+ A Case Study of Teaching Job Interviews in Introductory Public Speaking Chris Cruz-Boone California State University, Bakersfield College to Workplace:

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Presentation transcript:

+ A Case Study of Teaching Job Interviews in Introductory Public Speaking Chris Cruz-Boone California State University, Bakersfield College to Workplace:

+ Goal of Study Examine the use of practice job interviews in public speaking classes as an effective lower- division intervention that promotes career preparation.

+ Project Research Questions: RQ1: How can we assess Business Communication skills in lower division (Freshman/ Sophomore) collegiate courses? RQ2: Is their relationship between a students’ year in school (Freshman, Sophomore, Junior, Senior) and their career preparation (interaction with campus career center)? RQ3: Does including community partners in undergraduate business communication curriculum (practice job interviews) increases the employers’ confidence in university graduates?

+ Participants in Study Public Speaking Students Community Partners

+ RQ1: The Practice Job Interview Assignment

+ The Need for Practice Job Interviews Limited focus on basic interpersonal and business communication skills across academic disciplines. Increasing class sizes 1275/2500 instructional minutes spent on speeches

Job Interview-Small Groups

+ 5 most frequently asked interview questions Question 1: Briefly tell me about yourself. Question 2: Describe a time when you were faced with a problem or stressful situation at work. What occurred and how did you work through it? Question 3: What would you consider to be your one greatest strength? Question 4: What is your greatest weakness? Question 5: What motivates you? What are you passionate about?

The Rubric

+ RQ2: Year in School vs Career Development

+ California State University, Bakersfield- University Learning Outcomes Goal III. Students will demonstrate discipline- based knowledge and career-based-learning. Objective 3A: The student will demonstrate broad knowledge in their selected discipline. Objective 3B: The student will successfully apply discipline-based knowledge to the real world. Objective 3C: The student will successfully engage in career preparation & planning.

+ The CSU, Bakersfield CECE (or Center for Career Education & Community Engagement) estimates that 50% of students that access available career services rank as graduating seniors

+ Method Review historical data of students who took part in practice job interviews in academic year to determine the strength of relationship of year in school to career preparation.

+ Results The results found that after the intervention seniors still access career services most frequently (X 2 =4.297, df=3, p=.231) but the relationship between year in school and access is not significant. 87% of the intervention group neglected to access career center resources. Only 3 of the 17 of students with Senior level standing had utilized campus career center services

+ RQ3: Community Partner Perceptions

+ Method A survey was distributed to local professionals who have volunteered inquiring about their experience. 28 volunteers of the 48 contacted participated (58%) in the online survey.

Community Service 8 Career Development 8 Recruit 7 Partner University 7 Volunteered because asked6 Apply Expertise 3 Alumni 1 REASONS FOR VOLUNTEERING

+ Feedback Community Partners

+ Conclusions Practice Job interviews Does increase students' access of career preparation but not at a statistically significant level. Experiential learning activity that builds partnerships between students and community partners.