TITLE: The Important Interview! WRITTEN BY: Elizabeth Plemel-Scott GRADE LEVEL: Resource English 11-12 TIME ALLOTMENT: 11-12 days~ 11-12 class periods, each 50 minutes long OVERVIEW: Students have completed the preparatory work of finding a career they are interested in and have written a business letter, a resume’, and an application. In these lessons, students will prepare to be interviewed; understanding the importance of appearance, the interview questions, and communication skills. Allow one extra day to expand on topics students may need further assistance with. SUBJECT MATTER: English for the World of Work LEARNING OBJECTIVES: The student will: Understand the appropriate dress, neatness and cleanliness for a good impression during an interview Be able to answer questions correctly and completely during an interview Know how to communicate successfully during an interview Teach and Learn basic interviewing skills and preparation STANDARDS: NDSCA Standard 2: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. (North Dakota School Counselors Curriculum Framework) 2.12.2 Students demonstrate knowledge of the career planning process (American School Counselor Association) Language Arts ND.12.4 Speaking and Listening: Students engage in the speaking and listening process MEDIA COMPONENTS: Learn 360~ Interviewing Tips and Traps, Interviewing Tips for Teens, Prepare, Your First Job and Getting It. http://www.learn360.com/ShowVideo.aspx?ID=131829 About.com~ Video-Quick Tip: Answering “What Can You Contribute” in a Job Interview http://video.about.com/jobsearch/Quick-Tip--Answering--WhatCan-You-Contribute--in-a-Job-Interview.htm http://video.about.com/jobsearch/Teen-Job-Interview-Attire.htm Non verbal communication: http://www.youtube.com/watch?v=D8IYAAQGSyg Do’s and Don’ts: http://www.youtube.com/watch?v=HYjZ0mQNRyw&feature=fvw rel Answer to the 5 toughest questions: http://www.youtube.com/watch?v=DAqdZ2Q92VA&feature=relat ed MATERIALS: Article Handout: 10 Tips for Coping with Job Interview Anxiety http://socialanxietydisorder.about.com/od/copingwithsad/a/jobint erviewtips.htm Textbook: English for the World of Work. Non-Verbal Communication Word Cards (if choose to use) http://jobsearch.about.com/od/interviews/tp/jobinterviewtips.htm American Guidance Service, Inc. 2001 Facilitating Career Development Student Test. National Career Development, 2008. Creating Your High School Portfolio 3rd Edition. Jist Works Publishing, 2009. Teacher Created Interview Script You’re Hired!: Employers Give Tips for Successful Interviewing Interview Rubric Portfolios Anticipation Quiz- You’re Hired Student Workbook, Jist Publishing Prep for Teachers: You will need to preview all of the videos and mark where you would like to begin. Bookmark the Web Sites, load plug-ins, prepare student materials and all papers needed for the lessons. Have cut out pictures, from magazines, of people dressed in various ways. Introductory Activity: DAY 1 Students will have been working for the previous two months on their portfolio, resume, and job preparation skills. 1. Give the Anticipation Quiz- Jist Publishing Score and discuss results. 2. Introduce vocabulary: appropriate, communicate, impression, deodorant, distraction, jewelry, selection, social, embellishing, interview 3. Hold up each picture in front of the class and ask students to decide which people are dressed appropriately for a job interview at a local business. Follow-up with a brief discussion on appropriate dress and why they think one picture is more or less appropriate. Complete Community Connection 6 (Student Workbook). Choose one of the following videos and show to the group. Time varies from 1:42 to 8:22. You may choose to show parts of a video or the entire clip. http://www.youtube.com/watch?v=HYjZ0mQNRyw&feature=fvwr el or http://www.youtube.com/watch?v=zEYExokLbro&feature=fvwrel or http://video.about.com/jobsearch/Teen-Job-InterviewAttire.htm Discuss appropriate dress and inappropriate dress. Have students share what they have that would be appropriate dress. 4. Brainstorm and discuss Global Connections: Dress Codes, Language, Appearance, Eye Contact, Handshake. Practice introducing self to others in the classroom as you would think is an appropriate introduction for a job interview. Learning Activities: DAY 2 Administer Pre-Test, from textbook, to the group. Assure them this isn’t graded but will be used as a guidance for direction in the topics necessary to be learned. 1. Discuss the importance of the initial interview. Each student will be able to answer: What is an Interview? An interview is a meeting between a job applicant and a representative of the company. The meeting comes about because the company had a job available. People applied for the job. The company needs to decide who to hire. Purpose of the Interview? The purpose of the interview is for the company to get a good look at you. It is the company’s chance to ask you questions about your experiences. It is also the company’s opportunity to see if you would fit in with the other employees. Use the resources from the textbook- pg 96. 