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Communication Strategies for Employment Interviews
by Nola Kortner Aiex
In a period of widespread unemployment and increased competition for jobs, the job
interview becomes more and more important for securing a position, whether we are talking about the very first job for a
recent high school graduate, an entry-level position for an individual who has spent a
substantial period of preparation and education for a professional career, or a more advanced position for a person who
has already spent considerable time in the workforce.
According to Baker and Spier (1990), "Much criticism is leveled at the nature and
usefulness of the employment interview, but despite its shortcomings and the
availability of more objective means of selection, classification, and placement, the
personal interview is used pervasively." Searching for a job (and interviewing) can
fill the prospective employee with tension under the best of circumstances, but some
basic preparation in the fundamentals of employment interviewing can boost a
person's self-confidence and make the entire interview process more pleasant and
relaxed.
This digest will aid in preparing individuals for job seeking by suggesting some
resources to consult to help improve basic communication skills needed for the
interview process.
Everyday Communication Skills
Ascher (1988) discusses what employers look for from high school graduates in
beginning jobs and concludes that work-related social skills are as important
to employers as are basic academic skills. This leads us to the conclusion that
effective communication skills are needed in most jobs on an everyday basis.
Indeed, Rynes and Gerhart (1990) found that especially where firm-specific assessments were concerned, interviewers
evaluated applicants according to their interpersonal skills, goal orientation,
and physical attractiveness.
Basic Tips
Stewart (1991) defines an interview as a conversation that is limited by a predetermined and serious purpose, and he
adds that this limitation suggests advance planning and some purpose other than mere
enjoyment or passing the time of day. He says: "Both the interviewer and the interviewee
need to listen attentively to each other, so that ideas, feelings, and information are
not lost."
Clemons (1983) focuses on effective use of nonverbal communication skills to indicate
interest in the interview. Clemons also touches upon the necessity of leaving a
favorable impression, both by knowing how to bring an interview to a conclusion and, if
appropriate, by following the session with a letter restating interest.
Roderick (1985) stresses the importance of first impressions, such as being on time,
being prepared, dressing correctly, shaking hands or greeting the interviewer correctly,
and maintaining eye contact. She also advocates discussing salary.
Negative behavior factors are reviewed by Vaughn and Darsey (1987), who cite lack of
confidence, failure to ask questions, nervous mannerisms, excessive talkativeness, and failure to elaborate on
answers as the most common behaviors to which interviewers react unfavorably.
How to Prepare for Interviews
An article by Hugenberg and Hvizdos (1984) details specific methods by which teachers
or counselors can prepare students for interviews. A wide selection of citations
on training students for the interviewing process can be found in Shermis (1989).
Both Thompson and Williams (1987) and Karanian (1986) discuss the use of videotapes to guide students toward
communication in the interview process. Thompson and Williams describe a mock
interview for journalism students (but adaptable for any profession), while Karanian focuses on role-playing exercises
and includes several scenarios for role playing which can be used in a course on
interpersonal communication.
Markham (1989) has designed a course for individuals, both interviewers and interviewees, who desire the skills and
techniques necessary to serve effectively in their respective roles (Markham's definition
of "interviewing" is, as follows: "a dynamic, complicated process between two
complex parties operating with imperfect verbal and non-verbal symbols and often
guided or controlled by the situation.") The course was prepared especially for students
wishing to gain an understanding of the interviewing process in all its facets; the
prerequisites to employment interviewing; integrated skills within the appropriate
context of an interview; and information useful in directing and participating in
various types of interviews.
Goals, objectives, and readings are listed for units on:
-
the interviewing process
-
structuring the interview
-
informational interviewing (both the survey and journalistic
types)
-
employment interviewing
-
performance interviewing
-
counseling interviewing
-
persuasive interviewing.
Although the course was originally intended to be used as a
college-level course, it could be adapted for almost any level by the instructor.
The Life Skills/Job Seeking Techniques Workshop (1987), an adult education project of Amarillo College in Texas,
teaches diverse daily living skills, including job resume writing and interviewing
behavior. The most useful tips are collected in a section entitled, "How to Conduct
Yourself in an Interview," which outlines the following basic steps for successful
interviewing:
-
dress properly
-
be on time
-
be friendly
-
show your enthusiasm
-
maintain eye contact
-
be aware of body language
-
be yourself
-
express yourself
-
be a good listener
-
ask questions
-
emphasize your strengths
-
don't criticize (former employers or co-workers)
-
have something to offer
-
be assertive
-
avoid personal issues
-
thank the interviewer
-
plan follow-up action
-
send a thank-you letter.
Advice From an Expert
Stewart (1991) believes that "applicants need to begin the position-seeking process
with a thorough self-analysis, for they cannot determine whether either general or
specific positions are best for them, or answer questions insightfully, if they do not
know themselves." He also advises: "Never turn down the chance to interview for a job.
Job applicants learn something new about themselves during every job interview."
~~~~~~~~~~
References
Ascher, Carol (1988). High School Graduates in Entry Level Jobs: What Do Employers
Want? ERIC/CUE Digest No. 40.
New York, NY: ERIC Clearinghouse on Urban Education. [ED 239 263]
Baker, Herbert George and Morris S. Spier (1990). The Employment Interview: Guaranteed Improvement in
Reliability.
Public Personnel Management, 19(1), 85-90. [EJ 404 770]
Clemons, Frankie (1983). Proceedings: International Technical Communication Conference. [ED 239 272]
Hugenberg, Lawrence W. and Jacquelyn M. Hvizdos (1984). Interviewing for
Success. Journal of Business Education, 60(1), 38-43. [EJ 306 181]
Karanian, Barbara A. (1986). Using Video Technology to Teach Effective
Communication. European Journal of Engineering Education, 11(1), 45-53. [EJ 339 360]
Life Skills/Job Seeking Techniques Workshop (1987). Amarillo College, TX. [ED 285 015]
Markham, Reed (1989). Interviewing Strategies. [ED 305 676]
Roderick, Joan C. (1985). Interviewing: Don't Underestimate Its
Importance. Business Education Forum, 39(4), 7-8. [EJ
309 471]
Rynes, Sara, & Barry Gerhart (1990). Interviewer Assessment of Applicant 'Fit': An Exploratory
Investigation. Personnel
Psychology, 43(1), 13-35. [EJ 412 859]
Shermis, Michael (1989). Interviewing: Communication Strategies. FAST Bib No.
23. Bloomington, IN: ERIC Clearinghouse
on Reading and Communication Skills. [ED 311 472]
Stewart, Charles J. (1991). Teaching Interviewing for Career Preparation. Bloomington, IN: ERIC Clearinghouse on Reading
and Communication Skills. [ED 334 627]
Thompson, Vernon and Kath Williams (1987). Mock Interviews Help to Prepare for the Real
Thing. Journalism Educator,
42(3), 36-37. [EJ 357 911]
Vaughn, Jeannette W. and Nancy Darsey (1987). Negative Behavior Factors in the Employment
Interview. Technical Writing
Teacher, 14(2), 208-18. [EJ 356 617]
~~~~~~~~~~
© 1992, ERIC Clearinghouse on Reading and Communication Skills
The Educational Resources Information Center (ERIC) is a national information system designed to provide users with
ready access to an extensive body of education-related literature. The ERIC Clearinghouse on Reading, English, and
Communication is dedicated to providing educational materials, services, and
coursework to everyone interested in the language arts.
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