Chapter 14 Interviewing for a Job and
Preparing Employment Messages
Learning Objectives
1. Explain the nature of structured, unstructured, stress, group, and virtual interviews.
2. Explain the steps in the interview process.
3. Prepare effective answers to questions often asked in job interviews including illegal interview
questions.
4. Compose effective messages related to employment (application forms, follow-up, thank-you, job
acceptance, job-refusal, resignation, and recommendation request).
Chapter Overview
Because it is probably the type of interview most familiar and of most concern to students, the
employment interview receives primary emphasis in Chapter 14. Additionally, employment interviews
are a logical continuation of the résumé and application message topics in Chapter 13. Students are
exposed to traditional interview settings, as well as more contemporary techniques including computerassisted, stress, group, and virtual interviews. Interviewing skills can be extended to the performance
appraisal interview process, and practice of employment interviews may be transferred to other
interview types as well. Give special attention to preparation for interviews, interview behavior and
feedback techniques (paraphrasing and questioning), and dress and grooming.
Chapter Outline
UNDERSTANDING TYPES OF EMPLOYMENT INTERVIEWS 244
Structured Interviews 244
Unstructured Interviews 246
Stress Interviews 246
Group Interviews 246
Virtual Interviews 246
PREPARING FOR AN INTERVIEW 247
Research the Company 247
Study Yourself 248
Plan Your Appearance 248
Plan Your Time and Materials 249
Practice 249
CONDUCTING A SUCCESSFUL INTERVIEW 249
The Opening Formalities 249
The Information Exchange 250
The Closing 253
PREPARING OTHER EMPLOYMENT MESSAGES 255
Application Forms 255
Follow-up Messages 255
Thank-You Messages 256
Job-Acceptance Messages 256
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
Job-Refusal Messages 256
Resignation Messages 258
Recommendation Requests 258
Key Terms
Stress interview 246
Structured interview 244
Unstructured interview 246
Virtual interview 246
PowerPoint Slides



Lecture Slides — Students can review key chapter concepts on the Lecture Slides (found on the
companion website (Student’s Resources)). Slides can be downloaded for convenient printing of
handouts for taking class notes.
Slide Number and Title
1. Chapter 14 Interviewing for a Job and Preparing Employment Messages
2. Learning Objectives
3. Preparing for an Interview
4. Researching a Company and a Position
5. Conducting a Successful Interview: The Beginning
6. Exchanging Information
7. Skills Needed: Balance of Hard and Soft Skills
8. Standard Interview Questions
9. Behavioral Interview Questions
10. Sample Interviewee Questions
11. Other Employment Messages
E-lectures — Slides with engaging narration of key concepts—useful as reinforcement of lectures
and exam reviews—are available through the CourseMate site for BCOM3.
Resource Slides — A larger deck of slides for instructors for displaying in the classroom; these slides
for class enrichment and solutions to activities and applications are also available at the companion
website (Instructor’s Resources) and on the Instructor’s CD.
Slide Number and Title
1. Chapter 14 Interviewing for a Job and Preparing Employment Messages
2. Learning Objectives
3. Learning Objective 1 Explain the nature of structured, unstructured, stress, group, and
virtual interviews.
4. Types of Employment Interviews
5. Learning Objective 2 Explain the steps in the interview process.
6. Preparing for an Interview
7. Researching a Company and a Position
8. Learning Objective 3 Prepare effective answers to questions often asked in job interviews
including illegal interview questions.
9. Conducting a Successful Interview: The Beginning
10. Appropriate Nonverbal Messages in an Interview
11. Inappropriate Nonverbal Messages in an Interview
12. Exchanging Information
13. Skills Needed: Balance of Hard and Soft Skills
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
14.
15.
16.
17.
18.
19.
20.
Standard Interview Questions
Behavioral Interview Questions
Recognizing Illegal Interview Questions
Sample Interviewee Questions
Using Effective Techniques as an Interviewer
Using Effective Techniques as an Interviewer (cont.)
Learning Objective 4 Compose effective messages related to employment (application
forms, follow-up, thank-you, job acceptance, job-refusal, resignation, and recommendation
request).
21. Other Employment Messages
22. Thank-You Message: Why It Works
23. Follow-Up Message: Why It Works
Teaching Suggestions
Learning Objective 1
Explain the nature of structured, unstructured, stress, group, and virtual interviews.
UNDERSTANDING TYPES OF EMPLOYMENT INTERVIEWS

