Job Interviews Assessment Task

The Job Interviews Module:

Preparation is essential in setting up for success, especially when those last-minute nerves hit. Much of this will come naturally to a seasoned job seeker, but with such a lot to remember, it's handy to have a checklist. If students know they are well prepared, they'll feel more confident and in control.

This handy checklist will ensure any job applicant arrives at the interview fully prepared.

Although we tend to concentrate on preparing students for one-on-one job interviews, there are other types they should also be aware of. All are designed to assist the employer in choosing the candidate who best fits the position and the company's work culture. The job advertisement will usually give an indication of the type of interview to be conducted.

ONE-ON-ONE INTERVIEW

Depending on the size and context or the organisation, these are usually conducted by a manager, Human Resources representative or both. This type of interview provides the opportunity for the 'human' touch and enables the interviewee to establish a rapport with the interviewer.

PANEL INTERVIEW

As the name suggests, this type of interview involves being interviewed by a panel of several different people. These are more common for managerial positions however it's best to be prepared because they can be a little daunting.

TIPS:

• Make eye contact and acknowledge all members of the panel
• Address responses to the interviewer who asked the question
• Thank the panel for their time

TELEPHONE INTERVIEW

Recruitment companies often conduct telephone interviews to decide a shortlist of candidates. The interview is held at a pre-appointed time and, as with other interviews, a series of questions is asked. The disadvantage of these is that there are no non-verbal cues to pick up on; however, 'Face Time' has recently become more popular.

TIPS:

• Find a quiet location with no distractions
• Have the job description, cover letter, and all other relevant documents at hand
• Have a pen and paper ready to take notes
• Ensure the phone is fully charged
• Don't chew gum or eat during the interview
• Speak clearly and don't rush
• There are no non-verbal cues to pick up on, so let your words convey your enthusiasm
• Ask questions to make sure you are on track, for example, would you like me to go into more detail?
• Have a calendar or diary available to arrange for any face-to-face meeting
• Send an email after the interview thanking them for their time

GROUP INTERVIEW

These are often used for large recruitment drives and involve group activities designed to assess such things as communication and teamwork. There is often a degree of support and rapport between candidates.

TIPS:

• If you are shy - make an effort to participate in group discussion
• If you have much to contribute ' do so without being domineering or bossy
• If you are talkative ' channel this into discussion and the encouragement of others
• Engage with other candidates - be helpful, friendly and polite
• Be memorable (in a good way) - during introductions, think of something different about yourself

ASSESSMENT CENTRE INTERVIEW

Assessment Centre interviews last from half a day to a number of days. They involve a range of individual tests, group tasks and informal observations, so candidates need to understand they are being watched and assessed at all times.

TIPS:

• Be honest when taking personality assessment tests
• Pace yourself during ability tests. Don't spend too long on anyone question
• Try practice tests (often available on line) revise any area of weakness
• Focus on yourself rather than the other candidates

Commonly asked interview questions

One of the keys to preparing for a job interview is to be aware of some of the questions that could be asked. Although students can never really be certain of the exact questions, there is a common thread. It is more than likely that the following will come up at some stage:

• What do you know about our company?
• What do you understand about the position?

The adequacy of the answers to these questions will rely on the research the student has done beforehand.

• Why do you wish to work for us?
• What was your experience at your previous job?
• Tell me a little about yourself

These questions require students to think about their own - motivation and goals, and to relate a little about themselves. Once again, students need to prepare and PRACTICE, PRACTICE, PRACTICE.

Then there are questions that require students to under stand their strengths and skills, and be able to relate their work or personal experience.

• What do you believe that you can bring to the position that nobody else can?
• Give an example of a time you have successfully dealt with a difficult customer
• Tell us about a time you have shown initiative at work

These questions can be answered using the STAR (Situation,Task, Action, Results) that was covered in the 'Skills' module, and that takes - you guessed it 'PRACTICE !'

Off the wall interview questions

Students may be faced with interview questions that seem unusual or even a little crazy.

• If you could be a superhero, what would you want your powers to be?
• If your life were a news story, what would the headline be and why?
• If you had to build a house of fruit, what fruit would you use and why?

These are designed to see how creatively a candidate thinks, and perhaps to get to know them a little better. They can inject a bit of fun into the whole interview process. The important thing is for students not to be thrown off guard. There are no right or wrong answers to this type of question, so they just need to go with the flow and be as creative and thoughtful as they can - remembering they will have to provide an explanation for their answer. And a little humour never goes astray!