2. Career Portfolio 7- Job Interview Checklist- Textbook 3. Review how someone would dress and prepare for an interview. Read pages 98-99. DAY 3 Read pages 96-98 in textbook. Complete workbook activity page 25. Share with a partner. Complete activity of “Preparing for an Interview”. This can be done on a large piece of paper and hung on the classroom wall for reference later. Invite volunteers to choose one of the 15 items from the Activity to mime. Encourage the class to guess which item the volunteer is miming. After the class activity, encourage each student to add items to the chart as the ideas occur to them. Wrap-Up: Ask each student to suggest one example of a piece of clothing or jewelry that would be appropriate and one that would be inappropriate to wear to an interview for the job of an office worker in a small company. Have students explain why the piece is appropriate or inappropriate. DAY 4 Watch the following video~ Ask students to focus on and plan to share, after the video, one thing they’ve learned about the interview process from this video. Write down, while watching the video, two questions they would be comfortable answering and two questions they need help with answering. http://www.learn360.com/ShowVideo.aspx?ID=131829&SearchT ext=interview Discuss highlights of the interview. If any students have been on a job interview invite them to share their experiences with the rest of the class. Encourage them to be as specific as possible- sharing both the process and the specific questions asked. Share questions students wrote down during the video. Brainstorm for answers to all questions. Read and complete the activity on Page 102 of the student text. The activity: List at least 5 things that Barry did that probably impressed Ms. Mendez. Discuss anything Barry could have done differently and role play options he could choose. Encourage each student to pick one role play and change it up to make it a positive experience. DAY 5 Communication is the topic for this lesson. Define communication: verbal and nonverbal Review the interview between Barry and Ms. Mendez Complete Activity A, page 103 Student text, with a partner. Come to an agreement on the best answer. Each group will share one question and most appropriate answer with the class. Teacher- Demonstrate several body languages and have the students guess what is being expressed. May need word prompt cards to help students, with special needs, decide which nonspoken communication skill is being demonstrated. If teacher chooses to use prompt cards, give cards to each students to use. http://www.youtube.com/watch?v=D8IYAAQGSyg View and discuss communication skills from the video. DAY 6 Job Questions: Show the video “The answers to the 5 toughest job questions”. http://www.youtube.com/watch?v=DAqdZ2Q92VA&feature=relat ed Ask students to write down several questions they would like to ask the Interviewer if they would ever have that opportunity. Keep these questions in an envelope to be given to the guest speaker on Day 9. Questions to ask after the Video: Job Interview: Follow-Up Questions 1) Why is doing well in interviews now more important than ever? 2) What do the experts say you shouldn’t do in an interview? 3) Why do they say you should do? 4) What does the phrase equal opportunity employer mean (in your opinion)? 5) True or False: In the US, it’s illegal to ask, “Do you have a history of health problems?” 6) What should you do if you are asked a discriminatory question? http://jobsearch.about.com/od/interviewquestionsanswers/a/inter viewquest.htm Encourage students to go to this web site and work through the questions and answers to some common and some difficult interview questions. DAY 7 Invite the owner or a manager of a local company to speak with the class about how an interview is conducted in a business. Perhaps the teacher and the manager/owner can do a mock interview for the class. On page 104 of teacher text, there is a list of important points the speaker will be asked to cover in the presentation. This will also be a time the students will present the questions they have for the interviewer. Read and Review the Summary, page 105, of Chapter 6Student Text Assign the Chapter Review Pgs. 106-107 Student Text DAY 8 Write a thank you note to the presenter from Day 7. Students will have already had a lesson on this important topic. These notes will be sent to the Presenter. Define Social Anxiety. Review the following reactions to anxiety that some interviewees feel. shaky legs pounding heart shortness of breath trembling hands tense muscles trouble thinking clearly cold or sweaty palms shaky voice blushing http://socialanxietydisorder.about.com/od/symptomsanddiagnosis/a/blushing.ht m Normalize the feelings and discuss ways students have coped with anxiety in the past. Pass out the below anxiety handout and instruct each student to read it silently. Article Handout: 10 Tips for Coping with Job Interview Anxiety. Students will highlight at least two tips for coping that they feel most comfortable with. http://socialanxietydisorder.about.com/od/copingwithsad/a/jobint erviewtips.htm Review the video. Answer any questions students may have about the video. Have students share the tips they are most comfortable with. List these tips on the wall board to refer to during the next class day. Send home a script and ask students to role-play the interview situation with a friend or a relative. Encourage them to do this several times to build up their confidence and to prepare them more thoroughly for the actual interview. DAY 9 Encourage students to share how the role-play interviews went. Review strengths of each