Presentation on theme: "How to survive an Interview"— Presentation transcript:
1 How to survive an Interview Speaker NotesRun through the agenda for the session and introduce yourselfIntroduce yourself to students. Let them know your name, job (may need some explanation), and some interesting personal information. This could be anything from the football team you support, where you live, to what you do at weekends. If possible, include a slide with some pictures to further engage the students. Pictures could include your office, photos you doing interesting activities, a map of the country showing where you are from, etc.Explain to the students why you are speaking to them. Put the focus on to them – it is about the students starting to think about their futures. You will be telling them about one option for when they leave school (higher apprenticeships). Reassure them that it is ok if they don’t know anything about higher apprenticeships at the moment. The aim is that by the end they’ll have some understanding.Set your expectations. Explain that you want it to be an interactive session, and say that you will value their contributions. Communicate how you want the students to ask/answer questions (hand up, shout out).The presentation will be greatly improved if you can refer to students’ names. If possible, put a blank piece of paper on their desks and ask them to write their names on it. They can then fold it over and display it on the desk. If appropriate, you could use this activity as a fun starter by allowing the students to choose a creative name (cartoon character, musician). They could then introduce themselves to the rest of the group. This will not always be appropriate, so speak with the teacher about the best way to get students’ names.
2 What is an interview? Professional conversation Two way conversation with a purposeOpportunity for the interviewer to gain evidenceOpportunity for the interviewee to obtain further informationSpeaker NotesExplain that an interview is a professional conversation between two people (the interviewer and the interviewee) where questions are asked by the interviewer to obtain information from the interviewee.Two way conversation / ProcessRemind students to keep this in mind as they approach the interview. Employers want to find out more about you, it is not an opportunity for them to catch up out or trick you. It’s also an opportunity for you to find out whether this is the type of company you would like to work for and the type of role you are suitable for. Ask yourself some questions:Do you like the office / location?Do you like the interviewer? (They will be your future employer)Are people friendly towards you?Did you get a feel for the type of culture?Explain there will an opportunity for you to ask questions to find out more about the role / company. This allows you to find out more, but also demonstrates your interest and enthusiasm by asking the right types of questions.
3 What are competencies?Competencies are particular qualities that an organisation feels desirable for employers to possessDuring interviews and assessments competencies are used as benchmarks that assessors use to rate and evaluate candidatesSpeaker NotesExplain that a competency is a particular quality that a company's recruiters have decided is desirable for employees to possess. During interviews and assessment processes competencies are used as benchmarks that assessors use to rate and evaluate candidates.In interviews recruiters look for evidence of competencies by asking candidates competency based questions. This style of question forces candidates to give situational examples of times in the past when they have performed particular tasks or achieved particular outcomes using certain skills.
4 Quick exercise to outline skills Your task In small groups consider the types of skills employers are looking for. List 5 to 10 skills. Feedback in 5 minutesSpeaker NotesAsk students to spend 10 mins discussing what type of skills employers might use.Ask them for feedback.
5 Taking responsibility Understanding of the company Making decisions CompetenciesTeamworkingTaking responsibilityUnderstanding of the companyMaking decisionsCommunicationBeing trustworthySolving problemsManaging your time effectivelySpeaker NotesEmployers typically use some of the following as their key competencies Explain that examples can be taken from anywhere, at school, sport, university, work experience, voluntary work, during gap years,, etc.
6 The first 60 seconds Body Language Be on timeDress appropriatelyMaintain eye contactHave a firm handshakeTry to relaxSmileThe first 60 seconds of an interviewAlthough competency based interviews are standardised, a typical interviewer will start to form an opinion of you in the first 60 seconds. It is very important to give a good impression to your interviewer from the very first moment you meet.Ask students to shout out a couple of ideas about how they should create a first impression.Then go through the list:Don’t be late, shake hands confidently, smile, introduce yourself, and be generally convivial to the occasion. Sitting quietly and communicating poorly will not help you, and neither will boisterous or arrogant behaviour. You should be polite but outgoing, assertive but not aggressive and aim to be every bit as professional as the interviewer who is assessing you.Be on time – plan the route. Think about how you will get there, where will you park, which tube stop will you need? Allow at LEAST an extra 15 minutes for the journey and aim to arrive 10 minutes early.Dress appropriately – explain what interview attire is.Eye contact – explain what is appropriate in terms of retaining eye contactFirm handshake – explain that this communicates confidence and warmth. Can do a quick demo to break up the slide if necessary.SMILE! Let your personality come through and try to relax. Think here about your body language too.