Questions to ask the interviewer

Interview questions are not a one-way street, and the job candidate is given the chance to ask questions of their own towards the end of the interview. It's a good idea once again for students to be prepared, because with so much information in such a pressured situation, sometimes thinking of a question can be difficult. A good question will show the candidate's preparedness, interest and enthusiasm. The candidate can ask:

Questions about the process

• What happens next in the process?
• When do you expect to make an offer?
• When do you anticipate the job will start?

Questions about the job

• Is there anything you can tell me about the job that isn't in the job description?
• What are the prospects for growth and further opportunity if I perform well in this job?
• What are the greatest challenges I can expect to face in this position?

Questions about the company

• What are the long and short-term goals of this company?
• What sort of learning and development opportunities does this company offer?
• What do you most appreciate about working for here?

If you dare

• When would you like me to start?

* It's OK to ask about remuneration (pay) after all, it's one of the main reasons we work. But bide your time. The subject will more than likely be brought up by the employer, and you don't want to appear as if this is the main thing on your radar!

INAPPROPRIATE INTERVIEW QUESTIONS

A fun activity in which students find their own, more appropriate responses to interview questions.

One of the keys to preparing for a job interview is to be aware of some of the questions that might be asked. To be well prepared, students should carefully consider how they would respond to these questions.

This activity will help students to formulate their answers so that they can practice during the mock interview activity.

It is necessary for an employer to ask questions to ascertain whether or not a candidate is suitable for a position. However, it is also important for young job seekers to understand and protect their rights when it comes to the interview process. Interview questions should be relevant to the abilities, skills, experience and knowledge that are required for the job. However there are certain questions that are off limits, and are in fact illegal.

Illegal questions are those that are not relevant to whether a person can or cannot perform a role. They are inappropriate because the answers could be used to discriminate against the candidate.

AUSTRALIAN LEGISLATION

Australian legislation provides legal protection against employee discrimination, and this begins at the recruitment process.

In Australia it is illegal not to hire candidates because of:

• Age
• Race
• Gender
• Religious beliefs
• Disability (physical, intellectual or psychological impairment)
• Ethnicity
• Marital/family status

Exemptions

Some schools and religious bodies have an exemption to the law that allows them to discriminate on the basis of personal characteristics such as gender identity and sexual orientation. This applies to circumstances where such discrimination is required to conform to religious beliefs, principles and sensitivities. If a job candidate believes they may be affected by such exemptions, they should contact the school or religious body for clarification.

* This clarification would save time, embarrassment and distressing the long run. Unless agitating for social or institutional change, the question should first be asked, why would you wish to work for an institution whose values are so at odds with your own?

Not all employers are accomplished, or even experienced interviewers. Much of the time any inappropriate questions are asked quite innocently. However, job candidates are not required to answer questions that are too personal, make them feel uncomfortable, or are not directly related to the position. Those questions fall into the illegal category and as well as the previous list, they also include queries relating to:

• Sexual orientation
• Pregnancy or potential pregnancy
• Political beliefs and activities
• Parental or carer status
• Physical features
• Industrial activity

QUESTIONS THAT SHOULD NOT BE ASKED

• How old are you?
• Do you plan on having children in the near future?
• Is English your first language?

Students need to be able to respond to such questions in a way that doesn't cause embarrassment, hostility, or jeopardise any job opportunity. This is sometimes difficult, especially for younger person, and requires practice and tact.

RESPONDING TO INAPPROPRIATE INTERVIEW QUESTIONS

Candidates have several options when faced with inappropriate interview questions:

• Answer honestly (although the answer could then be used to discriminate)
• Refuse to answer - I would prefer not to answer that question thank-you.
• Ask for clarification on how the question relates to the job - If you explain why it's important, I will be happy to answer in away that's relevant to the job.
• Redirect the question to the interviewer or steer it elsewhere- I have heard this is a family friendly workplace, but I am more interested in the professional opportunities that working here would bring.

Students need to be able to respond to such questions in a way that doesn't cause embarrassment, hostility, or jeopardise any job opportunity. This is sometimes difficult, especially for younger person, and requires practice and tact.