student. Discuss any anxiety and star the tips students chose to use when they felt anxious. Have students journal their personal feelings about the roleplaying and the tips they used to reduce their anxiety during the interview. Share the journal with a partner. Volunteers may share with the entire class. Discuss any additional ways to reduce anxiety. Remind students that preparing for a job interview, practicing questions, knowing the company, and dressing for success will help them to reduce anxiety and do well in a job interview. DAY 10 1) You and your partner will take turns interviewing. First, decide who will be the first job seeker. Next, choose one of the below jobs to apply for. When you’ve chosen, read your role below. Fast Food Server Duties: Manage orders, refill drinks, customer service, delivery of food services Requirements: Customer service skills, ability to multi-task, able to serve others SalespersonHardware Store Duties: Assist customers with selecting and purchasing items Requirements: Customer service skills, stock shelves, Farm Laborer Duties: Perform routine tasks dependent on the type of farming requirements Requirements: Safety skills, able to lift and carry 40 lbs. knowledge of farm equipment Must be: able to operate machinery, maintain and Must be: display excellent organization & interpersonal skills, able to work autonomously and knowledgeable about food safety money skills Must be: wellorganized, energetic, professional, repair farm equipment (note: each student reads his/her role only) Student A You will be interviewed. This is a role-play so you (Interviewee) may pretend to have the appropriate background for the position. Take a minute to prepare. Soon, the interview still start. Student B (Interviewer) Decide how you want to structure the interview and what questions to ask (optional: include an inappropriate question). Also, try to think of a scenario related to the job and ask the interviewee how he/she’d behave in that situation. Take a few minutes to prepare. When ready, begin the interview. Students may videotape each other and critique using the rubric included in the lesson plan. DAY 11 Culminating Activity Mastery Test B- Correct and review test as a class. Discuss any points/questions left to be answered. Add relevant materials to Portfolio. Review videotapes and complete rubrics. Discuss strengths and improvements needed. Community Connection: Interviews, Portfolios, Community Business Owner or Manager Anticipation Quiz Name_________________________ Directions: Answer these questions as completely as possible. You will revise your answers as you watch the video. 1. What’s the best way to open a job interview? 2. Should you bring up the subject of money and benefits right away? 3. What generally do employers look for in an interview? 4. How many interviews can you expect before getting a job offer? 5. What do employers look for at the end of the job interview and beyond? Answer Key 1. Follow the lead of the person interviewing you. Smile and use body language that suggests confidence and poise. Be relaxed and come prepared by knowing something about the organization. 2. No. Often employers aren’t ready to talk about money in a first interview. Wait until a second or even third interview to bring it up. 3. The character of the applicant, their competence (skills, abilities, and education), and the chemistry they generate in the interview and with other employees. 4. Seldom does just one interview result in an offer. It often takes two or three. 5. They check for the applicant’s confidence level in leaving. Also a follow-up letter or thank you note can help set you apart from 90% of the competition. TIPS FOR JOB INTERVIEWS 1. Treat Yourself Well Avoid caffeine, get enough sleep, and exercise regularly. By following these three simple rules, you will greatly reduce job interview anxiety. 2. Visualize Success Find a quiet space where you won't be disturbed, close your eyes and visualize yourself being successful in your interview. Visualizing success is more than just positive thinking; when done correctly, you are getting your brain ready to behave in the way that you desire. This technique is used by elite athletes before competitions to help improve their performance. 3. Reduce Stressors Reduce stressors unrelated to the actual interview, such as uncomfortable clothing, getting lost, or showing up late. Well in advance, choose an outfit that is comfortable and that looks good on you. If you aren't familiar with the location of the interview, give yourself plenty of time to find it or do a trial run a day or two before. 4. Do Your Research Being well-prepared is a great antidote to anxiety. Research your potential employer. Prepare answers to common questions. Every bit of preparation that you can do will help to increase your comfort level and make you feel more confident and capable in the interview. 5. Don't Succumb to Pressure Once in a while, you may be interviewed by someone who grills you to see how you handle stress. Although it can be tempting to start spiraling into negative automatic thinking, such as "He knows I can't handle this job; I should never have applied" or "They don't really like me; I'll never get the job", STOP. If you find yourself in this situation, realize what the interviewer is trying to accomplish and don't let him ruffle your feathers. Know that the other candidates have been treated the same way and that it is no reflection on you or your capabilities. 