Invite guest speakers to discuss the job search process, effective interviewing techniques, business
protocol, and performance appraisal interviews. Consider former students, local human resources
professors or managers, business protocol professors, communication consultants, officials in the
school’s career services center, or local employment agents.
 Project the visual as you emphasize to students that the traditional one-on-one interview scenario is
not the only possible interviewing arrangement. Discuss the various job interviewing arrangements.
 If time allows, ask students to discuss their experiences with job interviews.
Resource slide 4: Types of Employment Interviews
Structured interviews
 Lead a discussion of the purposes of the behavior-based interview.
 Discuss the advantages and disadvantages of computer-assisted interviews as an alternative to
traditional face-to-face interviewing.
Unstructured interviews
 Emphasize that the goal of an unstructured interview is to determine the applicant’s ability to speak
comfortably about a wide range of topics. Lead a discussion of types of unstructured interviews:
stress, group, and virtual.
Virtual Interviews
 Lead a discussion as to how a virtual interview differs from a traditional one.
 How should the candidate prepare for a virtual interview? What factors would be of concern that
would not figure in a traditional interview?
Learning Objective 2
Explain the steps in the interview process.
PREPARING FOR AN INTERVIEW

Project the visuals below as you discuss preparation for an interview. Remind students that
preparation is important as actually showing for the interview. Discuss the various places for
obtaining information about the company, the position, and the career paths available.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
Resource slide 6: Preparing for an Interview
Resource slide 7: Researching a Company and a Position


Discuss when an interviewer forms an impression of the job candidate—in the first 15–30 seconds of
the interaction. Remind students that overcoming a negative first impression is more difficult than
forming a good first impression. They want to spend their interview time strengthening the tie
between their qualifications and their job under discussion, not overcoming a negative first
impression.
Initiate a discussion related to the appropriate attire for an interview. Ask students if the culture of
the organization for which the interview will be conducted affects the dress code for the interview?
Stress that good advice is to err on the side of formality rather than informality when dressing for an
interview. Students will benefit from actually experiencing and witnessing recommended attire. You
may ask students to investigate the topic further by locating current articles on the topic.
Learning Objective 3
Prepare effective answers to questions often asked in job interviews, including illegal interview
questions.
CONDUCTING A SUCCESSFUL INTERVIEW

Introduce the discussion by noting the typical interview has three parts: (a) the opening formalities,
(b) the information exchange, and (c) the close. Then, initiate a discussion of effective strategies for
each part.
 Ask students if they have ever heard the expression, “You never get a second chance to make a first
impression.”
 Remind students that most interviewers make their decisions about “no” or “maybe” as a potential
in the FIRST FOUR MINUTES. Stress the importance of that first impression based on dress,
nonverbal communication, confidence, and demeanor.
The Opening Formalities
 Lead a discussion of effective interviewee behaviors and discuss the top five most common faux pas
candidates commit during a job interview: arriving late; talking negatively about previous
employer(s); dressing down; avoiding discussion of personal weaknesses; demonstrating ignorance
of the company or position sought. Use this time to emphasize that texting or looking at a cell phone
during a job interview has been noted as a negative interviewee behavior.
Resource slide 9: Conducting a Successful Interview: The Beginning
Resource slide 10: Appropriate Nonverbal Messages in an Interview
Resource slide 11: Inappropriate Nonverbal Messages in an Interview
Resource slide 12: Exchanging Information
Resource slide 13: Skills Needed: Balance of Hard and Soft Skills
 Emphasize the importance of nonverbal behaviors and messages in the interview process.
The Information Exchange
Presenting Your Qualifications
 Project and discuss the visual as you discuss this section:
o Standard Interview Questions
o Behavioral Interview Questions
 Remind students that they must be able to present job-related skills and people skills during an
interview; Most employers are not interested in an applicant with zero people skills, even if he or
she has more applicable job skills than other candidates.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages



Project the visuals that summarize standard interview questions and typical behavioral questions. In
small groups, have students practice answering both types of questions.
In small groups, have students prepare a list of behaviors that might convey a professional attitude
to an interviewer.
In small groups, have students role-play the interaction of an interviewer and an applicant
concerning salary.
Web Enrichment: Typical Interview Questions

Refer students to the web enrichment found at the companion website for additional interview
questions, both basic and job-focused. Consider asking them to provide their answers to five of
these questions (or any of the questions discussed in the text or on the slides) as part of their
assignments from this chapter. Writing their job-specific answers to these questions will help them
prepare for the interview process.
Resource slide 14: Standard Interview Questions
Resource slide 15: Behavioral Interview Questions

