Administrative Issues Journal Volume 4 Article 10 Issue 2 VOLUME 4, ISSUE 2: DECEMBER 2014

12-2014 : KEYS FOR RESULTS Donald S. Miller

Stephen E. Catt

Thomas E. Slocombe

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Recommended Citation Miller, Donald S.; Catt, Stephen E.; and Slocombe, Thomas E. (2014) "JOB INTERVIEWS: KEYS FOR RESULTS," Administrative Issues Journal: Vol. 4 : Iss. 2 , Article 10. Available at: https://dc.swosu.edu/aij/vol4/iss2/10

This Article is brought to you for free and open access by the Journals at SWOSU Digital Commons. It has been accepted for inclusion in Administrative Issues Journal by an authorized editor of SWOSU Digital Commons. An ADA compliant document is available upon request. For more information, please contact [email protected]. ADMINISTRATIVE ISSUES JOURNAL: CONNECTING EDUCATION, PRACTICE, AND RESEARCH 77 situation that isa goodfit interests,for theirskills, andpersonalities. Students shouldunderstand that ifthey donot help themperceive notas a win-loseexperience but asaprocess interviews offindinganemployment Fear is of a rejection major reason students avoid about employment interviews. thinking Therefore, counselors should will leadto ofunemployment longerperiods andwork that islesssatisfying. remunerative. acquire, addition,theyshouldunderstandthat whichtheycancertainly failingto theseskills, In learn also seethat effective leads employmentto interviewing years ofemployment that are more satisfying, secure, and an intimidating , theywillexperience itasaprocess that isinteresting andenjoyable. Students should to handleemployment andbecome soproficient interviews that instead as ofseeingtheemployment Therefore, inorder for students to bemotivated effectively, to interview theymustbepersuadedthat theycanlearn uponone’seffectively—depends performance andthebelief that in valuable effective payoffs willhappen. of motivation explains that a task—such motivation theory to as tolearning interview perform The expectancy are inunderstanding, largely muchlessmastering,involved. lacking thebasicskills itisonlyreasonable fact, thatsurprising. theyfeel In thisway becausetheyhave almost noexperience doing itand employment that willdetermine theirfutures, interviews theymay feel intimidated andinadequate. This isnot it’s easy for them to procrastinate skill. developing this important When they think about the inevitable, crucial reduceactually students’ effectively. motivation to interview Because theyhave little experience withinterviewing, Ironically, areinterviews important. ofinterviewing,combined withtheirlackofexperience, theimportance may 1978).Despite theirapparentemployment indifference, (Onoda interviews andGassert, know employment students they can handle.they know Many students have limited work with experience have and often little familiarity very People liketo feel andcompetent; comfortable therefore, theytend to to give tasksthat are priority familiar—tasks pitfalls. employment andprovide makeduring mistakes students often interviews suggestionsto helpstudents avoid these educators andcounselors cantaketo increase theirmotivation interviewees. to become skilled We alsodiscuss we discussreasons thisarticle, forIn students’ apparent disinterest effectively to andsteps inlearning interview to canlearn handleskillfully. whichalmosteveryone something soimportant, A Keywords: provides suggestions educators can useto helpstudentsavoid thesedifficulties. this crucialcareer activity.alsodiscussesmistakes studentsfrequently make The and article duringemployment interviews motivation and tosteps become educatorsinterviewees skilled and counselors can take to increase students’ interest in Many studentsseemdisinterested effectively. inlearningto handleemployment interviews discussesstudents’ This article JOB INTERVIEWS: KEYS FOR RESULTS VOLUME 4,ISSUE2 Emporia StateUniversity Thomas E.Slocombe,PhD Stephen E.Catt,PhD Donald S.Miller,EdD DOI: 10.5929/2014.4.2.5 Miller, Catt, &Slocombe learning to interview effectively. tolearning interview membersare frustratedFaculty often andbaffled bystudents’ indifference to Just onehourmay determine astudent’s . Unfortunately, however, many students seemdisinterested in mayn employment lastonlyan hour, interview hoursinanyone’s butthat hourisoneofthemost important life. interviewing, employment, interviewing, motivation, LEARN INTERVIEWINGSKILLS b ADMINISTRATIVE ISSUES JOURNAL: CONNECTING EDUCATION, PRACTICE, AND RESEARCH 78 Miller, Catt, & Slocombe Catt, Miller, DOI: 