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¶ … interview techniques used in both interviews. Include commentary and analysis of best practices, practices to avoid, and how this viewing experience will inform your approach to the interviewing assignment introduced in this week's Application.
Evaluate the techniques used in each interview. Which practices could you use in your own interviews? Which practices should you avoid? Where did the person in the video go wrong? How could this issue have been avoided or corrected?
During the first interview, Linda the interviewer, acted extremely apologetic about the interview process. She seemed uncertain about the direction of the interview and how long it was going to take. She also did not prepare her subject Laura adequately beforehand, given Laura's evident surprise at the fact that Linda was taking notes. No matter how intelligent the interviewer, lacking a confident demeanor can make the...
Linda did not phrase her initial inquires about workplace morale in a clear fashion, using a leading question: "now we've all had bad workplaces" Part One, 2013: 3).
After Laura finally 'got going' and began to talk, instead of asking more questions about Laura's response, Linda merely offered a personal anecdote of her own. While occasionally offering some personal information can be a good 'icebreaker,' Linda's comment after Laura had been so forthcoming seemed to leave Laura's anecdote hanging in the air and did not 'validate' Laura's willingness to open up. She also reacted in a very emotional fashion to Laura at one point, which could possibly 'slant' the interview in an unprofessional fashion: "Well, I can't believe -- that's really too bad for the leader of the school to be behaving…
After Laura finally 'got going' and began to talk, instead of asking more questions about Laura's response, Linda merely offered a personal anecdote of her own. While occasionally offering some personal information can be a good 'icebreaker,' Linda's comment after Laura had been so forthcoming seemed to leave Laura's anecdote hanging in the air and did not 'validate' Laura's willingness to open up. She also reacted in a very emotional fashion to Laura at one point, which could possibly 'slant' the interview in an unprofessional fashion: "Well, I can't believe -- that's really too bad for the leader of the school to be behaving like that towards you" (Part One, 2013: 4).
There were several more effective practices observed in the interview between Linda and Laura in the second interview. Linda informed Laura what the subject of the interview would be and how precisely how the information in the interview would be used in an ethically-acceptable manner. However, in this interview Linda was rather abrupt: she attempted to get straight to the 'meat' of the interview without 'warming up' Laura with more directive, easier questions, such as asking Laura about her background. Laura clearly felt 'put on the spot' about having to talk about how different attitudes in the classroom enhanced or de-enhanced learning. Linda could have asked Laura to talk a little bit about herself without immediately 'pouncing' on Laura with a highly conceptual question about workplace morale. However, despite the open-ended nature of most of the questions, Linda did use effective paraphrasing of what Laura had said in the second interview and was able to direct Laura's focus back to critical points when Laura's attention began to wander. Ultimately, Laura was far more open and forthcoming in the second interview.
Linda's demeanor in the second interview was more confident and effective than in the first. However, in both interviews she could have set up the context and purpose of the interview better. The half-hour allotted to the interview seemed insufficient and getting to know her subject better and speaking more about the purpose of her research might have made the interview more fruitful. Linda could have arranged a better time for Laura, to allow for more discussion and debate if warranted. An interview is inevitably likely to take some time to get started and simply because an interviewer has
Since the 1970s, the global retail clothing industry has experienced intense international competition and major shifts in the pattern of consumer demand. These pressures have had far-reaching implications for the clothing industry in the areas of pricing, design, quality, manufacturing processes and employment (Rath, 2002). According to this author, "In the 1970s, traditional manufacturers, particularly High Street retailers with their own manufacturing capacity, found themselves unable to compete with low
Colgate-Palmolive Evaluation of current research techniques used. The stated goal of the chairman of Colgate-Palmolive (CP) is to remain "deeply committed to advancing technology which can address changing consumer needs throughout the world." The CP message states: "Our goal is to…create products that will continue to improve the quality of life for our consumers wherever they live." Colgate Palmolive: Business English Materials.com: ESL Lessons) To that end, Colgate-Palmolive positions its toothbrush and toothpastes
The person/message feedback reflects whether the focus is on the person who sent the feedback or the message. The immediate/delayed one is focused on the timeline of the feedback. The monitoring one has to do with the spontaneity and sincerity of the feedback. Finally, the supportive-critical one reflects the divergence or convergence of the feedback with the original message. Self-centered feedback is a combination of the feedback types previously mentioned,
Tactics and Techniques of Successful Interviews Interviewing is definitely an art form. There are a number of different tactics and techniques that law enforcement agencies utilize depending on the unique elements of each individual situation. Still, there are some techniques that prove strong in almost any situation. Thus, the technique of theme development and alternative questioning are incredibly useful across situational contexts, making them a tried and proven interview tactic. One of
interviews with school teachers. The author interviews three teachers and presents their empirical evidence as well as researched data to outline teacher assessments, and then presents some suggestions for change based on this gathered information. There were five sources used to complete this paper. For the purpose of this research three teachers were selected for interviews. They were selected based on the grade levels that they teach, the diversity of
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