Remind students that everyone has weaknesses. Their answers should show awareness of a
weakness that will not have a negative effect on their job worthiness.
Asking Questions of the Interviewer







Show the visual as you lead a discussion of typical questions an interviewee might ask an
interviewer.
Remind students an interviewer is not the only one making a decision during the interview process.
The job applicant or interviewee also must decide whether the position and the company are right
for him or her.
Resource slide 17: Sample Interviewee Questions
Remind students that they should be prepared to “interview the company” as part of the process.
Tell students to consider: “Are the company’s values the same as yours? Does the work environment
fit with what you need? Does this position fit the goals you outlined at the beginning of your job
search process?”
If you wish to cover interviewing from the interviewer’s perspective, discuss the visuals as you
discuss effective interviewing techniques for interviewers.
Resource slide 18: Using Effective Techniques as an Interviewer
Resource slide 19: Using Effective Techniques as an Interviewer (cont.)
Assign Application 5 that requires students to prepare a short presentation from selected readings
related to the role of the interviewer.
Arrange for two volunteers to demonstrate an effective (and ineffective) job interview before the
entire class to provide a model for mock interviews in teams. This demonstration is an excellent
opportunity to use the expertise of resource persons, for example, human resources management
professors or practitioners, career services personnel, or students with special communication
abilities (students who have completed a full semester course in interviewing).
Have students participate in mock interviews. As a suggestion, have four students work as a team.
One plays a role as interviewer, another as interviewee, and two serve as observers to provide
critiques of the effectiveness of the interview. Teams should continue mock interviews until all
members have an opportunity to be interviewer and interviewee. Require students to distribute
copies of their résumés to other team members.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
To increase the effectiveness of the mock interviews, complete these activities prior to the
interviews:
o Assign Activity 2 that requires researching a company and writing ten original questions
that could be asked during a job interview.
o Assign Activity 3 that requires students to write interview questions based on a peer’s
résumé. Discuss students’ responses in class. Refer to the teaching suggestions in the
solution that follows.
Following the interviews, have students discuss or describe the following:
o Summary of the strengths and detailed description of the areas needing improvement
before the next interview.
o Significant points discussed during the interview that can be used in a thank-you letter.
Illegal Interview Questions

Project the visual as you discuss possible illegal interview questions and strategies for answering
them.
Resource slide 16: Recognizing Illegal Interview Questions

Assign Activity 4, an email assignment that requires students to respond to challenging interview
questions, including some that are possibly illegal.
Web Enrichment: Making the of the Performance Appraisal Process
Refer your students to the companion website so that you can discuss another employment “interview”
situation, the performance appraisal or on-the-job evaluation. Remind students that this meeting with a
supervisor should be thought of as an opportunity to show how they are performing in a position. A
worker should not wait for the employer to discuss what is good and what is not. The employee should
go into the meeting with a list of accomplishments from the last year, goals for the next year, strengths,
and areas for improvement.
Learning Objective 4
Compose effective messages related to employment (application forms, follow-up, thank-you, job
acceptance, job-refusal, resignation, and recommendation request).
PREPARING OTHER EMPLOYMENT MESSAGES

Show the visual as you discuss the various employment messages other than the résumé and
application that students will be required to write.
Resource slide 21: Other Employment Messages

Refer students to the good examples illustrated in the text as you discuss each message. Assign one
or more of the related activities.
Discuss choosing an appropriate medium (letter or email) for sending the types of messages
indicated in the table below. Tell students to consider the company and the preferences of the
interviewers when determining the channel for these messages. Project the visuals to show example
of appropriate follow-up messages.
Resource slide 22: Thank-You Message: Why It Works
Resource slide 23: Follow-Up Message: Why It Works

Type of Message
Follow-Up Message
Thank-You Message to an Interviewer
Figure #
Figure 14-2
Figure 14-3
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Chapter 14 Interviewing for a Job and Preparing Employment Messages
Job-Acceptance Message
Job-Refusal Message
Resignation
Thank-You Message to a Reference
Figure 14-4
Figure 14-5
Figure 14-6
Figure 14-7
Web Enrichment Content: Completing Application Forms

Ask students to read the information on the companion website titled “Completing Application
Forms.” Lead students in a discussion of guidelines for completing applications forms correctly.
Requesting and Acknowledging Recommendations


Discuss with students the importance of showing courtesy to references.
Review specific actions that will ensure that references are prepared to present their qualifications
to a prospective employer.
Web Enrichment Content: Providing Positive and Negative Recommendations



