’s tone of voice and voice modulation,
eye contact and posture showed respect for
and were appropriate to the situation.

Interview Recording Sheet is completed,
signed and dated by someone in a
supervisory role or other capacity with
appropriate level of responsibility to confirm
performance.
Judgements should be holistic, rather than based on a checklist approach.
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Sample answers for unit standard 1293
Be interviewed in an informal one-to-one, face-to-face interview
Task 1
Interview preparation – Manufacturing – Meat processing
Reason for being interviewed
1. Why are you being interviewed (what is the purpose of the interview)?
Finding out a bit more about what might be involved in a butcher’s apprenticeship.
2. List four things you think might be discussed during the interview.
(i) How long the apprenticeship is
(ii) How much extra study is involved and if I have to go to block courses
(iii) What the pay is like at the start and what I might earn when I’m qualified.
(iv) If it is hard work
Roles
3. You and the person interviewing you have different roles during the interview.
For each of the items below, give one example for the interviewer and one example for
yourself.
Expectations
Interests
Needs
Your role
Interviewer role
Examples might include:
Examples might include:



Need to know if the supervisor
knows about a butcher’s
apprenticeship.
Need to know what it will really be
like so want honest answers.

Needs to know exactly what
concerns might be so they can
answer my questions clearly
Need to put me at ease
Examples might include:
Examples might include:


Interested to know if supervisor
knows anything about the shop
where the job is being offered.
Interested to know why I want to do
this job
Examples might include:
Examples might include:


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I expect that my supervisor will be
helpful.

The interviewer will expect me to
be on time.
The interviewer will expect me to
be polite.
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Barriers
4
Think again about the interview you are preparing for. Give examples of potential barriers to
effective communication for three (3) of the criteria below.

A potential verbal barrier to effective communication.
I am not used to being interviewed and when I get nervous I sometimes mumble or hurry
and don’t make myself clear.

A potential non-verbal barrier to effective communication.
I don’t always look directly at people when they’re speaking so can come across as not
being interested in what they are saying.

the culture of the different participants (i.e. you and the interviewer)
We might be from different cultures and have different customs so need to be careful not to
offend.

the status of the different participants (i.e. you and the interviewer)
He is a supervisor and sometimes I get nervous talking to people in authority.

the gender of the different participants (i.e. you and the interviewer)
I can get nervous around people of the opposite sex and can say silly things.
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Task 2
Be interviewed in an informal one-to-one, face-to-face interview
Interview recording sheet
Assessor or workplace supervisor to describe the scenario here
Interview with someone who is interested in signing up for a butcher’s apprenticeship.
For each of the categories below, provide examples to describe how the learner conducted
themselves during the interview.
1. Describe how the learner dressed for the interview. Was this appropriate for the interview
situation?
Yes, dress was appropriate – interview was during lunch break so learner had removed
overalls and was in usual casual clothes worn under apron and overalls.
2. How did the learner behave before, during and after the interview: was this appropriate for the
situation? For example: Was the leaner on time? What greetings were used at the start of the
interview and how did the learner respond? What verbal and non-verbal body language was
used?
On time and met at the arranged place – said hello and asked me how my day was going.
Said thank you and goodbye at the end. Friendly and polite. Said they had enjoyed the summer
job and the people they’d met.
3. How did the learner respond to your interview questions? For example, were responses clear
and accurate and appropriate for each question?
They asked most of the questions as they want to find out about the apprenticeship. I asked
some things they hadn’t thought of such as what they thought they might want to be doing in
ten years’ time – they thought carefully before answering.
4. Give an example of how the learner stated and explained their own viewpoint.
They are interested in the industry as they have enjoyed the work experience and know they
definitely want a job with some sort of qualification.
5. Comment on the learner’s tone of voice and their voice modulation.
Friendly.
6. Give an example to show that the learner’s eye contact and posture was appropriate to and
showed respect for the situation.
Made good eye contact during the interview.
Sat upright on a chair at my desk in my office.
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Interview preparation – Primary – Farm worker
Task 1
Reason for being interviewed
1. Why are you being interviewed (what is the purpose of the interview)?
To talk about my work experience and maybe signing up for a permanent job.
2. List four things you think might be discussed during the interview.
(i)
What has gone well (and not so well) in my work experience
(ii)
How I have got on with the other people on the farm
(iii) If I am enjoying the work
(iv) Maybe a comment about a couple of days I was late.
Roles
3. You and the person interviewing you have different roles during the interview.
For each of the items below, give on example for the interviewer and one example for
yourself.
Interviewer’s role
Needs
Your role
Examples might include:
Examples might include:



Expectations
Interests

Need to find out if my
performance during work
experience was satisfactory.
Need to find out what the job
involves
Need to find out what the hours
are and the pay


Needs to find out my opinions
about the tasks I’ve been asked
to do.
Needs to find out if I am
interested in taking this on as a
permanent job
Needs to find out if I am prepared
to do extra training
Examples might include:
Examples might include:


Interested to know more about
the farm and how soon I can go
on a quad bike course
Interested to know a bit more
about other things I like doing
outside of work, to get to know
me better
Examples might include:
Examples might include:



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I expect that he will be polite and
pleased with my effort during
work experience.
I expect he will give me straight
answers.


The interviewer will expect me to
be on time.
The interviewer will expect me to
be polite.
The interviewer will expect that I
have thought about my work
experience before the meeting.
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Barriers
4. Think again about the interview you are preparing for. Give examples of potential
barriers to effective communication for three (3) of the criteria below.

A potential verbal barrier to effective communication.
Sometimes the boss shouts across the milking shed rather than coming up and
talking to me, this makes it difficult to have a conversation.

