ALEX Lesson Plan


Effective Interview Techniques

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  This lesson provided by:  
Author:Kim Arrington
System: Chilton County
School: Chilton County Board Of Education
  General Lesson Information  
Lesson Plan ID: 5192


Effective Interview Techniques


The lesson will begin with a lecture on the importance of effective interview techniques. A technology-based project will be assigned for students to use the Internet to gather information and then create either a slideshow presentation, a newsletter, or a web page that reflects information and tips on presenting yourself to an prospective employer. This lesson will follow units on basic keyboarding, word processing, presentations, desktop publishing, and web page creation. This lesson is part of a unit on using technology to explore careers.

 Associated Standards and Objectives 
Content Standard(s):
CTE (9-12) Workforce Essentials
5. Apply skills needed for seeking, obtaining, maintaining, and changing jobs, including preparing a résumé, completing job applications, participating in a job interview, and dressing and grooming for the workplace.
  • Accessing detailed information about job openings and opportunities
  • Examples: skills required for a full or part-time job; working conditions, benefits, and opportunities for change
    CTE (9-12) Cooperative Education Seminar
    2. Demonstrate skills related to preparing for job opportunities.
    Examples: résumé, employment letter, interview skills
    BMA (9-12) Commerce Communication
    12. Explain the employment process, including career research; job source research; résumé preparation; letters of application, acceptance, refusal, and resignation; application form completion; and interview preparation.
  • Creating an employment portfolio
  • Local/National Standards:


    Primary Learning Objective(s):

    Students will identify effective interview techniques. Students will research effectively. Students will present information from research using technology.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    Greater than 120 Minutes

    Materials and Resources:

    Textbook, lecture notes

    Technology Resources Needed:

    Computer with Internet access, printer, Microsoft Word or other word processing software, Microsoft PowerPoint or other presentation software, Publisher or other desktop publishing software, FrontPage or other web page creation software, LCD projector or large-group projection device


    Students should be competent in keyboarding, word processing, Microsoft PowerPoint, Publisher, and FrontPage. Students should have already begun a unit on how to use technology to find a career.

    1.)Step #1: Lecture: How do you prepare yourself for a job interview? If your application form or resume is impressive enough, an employer will want to interview you for a job. An interview is a formal meeting between you and an employer. It is your best chance to convince the employer that you are qualified to do the job. It is also the employer's best chance to evaluate your overall qualifications. How you present yourself is crucial--first impressions count. The process you use to send and interpret messages so that they are understood in a business environment is called business communication. Being an effective communicator is critical to you in your personal, academic, and professional lives. Communication skills include the ability to use language accurately--use proper grammar, choose words precisely, and spell correctly. They also include the ability to speak, teach, counsel, debate, and listen. Your success in life is dependent upon your communication skills. The way you communicate with an interviewer indicates whether you have good communication skills. If you prepare for the interview you will know what you want to say ahead of time, and you can communicate it more effectively. It will also boost your confidence and help you to make that critical good first impression.
    1) Preparing for the job interview:
    a. Investigate the company and the job. If you know something about the company, you will have a better idea about how to phrase your questions and answers. It will also show that you are interested in the company, not just the money you can earn from working there.
    b. Anticipate questions. Research to find lists of questions often asked during an interview. Write down your answers for practice. Know the types of questions that may be asked and which personal questions are illegal.
    c. Prepare questions to ask. After you answer their questions, you will usually be allowed to ask your own questions.
    d. Practice for the interview. Speak clearly, listen closely, and show by gestures or facial expressions that you understand and are receptive to the interviewer's thoughts.
    e. Bring appropriate information. Include your notes on the company, your personal data sheet, your resume, and your list of questions to ask. Also, take along a listing of the names and addresses of former employers, schools, and references.
    f. Dress appropriately for the interview. Avoid extremes and dress appropriately for the office where you hope to work. This is usually a conservative, dark suit and tie for men and a dress, skirt and blouse, or pantsuit with hose and dress shoes for women. Get a haircut, bathe or shower, wash your hair, clean and trim your fingernails, and brush your teeth. Avoid strong-smelling after-shave lotions or heavy perfume. Do not wear a large amount of jewelry.
    g. Arrive on time.
    2) The interview itself:
    a. During the introduction, smile and make direct eye contact. Shake hands firmly, if the interviewer offers his or her hand. Do not sit down until you are invited.
    b. Nonverbal skills and listening skills. Concentrate on your posture, facial expression, gestures, and eye contact. Again, show by gestures or facial expressions that you understand and are receptive to the interviewer's thoughts.
    c. Interview questions. You have already prepared for potential questions, and practiced. The interviewer will determine the tone, pace, and style of the interview. Try to respond with the same tone and pace that the interviewer projects.

    2.)If time permits after students have had time to research and answer potential interview questions, team up students and let them stage mock interviews. Each student should play the part of the interviewer and that of the applicant. Afterwards, each student's strengths and weaknesses will be discussed.

    3.)Step #2: Outline the goals of the project. The attached slideshow presentation can be used to present requirements for the assignment. Students will use the Internet as a research tool to locate information about effective interview techniques. Information should include potential interview questions, appearance, manners and etiquette, the 'interview' presentation, and follow-up.

    4.)Step #3: Procedures: Locate information. Make an outline or storyboard of your presentation, newsletter, or web page. Include: Introduction, main ideas, and sources.

    5.)Step #4 - Option 1: Create a digital slideshow presentation. Open PowerPoint (or other presentation software). Use copy and paste to insert information and pictures from the Internet into your presentation. Include introduction, main ideas, pictures, and Sources Cited page.

    6.)Step #4 - Option 2: Design a one- or two-page newsletter. Open Publisher (or other desktop publishing software). Use copy and paste to insert information and pictures from the Internet into your newsletter. Include a picture(s), tips, information, sources cited, etc.

    7.)Step #4 - Option 3: Design a web page. Open FrontPage (or other web page creation software). Use copy and paste to insert information and pictures from the Internet into your web page. Include a title page, picture(s), appearance tips, manners and etiquette, sample interview questions, and cite references.

    8.)Step #5: Present the final product to the class (presentation, newsletter, or web page).

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    Assessment Strategies

    A rubric will be used to assess final products. The rubric will assess the following categories of each project:
    a) Requirements: 4-all requirements are met and exceeded, 3-all requirements are met, 2-one requirement was not completely met, 1-more than one requirement was not completely met.
    b) Content: 4-covers topic in depth with details and examples, 3-includes essential knowledge about the topic, 2-includes some essential information about the topic, 1-content is minimal.
    c) Organization: 4-content is well organized, 3-uses headings or bulleted lists to organize, 2-content is logically organized for the most part, 1-there was no clear or logical organizational structure.
    d) Mechanics: 4-no misspellings or grammatical errors, 3-three or fewer misspellings and/or mechanical errors, 2-four misspellings and/or mechanical errors, 1-more than four misspellings and/or mechanical errors.
    e) Attractiveness: 4-makes excellent use of font, color, and graphics, 3-makes good use of font, color, and graphics, 2-makes use of font, color, and graphics, 1-does not make effective use of font, color, and graphics.
    f) Sources: 4-source information collected for all graphics and information, 3-source information collected for most graphics and information, 2-source information collected for some graphics and information 1-very little or no source information collected.





    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.