Ask students read “Providing Positive and Negative Recommendations” at the companion website.
Lead a discussion of an employer’s ethical and legal responsibilities in writing a recommendation
and the three options for responding to a request to write a recommendation that will be negative.
Project the visual as you discuss guidelines for writing a legally defensible recommendation.
Case Assignment 1: To Tell or Not to Tell


Assign the case and the activities that follow.
Use the final activity to prepare students for the Analytical Writing Assignment of the Graduate
Admission Test (GMAT). Use the writing assignments as preparatory practice in writing about a
multi-faceted issue or in writing an argument for a particular point of view.
Summary


Ask students to complete selected activities at the end of the chapter. Remind students to study the
suggestions in the “Check Your Communication” checklist when completing an assignment.
Assign the interactive quizzes for Chapter 14 that appear on in your online course. Assure students
that completing this assignment will be an excellent review for an objective test on the material and
for completing future writing assignments successfully.
Chapter Review
1 What types of interviews are common in today’s business environment and how do they different
from one another? (Obj. 1)
Structured interviews follow set plans, and unstructured interviews are freewheeling exchanges; good
interviewers are capable of having one seem like the other. Using computer-assisted interviewing to
screen applicants during preliminary interviews, recruiters obtain standard, reliable information about
each applicant. Using computer-assisted interviewing for preliminary job interviews enables the human
interviewer to decide reliably and quickly whether to invite the applicant for a second interview and to
identify the specific information that must be obtained from the applicant in the second interview. Team
interview are also common in today’s business environment. Team interviews involve key people in the
selection process, with interviewers asking questions from differing perspectives. A team typically has a
HR facilitator, employees who will work with the applicants, the hiring manager, a peer of the hiring
manager, subordinates of the position, and experts in the position’s field. After all candidates have been
interviewed, the team discusses the results and determines who to make an offer to or to invite back for
a follow-up interview.
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Chapter 14 Interviewing for a Job and Preparing Employment Messages
2 What information should you locate about a company with which you will interview? What means
will you use to locate the information? (Obj. 2)
Facts that should be located include the name, status, latest stock quote, recent news and
developments, scope, corporate officers, and products and services. Employees, business periodicals
and newspapers, the Internet and other online sources, chambers of commerce, placement offices, and
friends are good sources of information about companies.
3 Write a brief statement that describes your unique value to an employer. Include information
about your educational experiences, work experience, involvement in student organizations, and
other pertinent information. (Obj. 2)
Answers to this item will vary but should reflect understanding of guidelines mentioned for interviewing.
You might ask students to pair with another student to practice verbalizing their strengths in an
interview.
4 What nonverbal messages can an interviewee convey to favorably impress an interviewer? What
negative nonverbal messages can be conveyed? (Obj. 2)
An interviewee can show good intentions by leaning slightly forward in the chair, maintaining eye
contact, and providing eye and motion feedback. An interviewee can communicate negative nonverbal
messages by crossing arms, not making eye contact, talking with a hand over the mouth, slouching in
the chair, and using a rising intonation at the end of a statement.
5 How do responses to direct and indirect interview questions differ? (Obj. 3)
Direct questions usually call for a “yes” or “no” response. Indirect questions require an answer of the
what-how-why nature.
6 What is a good strategy to use when you are asked about your major weakness? Provide a specific
example you might use? (Obj. 3)
A good strategy is to admit to some weakness that will not have a negative effect on your job
worthiness. In all cases, do not say you have no weaknesses.
Example: Tendency to expect too much from yourself and others.
7 Discuss three ways an interviewee can handle an illegal interview question. What are the
advantages and disadvantages of each? (Obj. 3)
Three ways to handle illegal interview questions: (a) refuse to answer the illegal question, (b) answer the
question knowing it is illegal and your answer is not related to job requirements, or (c) answer the
legitimate concern that probably lies behind the illegal question. Option A risks offending or
embarrassing the interviewer; Option B is more likely to keep one in the running for the job but may
compromise important principles. Option C is the more effective alternative because it answers the
legitimate concern underlying the illegal question.
8 How do the thank-you letter and the follow-up letter differ? What should each contain? (Obj.4)
A follow-up letter includes (a) a reminder that an application for a certain job is on file, (b) a report of
additional education or experience and its relationship to the job, and (c) a reference to desired action.
A thank you letter is a specific type of follow-up that is sent immediately following an interview.
Referring to a point discussed in the interview can imply that the interview was meaningful or
interesting (the interviewer should react favorably). Also, because the reference is specific, the letter is