Sometimes a question just doesn't come out as intended. It happens to all of us, and employers are no exception. Interpreting an interview question the way it was likely intended, and responding as such, will avoid any awkwardness or embarrassment. For example:

Q:-  Tell me, what country you were born?

A:-  I have been here since I was a child and have permanent residency. I am fluent in English and two other languages and there are no restrictions to my working here.

AVOID UNNECESSARY AWKWARDNESS BY

• Remaining professional
• Keeping the conversation light and friendly
• Keeping responses short and general in nature

DISABILITY AND DISCLOSURE

Some people are comfortable disclosing a disability to potential employers in a CV, job application or at an interview. Others are nervous of the possible consequences of disclosure. These consequences can include privacy issues, screening the candidate out of the selection process, and difficult or awkward questions.

Australian legislation provides protection against job discrimination for people with a disability or physical, intellectual or psychological impairment. The question is, to disclose, or not to disclose.

• Disclosure of a disability is up to the discretion of the individual
• People are not required by law to disclose a disability unless it relates to the direct requirements of the job

Disclosure of a disability would be practical if:

• Modifications need to be made to the workplace
• The disability is likely to effect a person’s ability to perform the job
• Non-disclosure means possible future workers compensation claims would be denied

There are some exemptions set under the Disability

Discrimination Act, where employers can lawfully discriminate. Here it is important for potential employees to refer to the act so that they fully understand their rights.

Although there is a long way to go, students with disabilities should be assured that workplace attitudes are improving and workplace conditions are becoming more and more user-friendly. The focus into the future is on ability rather than disability.

Students will find further guidelines about any of these issues on the following Commonwealth legislation links:

Age Discrimination Act 2004-  Australian Human Rights Commission Act 1986 Disability Discrimination Act 1992-  Racial Discrimination act 1975-  Sex Discrimination Act 1984-  Human Rights and Equal Opportunity Commission

There are so many factors that can make or break a job interview and the better-prepared students are, the more chance they will have of success. Following the tips and guidelines in this module will help students to avoid some of the most common interview mistakes:

• Inadequate research on the company
• Not coming prepared with the correct documentation, CV etc.
• Lacking warmth or personality
• Failing to sell the person
• Not answering questions adequately
• Concentrating too much on self-interests
• Failing to ask about the position
• Failing to ask for the position

The purpose of this activity is to help students prepare for job interviews - - the more practice they have, the more confident they will become.

Make sure they have completed the activities in this module so that they have some idea of how to present themselves, speak and answer interview questions. Give them time in class to prepare for this activity.

Students will do this activity in pairs and take it in turns to be interviewer and job candidate. They should treat the experience as though it were a real job interview.

The interviewer-  will choose or prepare-  four-  questions to ask the job candidate.

• One must relate to the candidate's desire for the job
• One must relate to skills

(It doesn't matter what the other two questions are - one could even be 'inappropriate' or 'illegal'.)

Towards the end of the interview the job candidate must be given the opportunity to ask questions of his or her own.

The job candidate-  must be prepared to answer the interview questions, and ask-  two-  questions of their own.

The interview will be conducted in front of the class, who will offer feedback at the conclusion.

All of us face job rejection after interview at some time in our lives. Although it's inevitable, it doesn't stop the feeling of disappointment, especially if the job felt just the perfect fit. However, considering the number of people who may have applied and then been shortlisted - - reaching interview stage is a feat in itself!

Even with rejection, students should take some positive from their interview experience by looking upon it as a learning curve that moves them closer to success. So, how can they take back some control after rejection?

• Ask for feedback. Employers will be happy to provide this and it shows commitment
• Take note of the feedback and address what needs improvement
• Use the feedback to build on strengths
• Review interview technique objectively, and consider areas that need strengthening
• Reflect on the questions asked and whether they were adequately prepared
• Assess whether or not the job or the company was suited
• Continue to apply

It's not the end of the world!

Remind students not to blow rejection out of proportion. It can be difficult, but they need to keep an open mind and stay positive. With all of the candidates out there, some are bound to be more suited, more determined and better qualified. The upside of this is that some will also be less suited, less determined and not as qualified!

STAYING POSITIVE (little things)

• After rejection - have coffee or a juice with a friend, or go for a surf
• Read over your CV and remind yourself of your achievements
• Hang out with positive and active people who will boost your spirits
• Continue to engage, not just with job search, but also with your other interests and the world around you

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