10.5929/2014.4.2.5 a REQUIRE INTERVIEW PROVIDE PROFESSIONAL GUIDANCE Students should aspire to compete effectively with other candidates, while remaining relaxed and enjoying and enjoying relaxed remaining while candidates, with other effectively compete to aspire should Students interview process. the interesting to do this. learn they can that by confident be instilled should confidence feel should Students (This in this article). ideas presented the use of the through professionals Interviewing is a crucially important, inevitable process. interviewingcertainEffective entails basic skills. make them skilledto training interviewees. will benefit from they that can trust Students • • • • • for narrowing down for which they decide to apply. Students are more likely to excel at interviews for jobs for jobs for interviews at for excel likely to more are Students apply. they decide to which jobs for down narrowing for assertive and outgoing they are and reflect on their creative and analytical abilities. Furthermore, they should assess and analytical abilities. and reflectassertive on their creative they are and outgoing may may or training they professional types of skillscommunication of their oral and the different the effectiveness as part check should then be used as a reality of themselves, of the self-analysis, honest assessment Their not have. interviewing. As a result, counselors should encourage students to do some introspection and consider the questions and consider do some introspection to students encourage should counselors a result, interviewing. As Pyramid. in the Self-Analysis how consider they should example, For must be honest with themselves. students these questions, answering When at your short- and long-term ” (Paris & Stinson, p. 46). Students should focus on and consider their dreams, their dreams, on and consider should focus 46). Students p. & Stinson, (Paris short- your at goals” long-term and counselors 2002). However, them (Fooks, is best for of what their judgment and then follow and frustrations, concerns, gaining an edge in employment the importance seldom consider students for that of self-analysis should realize Self-Analysis closely “Look interviewan employment is a self-analysis. the most important can do before thing students Perhaps the word “mock” has an unfriendly connotation, suggesting that the student may be mocked in the process. may the student suggesting that has an unfriendly connotation, “mock” the word episodes of television shows can even be useful to develop insights into the interviewing process (Bloch, 2011). the interviewing into insights process develop be useful to can even shows episodes of television than rather “practice” them calling recommend but we interviews, “mock” practice called interviewsSometimes, are In addition, interviews.” “mock unfamiliar with the terminology are most students one thing, For interviews. “mock” several practice interviews of which video recordings are made, and every student will watch those video recordings recordings video those everyand watch will student made, are practice interviews recordings video which of several interviewing. In fact, from scenes various improve to with a faculty style member who uses a coaching of feedback important. Students must understand the ideas that go into effective interviewing effective important. because these ideas will guide go into must understand the ideas that Students just reading the violin by play One cannot learn to crucial. them when they practice is quite interviewing, which every will have student interviewing. Ideally, thing is true for same The do it; one must practice it. to about how the standard curriculum. From this perspective, it is not surprising that many students ignore learning to interview. learning to ignore students it is not surprising many that this perspective, curriculum. From the standard aspects two interview: learning are to to interviewThere to intellectual a clear understanding of how developing Theory both and practice are practice interviews. several ideas through to apply these and learning effectively training is incorporated into required classes, many students will not develop this crucial ability; therefore, it is vitally this crucial ability; will not develop students many therefore, classes, required into is incorporated training important interview that everybe part universities training Many for learning student. experiences of the standard but they do not build