original; it is something more than a standard passage that could be said to someone else.
9
What guidelines should be followed in requesting a recommendation letter? (Obj. 4)
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
To ensure that the reference can present an applicant’s qualifications well, the applicant should supply
the reference with detailed information related to the job sought, share additional qualifications that tie
specifically to the job requirements. The applicant should alert the reference of imminent requests for
information especially it has been some time since the last request and send a sincere thank-you letter
after an offer has been accepted.
10 Which would be written deductively: (a) an acceptance letter, (b) a refusal letter, or (c) a
resignation letter? What ideas should be included in each of these letters? (Obj. 4)
An acceptance letter should be written deductively. It accepts the job in the first sentence. The
acceptance letter should include the acceptance, details (salary, benefits, starting date, and anything
else negotiated), and a closing (that confirms the report-for-work date).
To an employer who, with good reason and after much deliberation, had offered you a job, a refusal in
the first sentence would seem harsh. A rejection letter should include a beginning that reveals the
nature of the subject, explanations that lead to the refusal, and a pleasant ending.
The resignation letter is written inductively. It calls attention to the specific job, gives reasons for leaving
it, conveys the resignation, and closes on a positive note.
Activities
Teaching Suggestions and Possible Solutions
1 Subscribing to a Career Newsletter (Objs. 1–4)
Subscribe to the career newsletter at the following link or to one of your choosing:
www.quintcareers.com/QuintZine/. Create a career file that contains the following information about
your selected career field:
a. Outlook for job openings
b. Typical starting salaries by region
c. Minimum requirements
d. Desired skills and experience
e. Networking opportunities
f. Recommended interview strategies
g. Potential for advancement
Submit your file to your instructor for review or use it as directed.
Remind students that a downloadable version of this activity is available at the companion website.
2 Preparing to Answer Interview Questions Effectively (Objs. 2, 3)
Considering your career field, compose a list of potential questions you might be asked in a job interview.
As directed by your instructor, complete one or more of the following:
a. Divide into groups of three and discuss appropriate answers to the interview questions.
b. Revise your answers, incorporating relevant feedback and being sure that the answers are
truthful and reflect your individual personality.
c. Conduct mock interviews, with one person portraying the interviewer, the second person
portraying the interviewee, and the third person performing a critique of the interview. Discuss
the results of the critique.
To shorten this assignment without sacrificing content, divide the questions equally among class
members. Discuss each question, giving students ample time to write notes about questions they were
not required to answer.
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Chapter 14 Interviewing for a Job and Preparing Employment Messages
3 Developing Appropriate Interview Questions (Objs. 2, 3)
Exchange a copy of your résumé with another student. Assume you are an employer who has received
the résumé for one of the following positions:
a. A part-time job visiting high schools to sell seniors on the idea of attending your school.
b. A full-time summer job as a management intern in a local bank.
c. A campus job as an assistant in your school president’s office.
Write several appropriate interview questions based on the résumé. With the other student, take turns
playing the part of the interviewer and the interviewee. Critique each other’s ability to answer the
questions effectively.
Student responses will vary. Refer to the “Typical Job Interview Questions” at the companion website
and the sample questions shown below:
 How will the skills you obtained in your past employment aid you in this position?
 What is your most important strength?
 In what communication area are you the weakest and what are you doing to try to strengthen
your skills?
 Give me one example of how you used your problem-solving skills to aid your employer.
 Why do you want this job?
4 Responding to Challenging Interview Questions (Objs. 2, 3)
Go to http://web.mit.edu/career/www/guide/star.html to review sample behavioral questions and a
response prepared using the STAR method. Your instructor will then divide the class into pairs. One
member will send an email message; the other will respond. The sender will compose an email message
to the other member asking for a thoughtful response to five tough interview questions. At least one of
the questions should be sensitive in nature (possibly illegal or quite close) and one should be a behavioral
question. The team member receiving the message will email answers to the five questions. Send your
instructor a copy of the original message and the answers to the questions. The instructor may ask that
you reverse roles so that each of you has experience composing and answering difficult interview
questions.
Prepare visuals and show some of the more interesting questions posed, along with their answers. Lead
a discussion of other possible appropriate answers to the questions. Lead students in a discussion of
some unusual questions they have been asked in interview situations and how they responded.
5 Cleaning Up that Home Page (Obj. 3)
Review the Facebook or MySpace page of another student in the class. Prepare a list of suggestions as to
how to improve the impression the page might make on a prospective employer and reduce the
likelihood of illegal questions in a job interview. Email the list to the student and to your instructor.
