Module 13: Interviewing

Time

10 - 20 hours

Module Description

This optional module is intended to provide students with experience in planning and conducting interviews to research, explore, or problem solve. The module stresses that interviewing is a form of communication, and encourages students to see the importance of having a clear purpose and planning questions ahead of time. At the same time, it will show how flexibility and quick thinking allow the interviewer to explore new directions as they arise during the interview process.

Purposes

• to convince students of the importance of effective communication in all aspects of their lives
• to provide students with opportunities to explore interviewing as a communication endeavour

Foundational Objectives

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize that communication involves problem solving and decision making
• practise the behaviours of effective speakers
• speak clearly and confidently in a variety of situations
• recognize listening as an active, constructive process
• practise the behaviours of effective, active listeners
• listen effectively in a variety of situations
• write confidently in a variety of formats for a variety of purposes and audiences

Specific Learning Objectives

• recognize the importance of effective communication in work and professions
• recognize the importance of effective communication in lifelong learning experiences
• work collaboratively with others
• select and apply appropriate methods of communication in various experiences
• recognize that communication is an interactive process between sender and receiver
• recognize the role of culture in communication
• consider purpose, occasion, and audience in communication endeavours
• approach communication experiences (both sending and receiving) as active, thinking participants
• manage time and resources when planning communication experiences
• solve problems and make decisions as part of the communication process
• practise basic oral communication skills
• set clear objectives for speaking and organize talks in a logical manner
• participate in co-operative speech activities such as problem solving, decision making, negotiating, and interviewing
• participate in oral communication experiences by listening critically and attentively
• listen to make connections, interpret, or infer
• recognize speaker's purpose, attitude, tone, and bias
• listen to understand and learn
• listen to analyze and to evaluate
• practise writing for informational and practical purposes

Suggested Topics

Interview Format
Questioning Strategies
Types of Interviews

Suggested Resources

• English language arts bibliography for grade 11
• Books on interviewing techniques and questioning strategies
• Examples of print interviews
• Video and/or audio recordings of interviews
• Guests with experience interviewing

Teacher Information for Module 13

Interviewing is a two-way communication process that allows for the interchange of ideas and information. For maximum effectiveness, interviewers need to:

• become aware of any protocol regarding the interviewee
• prepare questions ahead of time
• anticipate the interviewee's perception of the interview
• inform the interviewee of how the information collected during the interview will be used
• focus the interview process toward the specific purpose
• employ concentration skills
• convey respect for the interviewee
• listen carefully for major ideas
• recognize nonverbal messages
• time questions effectively and supply transitions
• provide feedback frequently and effectively
• respect the information provided by the interviewee.

The interviewee needs to:

• know how the information will be used
• participate willingly in the interview
• be prepared to deal with specific as well as general ideas
• provide responses which are clear and specific
• avoid discussing extraneous or unrelated information
• correct misunderstandings and ask for feedback to be certain that messages are interpreted correctly.

Interviewing Cues and Approaches

The communicator in a personal interview can employ effective verbal cues by:

• using language that is simple, appropriate, accurate, and clear
• using examples, explanations, active verbs, statistics, and transitions.

The communicator can employ effective nonverbal cues by:

• making appropriate eye contact
• using appropriate body language which indicates interest
• allowing appropriate distance between interviewer and interviewee (this varies among cultures)
• having an appearance which sends a strong message about self-image and attitude
• having a relaxed posture which tends to create a feeling of friendliness.

A directive approach is preferred for most interview situations. With the directive approach, the interviewer establishes the purpose, controls the interview, and plays a dominant role in the kinds of questions that he or she directs to the interviewee.

If the interviewer uses the less common non-directive approach, he or she plays a less active role, and allows the interviewee to control the interview. Interviewers might use the non-directive approach if they want background information on a new project, if they need detailed information about events, or if this approach is culturally appropriate.

Note: Formats and protocol for interviews vary from culture to culture. Effective communicators make sure ahead of time that they understand any cultural factors that may play a role in the interview situation.

General Format for an Interview

Most interviews follow a similar format: the opening, the body of the interview (which consists of questions, responses, and perhaps discussion), and the closing.

Opening

The basic purposes of the interview opening are to establish rapport and to orient the interviewee. The interviewer can establish rapport by making whatever gestures are culturally appropriate (e.g., eye contact, handshake, bow). The orientation phase is usually controlled by the interviewer, who establishes the purpose of the interview and indicates topic areas or procedures.

Body of the Interview

The body of the interview is composed mainly of questions, responses, and the discussion that results from the questions.

The interviewer must first develop an interview guide, which is an outline of the topic to be discussed during the interview. Next, an interview schedule is drawn up, consisting of questions that are developed, based on the guide.

Interview guides can be developed around a cause-effect, space, time, topical, or problem-solution sequence. The interview schedule should consist of general questions and probing questions the interviewer will have prepared in advance. Sufficient "pause time" should be given after a question to allow the interviewee to form a thoughtful response.

Closing

An interview closing is intended to create a favourable lasting impression. There are several ways to close an interview, including:

• The clearing house question (e.g., Is there anything else you would like to discuss?)

• The statement of appreciation (e.g., Thank you for giving me the opportunity to explain the advantages of our new software system.)

• The signal that time is up.

• Announcing plans for the next meeting.

• The personal inquiry, used to build trust and rapport (e.g., How did you enjoy your vacation at your cottage?)

• The summary (e.g., repeating important information plus areas of agreement and disagreement).

• Non-verbal cues (e.g., standing up, breaking eye contact, shaking hands).

An effective interviewer will usually use a combination of ways to end the interview successfully.

Types of Questions for Interviews

Effective questions are clear, simple, free from bias, relevant to the purpose, and capable of being answered. When developing interview questions, keep the following guidelines in mind:

• Questions should be limited to about twenty words; question clarity is reduced as the question grows longer.