interview into training an on-campus center, through make interview career available training Because students are inclined to put off learning to interview, it is important interview that to interview, is incorporated put off learning training inclined to Because are students curriculum. If extracurricular interview learning the required classes, to activities, and abundant into is optional, interviewing developing skills.interviewUnless from students most opportunitiesentertainment prevent for interview to showcase their potential. Counselors must convince students that they are going to be informed and be informed to going they are that students must convince Counselors their potential. interview showcase to is a series of ideas that there Thus, interviewing. their assets through the ability highlight to as they develop coached students: to should be presented receive an employment offer, instead of viewing it as a rejection, viewing it as a of try they should instead was not a that it as a situation to see offer, employment an receive candidates be several may there view that realistic with the balanced this must be time, At the same them. for good fit the they can use fit, reasonably good opportunitiesa locate which they are for students and when a good fit, who are ADMINISTRATIVE ISSUES JOURNAL: CONNECTING EDUCATION, PRACTICE, AND RESEARCH 79 the dutiesassociated withthejob. Justhaving acollege fielddoesn’t degree ina certain meana student willbe skilled outside research and information gained in the interview, enabling students to determine whether they can perform judge whetherajobisright for whether students them.Determining are qualified for ajobisalso donethrough self-analysis discussedearlier. Then, through outsideresearch andinformation gainedintheinterview, students can motivates them, and, to ingeneral, theminlife. what isimportant This through isdoneandclarified reflection the To determine whether theyare rightfor ajob, students mustconsider theirpersonalities, values, goals, what well, whenastudent interviews that student really standsoutinthemindofinterviewer.interview; and qualified for thejob.Sadly, many students whohave alot to offer doapoorjobofshowcasing theirtalents inthe them. Likewise, ifthejobisagoodfit for them,theywillimpress theinterviewer by showing that theyare both “right” job offer. Only by gaining this information can students avoid themistakeof accepting a joboffer that right isnot for was a success whetherornottheyarethe interview whenthey know “right” andqualified for thejob—regardless ofa washow asuccess? shouldstudents determine whethertheinterview Professionals shouldhelpstudents understand at interviewing. skilled Therefore, if gettingthejobdoesn’t guarantee onehadasuccessful employment interview, unfortunately, theycould have gainedtheinformation neededto makeawiseemployment decisioniftheyhadbeen suited, say, they often now, thenwhat Iknow Ihadjustknown “If Inever would have takenthisjob.” many In cases, of success canleadto poordecisions andregrets. For example, when students accept jobsfor whichtheyare notwell- students thinktheyhaveMost hadasuccessful iftheygetthejob. employment interview However, thislimited view Successful Interviews favorably. abilities,analysis of specific skills, students arms with knowledge and qualities they possess to impress interviewers which they are a good fit, and self-analysis beforehand will help students identifyIn addition, jobsself- that them. VOLUME 4,ISSUE2 DOI: 10.5929/2014.4.2.5 Miller, Catt, &Slocombe

Figure 1. The Self-Analysis Pyramid What aremy professionalstrengthsand weaknesses? What aremy communicative strengths strengths weaknesses? and What aremy intellectual personality strengths strengths personality and weaknesses? and and weaknesses? and What aremy b

ADMINISTRATIVE ISSUES JOURNAL: CONNECTING EDUCATION, PRACTICE, AND RESEARCH 80 Miller, Catt, & Slocombe Catt, Miller, DOI: 10.5929/2014.4.2.5 a It’s often said that “experience keeps a dear school,” a comment with a direct relationship to job interviewing. Practice job interviewing. Practice to with a direct relationship a comment a dear school,” keeps “experience often said that It’s skilled most interviewees are dressing at Consequently, makes perfect, practiced. are as long as the correct initiatives questions necessitates use of behavioral the growing however, and being polite; shining their shoes, professionally, pads. Proper behavior around administrative staff members or other personnel should