A potential non-verbal barrier to effective communication.
Depending on where the interview occurs it might be a bit uncomfortable, as the
milking shed can be cold.

the culture of the different participants (i.e. you and the interviewer)
We might be from different cultures and have different customs so need to be careful
not to offend.

the status of the different participants (i.e. you and the interviewer)
He is the farm boss and I don’t talk to him that often.

the gender of the different participants (i.e. you and the interviewer)
I can get nervous around people of the opposite sex and can say silly things.
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Task 2
Be interviewed in an informal one-to-one, face-to-face
interview
Interview recording sheet
Assessor or workplace supervisor to describe the scenario here
Interview with someone who has been working on our farm on work experience to talk about
their progress and long term goals.
For each of the categories below, provide examples to describe how the learner conducted
themselves during the interview.
1. Describe how the learner dressed for the interview. Was this appropriate for the interview
situation?
Yes, dress was appropriate – we were out in one of the paddocks so was wearing usual
work clothes.
2. How did the learner behave before, during and after the interview: was this appropriate
for the situation? For example: Was the leaner on time? What greetings were used at the
start of the interview and how did the learner respond? What verbal and non-verbal body
language was used?
Seemed a bit unsure at first, then we talked about how calving was going and they
relaxed. Said thank you and goodbye at the end. Thanked me for the work experience
also.
3. How did the learner respond to your interview questions? For example, were responses
clear and accurate and appropriate for each question?
Listened to all the questions. Seemed proud when I said I was pleased with their work
experience. Acknowledged the problems their lateness had caused a couple of times.
4. Give an example of how the learner stated and explained their own viewpoint.
Said how they’ve enjoyed the work experience and would like to manage or have own
farm one day. To do this they recognised the need for a career plan. Discussed options
available and how viable they would be for their situation.
5. Comment on the learner’s tone of voice and their voice modulation.
Friendly and even.
6. Give an example to show that the learner’s eye contact and posture was appropriate to
and showed respect for the situation.
Made eye contact throughout; posture was relaxed.
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Interview preparation – Social and Community Services –
Youth worker
Task 1
Reason for being interviewed
1. Why are you being interviewed (what is the purpose of the interview)?
I have an appointment at the local polytechnic to try and get on an Early Childhood
Education Course.
2. List four things you think might be discussed during the interview.
(i)
Why I want to do the course.
(ii)
What experience I have with children.
(iii)
How I’ve been getting on with my school work and what unit standards I’ve already
got.
(iv)
What I already know about the course.
Roles
3. You and the person interviewing you have different roles during the interview.
For each of the items below, give one example for the interviewer and one example for
yourself.
Expectations
Interests
Needs
Your role
Interviewer’s role
Examples might include:
 Need to know more detail about
what the course is about
 Need to know if I will be able to
handle the workload.
 Need to be polite.
Examples might include:
 Needs to check that I understand
what the demands of the course
will be.
 Need to know if I will fit in with the
other students
 Needs to put me at ease
Examples might include:
 Interested to know if the polytech
can help with opportunities for
paid work experience.
 Interested to know how many
people will be on the course.
Examples might include:
 Interested to know a bit about me
– like what my hobbies and
interests are.
 Interested to know if I have parttime work.
Examples might include:
 I expect that whoever interviews
me will be on time.
 I expect that whoever interviews
me will be nice to me.
Examples might include:
 The interviewer will expect me to
be on time.
 The interviewer will expect me to
be polite and answer all the
questions.
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Barriers
4. Think again about the interview you are preparing for. Give examples of potential
barriers to effective communication for three (3) of the criteria below.

A potential verbal barrier to effective communication.
The interviewer might use technical language related to early childhood care that I
am not familiar with.

A potential non-verbal barrier to effective communication.
I am being interviewed in a place I am not familiar with.

the culture of the different participants (i.e. you and the interviewer)
We might be from different cultures and have different customs so need to be careful
not to offend.

the status of the different participants (i.e. you and the interviewer)
The person has the power to accept me onto a course or not, which might make me
nervous or make them seem quite authoritative.

the gender of the different participants (i.e. you and the interviewer)
I can get nervous around people of the opposite sex and can say silly things.
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Task 2
Be interviewed in an informal one-to-one, face-to-face
interview
Interview recording sheet
Assessor or workplace supervisor to describe the scenario here
Interview for an Early Childhood Education course
For each of the categories below, provide examples to describe how the learner conducted
themselves during the interview.
1. Describe how the learner dressed for the interview. Was this appropriate for the interview
situation?
Yes, dress was appropriate – casual but clean and tidy.
2. How did the learner behave before, during and after the interview: was this appropriate
for the situation? For example: Was the leaner on time? What greetings were used at the
start of the interview and how did the learner respond? What verbal and non-verbal body
language was used?
Learner was on time to the interview.
Learner said hello and shook hands at the start; Said thank you and goodbye at the end.
Showed interest in the things I discussed about the course.
3. How did the learner respond to your interview questions? For example, were responses
clear and accurate and appropriate for each question?
Tried to give a full answer to each question.
Answers were relevant – seems genuinely interested in the course.
4. Give an example of how the learner stated and explained their own viewpoint.
Said they saw the importance of having qualified staff educating pre-school children, and
if it was their child they’d want to know they’re in the right hands.
5. Comment on the learner’s tone of voice and their voice modulation.
Clear most of the time. Occasionally hesitated with a couple of questions.
6. Give an example to show that the learner’s eye contact and posture was appropriate to
and showed respect for the situation.
The learner did not make eye contact but this was not inappropriate – the interview was
relaxed and the learner was polite and interested in hearing about the course.
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