• Questions should be developed according to what the interviewer wants to discover.

• Each question should have a specific purpose.

• Questions should be worded for clear understanding by the interviewee.

Types of Interviews

Note: The following are broad categories which might have several sub-categories (e.g., job interview, consumer survey, needs assessment). Teachers should include specific types that are appropriate for their students' needs and interests.

Information Gathering Interview

Information gathering interviews are conducted by writers and speakers to gather information from other people (e.g., graphic designers, subject matter experts, and other team members). The main purpose is to gather as much information as possible fro m the other party.

Information Giving Interview

This type of interview is a method of instruction; the primary purpose of the interviewer is to give information. In the information giving interview, the interviewer provides information to the interviewee. The interview is still directive, as the interviewer will develop an interview guide and schedule the interview, generally consisting of two parties. Occasionally, the interviewer will converse with several interviewees. A typical example of the information giving interview is the orientation o f a new employee to the interviewer's company.

Problem Solving Interview

In day to day workplace situations, problem solving interviews are common. Managers, supervisors, and employees frequently become involved in problem solving activities. It is important that a supportive climate be created and maintained.

Suggested Activities for Module 13

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Openings and Closings

Give students the following scenario: They have been hired to write a report and are to interview an expert for information. Students can choose the topic. The following are examples:

• First Job Search
• Car Maintenance
• Water Pollution
• Effects of Rail Line Closures.

Have students write an opening and closing for their interview.

Activity: Openings and Closings

Have students write an opening and closing for an interview in which they are providing information about their company's practices and procedures to a new employee.

Activity: Problem Solving Interview

Randomly divide the class into two groups. Call one group #1 and the other #2. As a whole class, brainstorm a list of problems that interest the students. These can be within the school or the community, or they can be problems the students know abo ut from current events. Post the list.

Have students work in pairs of one #1 and one #2 student to plan and conduct a problem solving interview. The two students together should choose a problem from the list. The #1 students will be the interviewers.

Have students work again in pairs to plan and conduct another interview, with the #2 students being the interviewers. They should choose a different problem from the list.

As a class, discuss how the roles of interviewer and interviewee were different, even though both were working together to solve the problem.

Activity: Observing and Evaluating Listening Behaviours

Tune into a television news interview that you can view with your students, for the purpose of observing effective (or ineffective) listening behaviours. Ask students to evaluate the listening skills of both the interviewer and interviewee. Questions that students should be prepared to discuss can be brainstormed before viewing the interview, so the students can make notes concerning these questions as they observe the interview. A list of questions might include the following:

• Are the messages being understood by both people? Provide details.
• Are there any barriers to effective listening on either person's part? If so, elaborate.
• Is the communication open and respectful?
• Does the listening posture of each person show that he or she is focused on the message and the speaker? Observe nonverbal feedback.
• Does each person appear to have a clearly defined purpose for listening?

Use the list of questions that the class generates as the basis for either whole class or small group discussion regarding the interview.

Activity: Information Gathering Interview

Have students team up with a classmate and decide who will become the interviewer and who will become the interviewee in an information gathering interview. The topic might be the interviewee's hobby, particular job experience, or knowledge related to travel. The interviewer will prepare a set of interview questions, conduct the interview (taking written notes), and prepare a written summary of the interview. The interviewee will listen attentively to questions, respond in as clear a manner as possible, and help to maintain a positive climate.

Activity: Role Play

Organize a variety of role play scenarios in which students can practise problem solving, information gathering, or information giving interviews. Have them work in pairs to plan their interviews, and to develop criteria for the peer assessment.

Activity: Questioning Strategies

Have students, as a class, choose a topic that interests them. The topic should be broad (e.g., a social issue or a current political issue). Have half the class develop a list of open-ended questions about the topic, while the other half develops closed-ended questions. As a whole class, discuss the questions and choose the best questions that might be put to an expert on the topic.

Activity: Interview Project

Have each student conduct an information gathering interview with a person who is working in a field in which the student is interested. Students should begin by writing a letter of request in which they ask the person if she or he would be available for an interview, and what time and date they might meet. In some cases, personal contact might be more appropriate.

Each student should create an interview guide and check it with the teacher. Also, students should prepare questions ahead of time. (E.g., What is a typical day like for someone in this position? What are the best and worst aspects of your job? How much travel is normally a part of your routine? How often is the work of employees appraised?)

When students have completed their interview, they should leave an Interview Assessment Form with their interviewee to be filled in and mailed back to the teacher. They should provide a pre-addressed stamped envelope.

Students should submit a report consisting of a summary and analysis of the information they gathered during the interview. The summary should state why they chose this interviewee, the interviewee's background or qualifications, main points learned f rom the interview, and general and specific information regarding the field.

The analysis should explain how the information the students gathered might help them decide whether they would like working in that field. It should also state whether the interview fulfilled their expectations.

Students should also do a self-assessment, in which they present their impressions regarding:

• how they handled the interview
• problems they encountered
• the climate or atmosphere they set
• the positive aspects of the interview
• what they learned.

Teachers should assess students on:

• their letter to request an interview
• the assessment form sent in by the interviewee
• their summary, analysis, and self-assessment.

Activity: Interview Project

Have students select a setting in which they could conduct several interviews and compile a "day-in-a-life" report. The following are examples of settings:

• seniors' home
• seniors' activity centre
• bank
• children's day care centre
• grocery store
• police station
• hospital ward
• movie or TV show set
• radio station
• YMCA or other gym
• newspaper office.

Students should complete a project proposal in which they identify the setting, the range of people they will interview, the nature of their report, timelines, and assessment criteria.

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.

Sample Interview Assessment Form