be practiced, as these persons staff members or other personnel should be practiced, administrative around behavior Proper pads. to lines” “direct as participants represent should actually they may be considered indeed, in the interview process; hiring managers. For example, a candidate should not smoke or drink beer/liquor, even though an invitation may be made to do so be made to may though an invitation even should not smoke or drink beer/liquor, a candidate example, For jotting down for available materials Interviewees have to should be informed a dining event. or at “” during a of pens or note on a desk in search or men their billfolds, should not empty purses, Women pertinent information. Next, job seekers must firmly grasp the fact that there is never a second chance for a first impression. They may They for a first impression. chance a second is never Next, the factgrasp job seekers must firmly there that up.” guard “keep your It is important always to Not necessarily. “little things will be overlooked.” a belief that cling to it is to begin. As this meeting might be held at an unfamiliar location, intervieweesan unfamiliar location, oftenat neglectheld be might ahead plan meeting this to As begin. is to it construction blocking road lanes of traffic, such as unanticipated complications, of potential aware and become destination. of parking actually the desired unavailability time needed to of or the amount reach facilities, expectations. So, what types of considerations really count? really typeswhat of considerations So, expectations. necessary it is absolutely know to often basics of the job-interview too First, (Smith, 2013). Simple things are process before an interview minutes for a few arrive to interviewee should be careful The or overlooked. not considered either A key factor involves making a sincere attempt to consider employment from an employer’s perspective, which perspective, an employer’s from employment consider to making attempt a sincere A key factor involves customer/stakeholder exceeding, as well as tasks and meeting, job accomplishing for need a recognizing implies Recognize Learner Responsibilities on the importance focus of to learners must be encouraged “yesterdays,” become “tomorrows” frequently all too As in interviewing failure sessions. to contribute In lack of understanding may practice, their futures. for preparation questions (Bockanic, 2012; Smith, 2013): “What’s the compensation for the position?” “How many sick days per year per year sick days many “How the position?” for the compensation “What’s questions (Bockanic,Smith, 2013): 2012; do?” “What company does your receive?” do employees per year days vacation many “How given?” employees are interview. Students should let their personality shine through to differentiate them from other candidates (Maturo, (Maturo, other candidates them from differentiate to should let their personality Students shine through interview. the interviewer with for the job and impress fit in the interview an excellent show students they are that 2008). As asking by made following the have they impression good the destroying avoid should they enthusiasm, their interviews. This apparent lack of excitement may be due to students’ nervousness; however, interviewers often fear interviewers often fear nervousness; however, students’ be due to may lack of excitement apparent This interviews. Therefore, during on the job. the interview little motivation also lack motivation who show may applicants that during their enthusiasm the should be visible through interest particular that in a job, interested are if students Show Enthusiasm during who lack enthusiasm about students complain frequently employers out that point to It counselors is wise for job, and the work they would perform is meaningful to them. Students who elaborate on their unique job-related job-related on their unique perform they would elaborate who and the work them. Students is meaningful to job, the interviewerexcellent as to impress likely job are the through be fulfilled skills would their values how and explain candidates. reputation, and I was hoping to be able to stay in this area after graduation.” Although this answer may be sincere, be sincere, may this answer Although after graduation.” in this area stay be able to to hoping I was and reputation, a similar answer. interviewees and other will give because it is shallow, the interviewer favorably it will not impress skillsthe the in necessary have they