Page 161 - Communication in Organizations Basic Skills and Conversation Models

Appendix A 150

the one hand they want maybe more individual tutoring, smaller exams and more
feedback on reports and assignments. On the other hand they may need less personal
approaches and lecturing and more written contact with the school through a personal
computer connected to the computer network of the school, the teachers and the students.
The following instructions hold for both group A and group B:

• Set up an interview scheme in small groups (two persons) for the investigation.
• Compare these schemes with each other’s.
• Put together, based on this evaluation, with the whole subgroup a new interview
scheme, which will probably be more extensive than the separate schemes.
• Put together, in groups of two, an interview plan (introduction, central part and closing)
and divide the tasks for the staging of the interview. Who will do what and when?
• Stage the interview. Each pair of one group interviews a student of the other group. The
fourth one (the second person of the other small group) is the observer.
• The observer evaluates the interview according to Figure 4.1 and the guidelines in
Appendix B on role play (pp. 186–191).
• Discuss (in pairs) the information acquired during the interview in a report.
• Put together the evaluations of each subgroup into a report of either group A or B.

Chapter 5 The selection interview

See the exercise for Chapter 6.

Chapter 6 The job application interview

Exercise 6.1 Selectionljob application
In this exercise both the skills of the selection interviewer and the skills of the job
applicant are trained. For this exercise several sessions, preferably spread out over a
couple of weeks, are needed. The exercise consists of three parts:

1 Preparation.
2 Writing and selection of application letters.
3 Selection/job application interviews.

1 Preparation
In the preparation stage each student chooses a personnel advertisement from a sample
composed by the trainer. This advertisement is directed at the study profile of the
particular group of students. Students have to argue their choice, making an analysis of
the personnel advertisements. They should ask themselves the following questions: Is this
job suitable for me? If so, why? Am I qualified for this job? If so, why? Moreover,
students have to make an analysis of their strengths and weaknesses. In making this
analysis they have to think of concrete examples of their strong and weak characteristics.