6. Interview the Interviewer A great way to feel less self-conscious in an interview situation is to realize that interviews are a two-way street. You are deciding whether you want to work for an employer just as much as they are deciding whether they want you to come work for them. Try putting yourself in this mindset and see if your focus doesn't change. 7. Release Anxious Energy Anxiety has a way of leaking out even when you think that you have it well-hidden. If you find yourself fidgeting, try doing something to release anxious energy that no one will notice, such as wiggling your toes. 8. Take Your Time Realize that you don't have to answer questions immediately. Pause before answering and collect your thoughts. If you worry about drawing a blank during interviews, a great technique is to take notes as everyone talks. This takes the focus off of you and allows you to refer to your notes after a question has been asked. If you start to draw a blank, keep making notes and comment that you want to collect your thoughts before responding. 9. Be Prepared A well-prepared interviewee has an immediate advantage in an interview. In addition, being well-prepared and proactive will take the edge off of job interview anxiety. Be sure to bring everything that you think you might need, such as your resume, cover letter, business cards, references, licenses, certifications, and a pen and notepad. 10. Congratulate Yourself Regardless of how you felt that the interview went, congratulate yourself afterward for taking the chance. Do something that you enjoy as a reward. Above all else, avoid ruminating about how the interview went or what could have gone better. Adapted and Modified from the original document references. Georgia College and State University. Managing Job Interview Anxiety. Accessed November 28, 2009. Salisbury University. Interview Stress and Anxiety. Accessed November 28, 2009. Bosto n College. Dealing with Interview Anxiety. Accessed November 28, 2009. Job Interview Rubric Student:_____________________________________________ Date:___________________ 3 2 1 CATEGORY 4 Setting Up the Interview The student introduced self, explained why they wanted to interview the person, and asked permission to set up a time for an interview. The student introduced self and asked permission to set up a time for the interview, but needed a reminder to explain why he wanted to do the interview. The student asked permission to set up a time for the interview, but needed reminders to introduce self and to tell why wanted to interview the person. The student needed assistance in all aspects of setting up the interview. First Shows up Impressions early for the interview with a copy of the resume and references in hand. Student appeared Shows up on time for the interview with a copy of the resume and references in hand. Did not Shows up on time, is nervous and does not come prepared with resume or references. Shows up late for the interview, does not shake hands, and/or chews gum; does not bring a comfortable introduce and self to the properly interviewer. introduced self. Preparation Before the interview, the student prepared several indepth AND factual questions to ask. The student appears to know about the company. Before the interview, the student prepared a couple of indepth questions and several factual questions to ask. The student appears to know general information about the company. Personal Dressed in Appearanc appropriate e business attire; no sandals, tennis shoes, t-shirts, shorts, short skirts, etc. Dressed similar to what employees in that position would wear or in business casual copy of the resume or references Before the interview, the student prepared several factual questions to ask. Knows general information about the company. The student did not prepare any questions before the interview. Knows nothing about the company. Dressed in an ok manner but not appropriat e for what employee s would wear in the Dressed way below what is expected for someone in that position or "overdoes it" (too clothes. company. much makeup, jewelry, cologne, etc.) Seems interested in the position but was prepared or informed on certain topics. Seems interested in the position but could be better prepared or informed on all topics. Lack of interest and enthusiasm about the position; passive and indifferent; or overly enthusiastic . Responses Gives well constructed answers, knowledgeabl e, and confident answers that are genuine. Gives well constructe d answers, but sounds rehearsed or unsure. Gives short answers and sounds rehearsed or unsure. Answers with "yes" or "no" and fails to elaborate or explain; talks negatively about past employers. Follow-up The student Questions listened carefully to the interviewer and asked several relevant follow-up questions The student listened carefully to the interviewer and asked a couple of relevant The student asked a couple of follow-up questions based on what s/he thought The student did not ask any followup questions based on what the interviewer said. General Attitude Interested in the position and enthusiastic about the interview. based on what follow-up the person questions said. based on what the person said. TOTAL SCORE TOTAL SCORE= ADDITIONAL COMMENTS: the interviewe r said.