indicating excel to by answer thorough more a give should students Instead, when students answer questions by showing they are a good fit for a job. For example, consider the following following consider the example, For job. for a a good fit they are showing questions by answer when students Inexperienced often students respond job?” in this interested “Why you are often ask: question, which employers such a fine has this job because this company in “I am interested generality a vague such as this question with to “The key to hiring success is identifying the candidate with the greatest level of ‘fit’ with the job and the ” with the job and the organization” ‘fit’ of level “The with the greatest the candidate is identifying hiring success key to impressed favorably are employers understand that help students should 48). Counselors p. 2013, & Herrera, (Davis at performing all jobs in that field. Therefore, it is necessary for students to confirm they either have the proficiency the have confirmeither they to it is necessary for students Therefore, performingat field. all jobs in that the expectations meet of the job. needed to the training or they can get in a job succeed to Interviewers Impress ADMINISTRATIVE ISSUES JOURNAL: CONNECTING EDUCATION, PRACTICE, AND RESEARCH 81 Bockanic, Bockanic, W. work for thejob interview you. N.(2012).Making 74 Bloch, J. (2011).Teaching with thehelpoftelevision shows. skills B jobinterviewing literature willbeusefulto that end. more effectively enhance students’ inemployment interviews. Hopefully, performance this contribution to the was intended toThis provide article anintegrated setofresearch-based membersandadvisors ideas to help faculty processoutcomes. represents Indeed,thejob-interviewing bothan “art” anda “science.” might at arise jobinterviews, preparation, practice, andcommon sensegoalongway toward reaching successful me ifyou would want me to doanything unethical.” While itisimpossibleto themany predict complexities that question. Once again,akeyresponse could includecommenting aboutatruebeliefsuchas, “You shouldnothire Generally, itiswiseto anticipate questions. unexpected shouldwe“Why nothire you?” exemplifiestype of this helped meto stay focused andachieve personalandprofessional goals.” to relate theirweaknesses. Agoodresponse might be, “At times, Itend to bealittleimpatient, butthishasalways to potentialprepared turn negatives andhonestlytry into positives. For example, acommon questionaskscandidates Consequently, should carefully theinterviewee consider questions and THINK before to be answering. is important It frowning, sitting ina “slumped over” inacarefree position, andacting mannerdonotdemonstrate winning strategies. focus onthepresent, consider thefuture, andconcentrate ongettingthedesired job. sessions, interview During reality,In Anticipate Success review items onthelistashelpfulreminders for future interviews. experience. As aid, alearning theycanmakealistofpros andcons from eachoftheseexperiences andperiodically must beinformed notto interviewing losepersonalconfidenceakeyis somethingfromto learn andself-esteem; every number of variables, will not result and some interviews in desired outcomes. However, if not successful, interviewees Unlike thepreciseness neededfor keepingaccounting records, process theinterviewing involves reckoning withany andthenexperience complicationsphone orin-personinterviews infuture attempts to interviewers. contact in hallwaysinterviews between classes. Many students have to not learned list questionsthey desire to ask before pays to setasideclassroom timeandexplain itsmeaning. Similarly, students have schedulingphone beenobserved understandings for granted. For instance, may not be Millennials familiar with the word “networking.” Therefore, it At times, educators andcounselors make unrealistic assumptions. As educators, we have notto learned take can befiledassources ofinformation for possiblefuture contacts. spelling ofnames/addresses to beusedfor thankyou notes andpotential future correspondence. addition,they In toyoung ask for neglect interviewees business cards from interviewers. These as a source cards serve for correct Counselors needto consider thatdonotnecessarily recognize learners considerations. allimportant Too frequently, hasbeenconcluded. minutesof timeandarriveaninterview electronically after However, therole mustberecognized, ofsincerity asthethankyou messageshouldnotappearto beprepared ahead aninterview.during Suchaninclusionmight represent