7 Exercise – First Impressions Your taskIn pairs, take it in turns to act as the interviewer and intervieweeInterviewee – Your role is to approach the interviewer as if you have just met, shake their hand, and answer their question in 30 secondsInterviewer – you role is to ask one question: “Tell me about yourself”Speaker NotesFirst impression2 minute activity: In pairs, ask students to number themselves 1 and 2.1: Interviewer2: IntervieweeThe interviewee is to walk over as if they have just been sent into the room.Number 1: Is to ask one question: ‘So - Tell me about yourself’Number 2: Your job is to approach the interviewer as if you have just been invited in, shake their hand, and answer their question in 30 seconds.If time allows, students can swap roles.Ask the interviewers to feedback on the handshake, the eye contact, and the confidence and demeanour created.
8 Techniques Providing evidence - S T A R Situation – Set the sceneTask – Explain what you didAction – What actions did you takeResult – Explain what the outcome wasSpeaker NotesExplain what the acronym STAR stands forIt is a universally recognised communication technique designed to enable you to provide a meaningful and complete answer to questions asking for examples. At the same time, it has the advantage of being simple enough to be applied easily.Many interviewers will have been trained in using the STAR structure. Even if they have not, they will recognise its value when they see it. The information will be given to them in a structured manner
9 What does a bad answer look like? Volunteer to ask an interview questionWhilst I answer, jot down why you think this answer is not going to land me the jobSpeaker NotesAllow the student to ask an interview question or two.Provide an on-the-spot inadequate answer, making it obvious that you are unprepared.Fail to give an example – e.g. use vague statements such as ‘all the time at school’Stumble over what you actually did – maybe go back later to add in more detailDon’t mention the outcome
10 Exercise - Interview practice with peers In small groups prepare answers to the sample questions and then role play as interviewer and interviewee!OBSERVER ROLE:Role: Observe the interview and provide feedback on the answer, body language, first impression etcINTERVIEWER ROLE:Role: Ask at least one interview question and take notes on the answerINTERVIEWEE ROLE:Role: Answer the interview question(s) using the STAR techniqueSpeaker NotesAsk the students to work in groups of 3 (numbers permitting)They will take turns taking on one of the three roles: Observer, interviewer, intervieweeGive the students 3 minutes role play an interview, and then two minutes for the observer to feedback on all aspects of the interview that they have learnt about: body language, handshake, eye contact, use of the STAR technique, etc
11 Interview practice with peers OBSERVER:Role: Observe the interview and provide feedback on the answer, body language, first impression etcDescribe a situation where you have had to work as part of a teamGive an example when you have been really stretched for a deadline and how did you achieve it?Give an example of an occasion where you have given constructive criticism to a member of your peer groupTell me what your greatest achievement to date has been?INTERVIEWEE:Role: Answer the interview question(s) using the STAR techniqueSpeaker NotesRun through the example questions before the exercise starts. Remind students they may need to ask follow up questions to draw evidence from the intervieweeINTERVIEWER:Role: Ask at least one interview question and take notes on the answer
12 Key Tips – During your Interview Don’t be afraid of silence. Your interviewer will be making notesIt’s perfect ably acceptable to take a moment to collect your thoughtsDon’t be afraid to ask the interviewer to repeat the question if you didn’t understand itBe concise, do not provide long winded answers as this may detract from your main pointsDon’t give one word answers. This is your opportunity to sell yourselfDo not always use the words “the company” or “we”, try to explain examples and situations as ‘I’Have questions prepared in advance to ask them about the job/organisationSpeaker NotesRun through the hints and tips.Share some of your own experience of attending interviews. You may be a trained interviewer yourself and be able to more even more insight.
13 Reasons for failure Not preparing for the interview Providing superficial information or wafflingNot listening to the questions - answering a question that ‘was not asked’Speaker NotesNot preparing for an interviewIn terms of preparing this is really following on from the application form research, re-reading brochures, websites and your application form and thinking about different examples that you could use to answer the questions. It is important to remember the application form gives you hints.Providing Superficial InformationIf you know the competencies then you have a head start, start thinking about your examples to work with these, however, remember also not to sound too pre-rehearsed as it may come across as stifled. An employer will want a succinct answer so do not feel you have to spend 10 minutes answering each question, remember don’t waffle but try and answer the question as directly as possible.Failure to ListenThe interviewer is asking you a specific question in order to gain evidence for a certain competency so do answer that question.Answering a question that was not askedAnnoying from an interviewer’s point of view; it also shows that you have not followed a basic instruction, i.e. listening to the question.Remember the interviewers are often as nervous as you are! There is only one person who can sell you so believe in yourself.