Pair students with another student in the class to examine each other’s Facebook or MySpace page.
Lead a discussion on how Facebook might be used by a prospective employer to screen an applicant. Ask
students to list content that may be potentially embarrassing or provoke illegal questions during an
interview. Require students to suggest improvements to their own page as well as that of their partner.
6 Critiquing a Job Application (Obj. 4)
Obtain a copy of a job application and bring it to class. In small groups, critique each application,
commenting on the appropriateness of items included. Discuss how you would respond to each item.
Share with the class any items you felt were inappropriate or illegal and how you would respond.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
Student responses will vary but should focus on illegal information asked for, space allowed for
providing information, and the general ease of using the application.
Applications
Teaching Suggestions and Possible Solutions
Read
1. Each year, many workers from every career field find themselves out of work. The process of
becoming reemployed can be stressful, to say the least. Have students locate the following article that
presents strategies for surviving a job termination and successfully becoming re-employed: Lim, F.
(2007, March 28). What to do after job termination. Ezine Articles. Available at
http://ezinearticles.com/?What-to -Do-After-Job-Termination&id=506760.
Using the information in the article, ask students to develop checklists of strategies for locating
and landing a desirable job. They should also add additional strategies of their own and submit the
checklists to you. (Obj. 1–4)
Sample checklist:
 Investigate who you really are and what you want to do.
 Write a résumé that emphasizes your strengths in different areas, including those outside your
employment history.
 Organize your job search and keep up with potential positions, application packets sent,
interviews, and thank-you messages.
 Treat your job search like a full-time job.
 Network and provide honest information about your situation.
 Take time for yourself, taking care of things you have not had time to do.
 Get a haircut and get rid of worn or outdated clothing.
 Look over your finances and plan for time without a job.
 Prepare for your interview.
 DO SOMETHING!
 Have a positive attitude.
Write
2. Ask students to assume that they have each applied for a position earlier in the class term. They
should assume one of the following about the position: (a) it is an immediate part-time job, (b) it is a
full-time job for next summer, (c) it is a cooperative education assignment or internship, or (d) it is a
full-time job that begins immediately after graduation. Students should write follow-up letters to
their applications, with special mention of the courses they have completed this term. (Obj. 4)
Stress the importance of writing fresh, original employment messages. The follow-up message should
reflect the writer’s personality, should not sound like a form document, and must not be a copy of a
sample in a job search manual. The message should follow the outline shown in Figure 14-2.
Think
3. Ask students, either in small groups or individually, to research a company of their choice. As a
guide for their research, they should use the chapter information in the “Study the Company” section
and the following article: Daniel, L., & Brandon, C. (2006). Finding the right job fit: Asking the right
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
questions—of yourself and a potential employer—can help ensure that you end up in the right place.
HRMagazine, 51(3), 62–67. Available at http://findarticles.com/p/articles/mi_m3495
/is_3_51/ai_n26804405/
After completing research, each student or group should generate a list of 10 questions to ask an
interviewer from the company. The questions should communicate initiative, intelligence, and
genuine interest in the company and the job. Have each student or group submit a memo to you that
summarizes important facts about the organization and shows the rationale for the selection of the
questions. (Obj. 2 & 3)
Require students to conduct thorough research of a company in preparation for a mock interview.
Divide students into groups by major to reduce the amount of time required to complete this
application. Refer to the suggestions in Activity 3 for planning an effective mock interview experience.
Speak
4. Assign each student to interview a manager, preferably in his or her field, who conducts job
interviews regularly. Instruct students to discuss techniques that will improve their interviewing
techniques. Students can prepare short presentations to share their findings with the class.
Alternatively, you can require them to contribute to a blog related to job interview strategies. (Obj. 2
& 3)
Student responses will vary.
Collaborate
5. Divide students into small groups and ask each group to organize an employer panel for a class
session on successful interviewing. The following elements should be included in the panel activity:
a. Contact employers who would be willing to serve on the panel and share their views about
successful job interviewing.
b. In advance of the panel presentation, prepare a list of questions to be asked of the panel.
c. Select a team member to serve as moderator for the panel discussion.
d. As part of the panel discussion, solicit questions from the class for response by the guest
employers. (Obj. 1–4)
Student responses will vary. You might elect to organize the panel yourself to allow students to learn
what people in related fields expect from a successful job interview.
Digging Deeper
1. How can a job applicant maximize the likelihood of accepting the “right” job?
The best way for a job applicant to know about accepting the “right” job is to first complete a selfanalysis to determine what type of job will meet personal needs and goals. The next step is to