akey, uniquedifferentiating feature for ajobcandidate. emphasize that to such messages provide include evidence of listening to opportunities key information learned Applicants shouldalways remember to sendapersonalnote ofthanksto (Fidler, interviewers 2014).Counselors can iswidelyacknowledged,thisvalue shouldnotbeunderestimated. interviewers ofthanking While theimportance employer-related concerns. toandevidence demonstrateamaturequestions provide thinking senseofunderstanding critical opportunities didyou“Why chooseyour academicmajor?” saying, (Just “I likedthecourses” isnotacomprehensive answer.) Such such as isthegreatest“What challengeyou’ve encountered? (“Getting my degree” isaninsufficient response.) Or, being able to provide specific responses to questions. must be taughtLearners to provide relevant details to questions VOLUME 4,ISSUE2 (1), 7-21. DOI: 10.5929/2014.4.2.5 Miller, Catt, &Slocombe skills canbe taught, but attitudes are difficult tochange. consideration For isinterviewees, apertinent to REFERENCES b Strategic Finance, 94 (6), 47-50. usiness Communication Quarterly, ADMINISTRATIVE ISSUES JOURNAL: CONNECTING EDUCATION, PRACTICE, AND RESEARCH 82 Strategic Finance, Finance, Strategic Personnel & Guidance & Guidance Personnel Retrieved from http:// from Retrieved Retrieved from http:// from Retrieved Miller, Catt, & Slocombe Catt, Miller, DOI: 10.5929/2014.4.2.5 (4), 4-5. Forbes. Forbes. SAM Advanced Management Journal, Management Journal, SAM Advanced 14719185), 41. (4), 1-2. Pennsylvania CPA Journal, 78 Journal, CPA Pennsylvania a Financial Management ( Management Financial Pennsylvania CPA Journal, 84 Journal, CPA Pennsylvania ABOUT THE AUTHORS is a Professor of Management at Emporia State University. He has a Ph.D. from the University University the from Ph.D. a has He University. Emporia State Management at of Professor a is is a Roe R. Cross Distinguished Professor at Emporia State University. Dr. Miller in courses teaches Dr. University. Emporia at State Professor Distinguished is a Roe R. Cross is a Professor of Communication and Chair of the Department of Communication/Theatre at at and Chair of the Department of Communication of Communication/Theatre is a Professor (8), 492. 3), 47-51. (1), 45-52. Correspondence concerning this article should be addressed to Stephen E. Catt, Emporia State University, One University, Emporia State Catt, E. this article concerning Stephen to should be addressed Correspondence [email protected]. (620) 341-5702. E-mail address: telephone: Emporia, KS 66801. Campus Kellogg Circle, Author’s Note Dr. Thomas Thomas Slocombe Dr. including Journal Managerial of various publications, in of Missouri has published his research and – Columbia and Journal of Business and Psychology. Behavior, Journal of Organizational Psychology, communication, and communication training. He is coauthor of four books in the areas of management and human of management books in the areas of four He is coauthor training. and communication communication, journals. a variety and has published in professional of relations in various professional journals. in various professional Catt Stephen Dr. interviewing, interpersonal communication, in organizational courses teaches Catt Dr. University. Emporia State Dr. Donald Miller Dr. texts management and has published his research of four coauthor He is and management. business communication www.forbes.com.Jo Smith, J. (2013, November 4). 14 things to look for when you go in for a job interview. a job interview. go in for when you look for to 4). 14 things (2013, November Smith, J. www.forbes.com. ask in a job interview. should and shouldn’t (2013, July 5). 30 Questions you Smith, J. Paris, D. L., & Stinson, M. E., Jr. (1980). Preparing for a successful job interview. interview. job a successful for (1980). Preparing Jr. M. E., & Stinson, L., D. Paris, 45 Onoda, L., & Gassert, L. (1978). Use of assertion training to improve job interview behavior. Onoda, L., & Gassert, job interview of assertion behavior. Use L. (1978). improve to training 56 Journal, Fooks, J. (2002, March). Use a coach to go from A to B. B. to A go from to a coach Use March). (2002, J. Fooks, this critical skill: overlook Interviewing. Don’t (2008). D. Maturo, Davis, C. E., & Herrera, A. (2013). Preparing for the job interview: The interviewer’s responsibility. responsibility. interviewer’s The interview:job the for Preparing (2013). A. Herrera, & E., C. Davis, 95( artThe you. thank of saying (2014). J. Fidler,