extensively research the company being considered, ask specific and involved questions during the
interview process, and talk to someone employed at the company in a similar position in the same
department.
2. Explain why communication skills are the universal job requirement.
Communication skills are required in every job because in spite of the intellectual or technical skills of a
potential employee, if he or she cannot communicate with supervisors, colleagues, and clients, the
other skills will not lead to job success.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
3. How relevant are references when information about an applicant can be easily located through
an online search of blogs, social networking sites, and news sources?
A reference for an applicant can provide first-hand information on the strengths of the applicant,
tailoring the information to the questions of the potential employer. This information is based on
personal experience and an understanding of how the applicant skills and qualifications may benefit the
potential employer. Social networking sites, blogs, and news sources, may not provide such credible and
specific information as a reference.
Cases
Teaching Suggestions and Possible Solutions
CASE ASSIGNMENT 1: To Tell or Not to Tell: Disclosure of Potentially Damaging Information in an
Employment Reference
The case discusses the double dilemma created for givers of employment references — risking
defamation charges from the unhappy job applicant while facing possible legal action from employers
for failing to disclose information about potentially dangerous behavior of former employees. Activities 2
and 3 can be used in preparation for the GMAT Analytical Writing Assignments.
Highly publicized and widespread business scandals have led to a significant increase in reference
checking. While some firms do their own checking, others turn to the expertise of reference-checking
services. Until recently, the rule for employers for responding to reference checks about their
employees was fairly simple: The less said, the better. The risk of providing employment references to
prospective employers is that former employees may sue if your references are unfavorable and lead to
job rejection or if they constitute invasion of privacy. The employers may be liable to a former employee
for defamation if the employer communicates to a prospective employer or other person a false
statement that results in damage to the former employee’s reputation. Defamation is commonly
referred to as “slander” if the communication is verbal and as “libel” if the communication is written.
Employers have traditionally been cautioned about relating information that is not formally documented
or for which no objective evidence exists. Thus, the more information provided, the greater the
likelihood of a defamation or privacy invasion suit by the former employee. Awards in successful suits
may include damages for lost earnings, mental anguish, pain and suffering, and even punitive damages.
Recent court decisions may have changed all of that or at least created confusion for employers
about what to disclose. If an employer gives a positive reference for a fired employee, the employee
could sue for wrongful termination. In situations where the employer knows that a former employee has
a history of criminal violence or extremely aggressive behavior, the employer may have a legal
obligation to provide such information to a prospective employer. Questions arise as to what to do if
you are not sure that the information about the previous employee is true. The risk of remaining silent is
that you could be sued for negligently failing to disclose the information if the former employee were to
harm someone on the next job. On the other hand, you could be sued for defamation if you do disclose
the information and the former employee can successfully establish that it is not true.
Some attorneys recommend that companies have employees who are leaving the organization sign
a form releasing the employer from any liability for responding truthfully during the course of giving
references. All inquiries for references should be handled through an established point of contact, and
only written requests for references should be considered. Only accurate and verifiable information
should be reported.
Sources: Zimmerman, E. (2003, April). A subtle reference trap for unaware employers. Workforce, 82(4), 22; Smith, S. (2003, March 17).
Rethinking your reference policy. Westchester County Business Journal, p. 4.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
Questions
1. Make a list of types of statements that a former employer should generally avoid making when
giving employment references.
Answers will vary but may include examples from the web enrichment. Other examples may include
accusations, exaggerations, statements not made in good faith, and statements made to improper
parties.
2. Write an organizational policy that addresses the appropriate guidelines for giving employee
references. Include statements concerning appropriate content and the manner in which such
information should be issued.
Answers may vary but may include the following:
 The request from the prospective employer should be in writing.
 The reference given should be in writing.
 The employee had access to a copy of any information or evaluation used as a basis for the
reference.
 Only that which can be documented should be disclosed.
 Information given should be confined to the employee’s job performance, including attendance,
attitude, awards, demotions, duties, effort, evaluations, knowledge, skills, promotions, and
disciplinary actions.
3. Formulate a legal argument that presents the conflict between the potential employer’s right to
know and the previous employer’s right to avoid possible defamation charges. Present both sides in a
short written report or presentation.
The argument presented should be balanced in terms of the interests of the two parties. Additional
writing tips are provided on the Student website. If you require that the assignment be completed as an
oral report, refer to Chapter 12 for guidelines for evaluating oral presentations.
CASE ASSIGNMENT 2: GE: Do You Have What It Takes?
The following case highlights GE’s hiring and training practices, which allows students to consider and
apply concepts from the case that have led to the company’s publicized success.
Imagine, solve, build, and lead—four bold verbs that express what it is to be part of General Electric,
better known as GE. Known for its demanding high-performance culture, GE also recognizes the value of
work/life flexibility in helping employees feel fulfilled both professionally and personally. GE,
headquartered in Fairfield, Connecticut, is made up of 11 technology, services, and financial businesses
with more than 300,000 employees worldwide. The corporation heads the list of Top 20 Companies for
Leaders and strives to create a balance between the value that employees contribute to the company
and the rewards offered in return. GE views its size as a strength, not a deterrent, in encouraging its
employees to take risks and think outside the box.
At GE, its people are viewed as the company’s greatest asset. From biochemists, to finance
specialists, to wind energy engineers, GE employees are passionate about making life better for people
in more than 140 countries. Good ideas and a strong work ethic are encouraged and rewarded, with
company values based on three traditions: unyielding integrity, commitment to performance, and thirst
for change. According to Steve Canale, a recruiting and staffing services manager, GE is “looking for
individuals with high integrity, intelligence, and energy.”
GE seeks qualified applicants who are willing to learn the skills necessary for company success. Some
candidates are hired directly into leadership development programs that combine work experience with
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Chapter 14 Interviewing for a Job and Preparing Employment Messages
education and training. The Risk Management Leadership Program develops risk management leaders
through a combination of rotation in various risk management positions and education in state-of-theart risk management techniques. The Global Leadership Development Program grooms international
leaders through a combination of global assignments and management training. In the company’s
commercial leadership program, new hires are rotated through a variety of positions over a two-year
period to find the best fit for each individual’s talents and interests.
Diversity isn’t just a noble idea at GE but an ongoing initiative, evidenced by the fact that women
make up 35 percent of those hired for entry-level full-time corporate training programs. Minorities
make up about 30 percent of those programs. GE recognizes the “power of the mix” and the strength
that results from inclusiveness. In an atmosphere of inclusiveness, all employees are encouraged to
contribute and succeed. Former CEO and business legend Jack Welch offers the following career advice
to anyone looking for the right job: “Choose something you love to do, make sure you’re with people
you like, and then give it your all.”
Sources: General Electric Company. (2009). GE Careers. Retrieved from http://www.gecareers.com; Top MBA Employers. (2009, May 27).
CnnMoney.com. Retrieved from http://money.cnn.com/galleries/2009/fortune/0905/gallery.top_mba_employers.fortune/13.html; General
Electric Company. (2009). GE Careers. Retrieved from http://www.gecareers.com; Diversity in action: GE wants to bring in diverse people and
grow them. (2006, May 3). Diversity Careers. Retrieved from http://www.diversitycareers.com; Hannon, K. (2005, April 14). Welch shows the
“winning” side of business for all. USA Today, p. 5B.
Activities
1. With nearly 40 percent of GE sales taking place outside the U.S., GE places high value on
producing diverse, global business leaders. Visit the GE website to learn about some of the company’s
plans to promote management diversity. You may choose to visit any one of the network forums: Women,
African, Asian, or Hispanic. Summarize your findings in a short report.
[The link for diversity information is www.geconsumercareers.com/diversity.html]
Student responses will vary, but from their research students will learn that each of GE’s networks offer
a variety of activities to bring members in contact with senior GE leaders. All the networks include
mentoring, coaching, and networking, which increase their visibility for promotion with GE. Student
reports should focus on networking opportunities, nurturing early career stages, providing leadership
training, connecting communities and ideas, creating visibility for minorities, and focusing on inclusion.
2. GE has repeatedly appeared among the top ten of Fortune magazine’s “America’s Most
Admired.” Find out why GE has repeatedly received the most admired designation, visit GE’s career
website and link to the information about the award: www.gecareers.com; www.ge.com.
• What assessment factors are considered in determining the “America’s Most Admired” award
winners?
• Using the assessment factors used in the award process as a guide, compose a list of questions
that you might ask during an employment interview to determine the respectability of the
company with which you are interviewing
Winners are chosen from the 1,000 largest U.S. companies and the 25 largest U.S. subsidiaries of
foreign-owned companies. The list sorts companies by industry, and 10,000 executives, directors, and
analysts select the five companies they admire most. Eight criteria that address investment value and
social responsibility are used for the assessment.
Students’ lists of questions should include items related to both financial and social responsibility.
© 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.