Instructor Notes

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  • Information Interviews from Week 3 - must meet someone from a company / or propose someone from their target company - get the inside scoop about the hiring process
  • Final Paper (called Paper) - SMART Goals are required for Action Plan
  • Instead of memorizing - " I did not have as much of a script in my second video, but rather a list of ideas to cover, to practice improvising and to break the habit of simply memorizing, because in an interview, I will not be able to memorize anything, and if I try, I will probably mess something up." - student

Week 1 - Syllabus, Course Intro, Context, Accountability & Consequences

For All Courses

  • Structure and Format of Paper first - Organization / Logic
  • Exemplars to Show Grading - I.e., what is an A
  • Ask about Learning Styles - Auditory, Visual and Kinaesthetic - break class into groups based on Learning Styles; Design Assessments based on....
  • Redesign Sequence - re: BTW - Paper first, then Slides (Have exemplars ready)
  • Also - class expectations - no laptops, must connect with colleagues first - then ask questions, etc.
  • See Also:
  • Rules - Be On Time, Deadlines + Read Announcements (Reynolds Rules)
    • No Bonus Points for On-Time; Only Penalties for being Late

Randy: I am AWARE of this problem - and have mentioned this repeatedly in class and online - why is this message not getting through? Student: Sorry about this professor! I should have checked your announcements before emailing you out of panic. I forgot that you had addressed this.

I was focused on the text of my project that I didn't take into account the media portion until now. But I understand the workaround and will continue working on this.

Thank you and sorry for my carelessness!!

Best, Student

Improper Naming of Document: Lose 2 Points

  • Lose 2 points



  • Course Review
  • Questions / Assessment

Why are you taking this course? Purpose? Expectations?

  • need 1 credit
  • learn interview skills
  • get a better job - current company / future company
  • get out of the house

How many have jobs?

  • work during school week
  • summer, FT, PT
  • internships
  • independently-retired

What is the purpose of an interview?

  • students provide answers

Talk about the "Big Picture" and Consequences / Implications / Risks - right up front

  • This will set the context for the course, and the expected behaviors, and why?
  • Accountability, Following Directions, Why?

Technology & Tools

  • How we're going to communicate
  • LMS
  • Community feeling
  • Feedback & Responsiveness
  • Blogging
  • Technology


  • Burn Rate

Information Interviews ....just to make sure you've received it.

The way to learn more about the interview process is to find someone you can talk to in the company - and that person will give you the inside track and knowledge so that you can guide yourself accordingly. (Information Interviews - are essential!)

You might think that it is only for people new to their profession - but this is not true.

I go on them, as I pursue other opportunities in addition to teaching!

And, I find them very useful - and, the best thing other than the information I receive, is that when and if I do apply to the job - they already know me!

Week 2 - Research Thyself, Research Employers: CAR Stories & Behavioral Interviews

Attitude of Gratitude / Enthusiasm

  • Purpose of Interview - show enthusiasm / presence
  • Redux
  • Stand Up - Share Again - what you hope to learn / benefit

Course - Living Lab / Interviews

  • Importance of 'follow-through, reading / following directions, respecting authority
  • Accountability - behavior is watched
  • Would the Interviewer recommend the person to be hired? Y/N?

CARs + Transferable Skills

  • 70 / 30

Theater / Performance

When does Interview Start?

  • Public Space - Bus, Parking Lot, EA, Bathroom (no flush, hold door open)

When does Interview End? (Hint: Continuous)

Discuss Video Interview

Week 3 - Critical Success Factors

Assignment Review

  • Video Intro / Interview - DUE Next Week
  • Poll - Oral Presentation of Final Paper
  • Video interview
  • Review Context, Big Picture, Consequences - Risk for Referring Person
  • Follow through
  • No lying
  • No humor
  • No religion
  • No politics
  • No sexual references, innuendo, comments

Mock Interviews vs. Information Interviews

  • Students are required to conduct Mock Interviews (as interviewer and interviewee) to obtain practical experience to anticipate and answer behavioral interview questions. (Comment.gif: in pairs, in class)
  • Students are required to conduct Information Interviews mapped / bridged to the job description of their choosing. This information interview will be incorporated into the Final Paper.

Nonverbal / Body Language

HR / Employer's Perspective

Week 4 - Salary, Compensation and Challenging Situations


  • Next Steps / Future
  • "My Ask" - follow me on FB, LI, Twitter
  • Next Steps / Future
  • Future Courses / Services

Challenges / Situations

  • Cashier at McDonalds - handled transactions for multi-billion dollar company - why - intent?
  • Remember people are immigrants - and where they started (1st job) - respect you for starting at bottom, going to school, working, etc.
  • Robotic / Too Rehearsed interviews (esp. for technical applicants) - people don't believe it

Week 5 - Visibility & Oral Presentations

  • Visibility
  • Course Recap
  • Next Steps / Future
  • "My Ask" - FB, LI, Twitter -
  • Future Courses / Services

To Do

  • Print Photo Release
  • Course Evaluation Form

people don't follow through

  • people don't always follow through - on their own commitment - there should be penalties

Attendance & Participation

The Interview Skills course is unique because it is designed to mirror, as much as possible, to reflect what you would encounter in real-life.

If you went to an interview, did all the prep work and did not participate / speak up in the interview, consistently, you would not get the job, or even move onto the next interview.

In our class, attendance is comprised of showing up and participation. Yes, you showed up, and did the work. That's great. But you were not actively speaking out each class, offering your perspective, thoughts, experience or wisdom.

In fact, many people in the class behaved this way.

It made it far more difficult for me, the Instructor, to facilitate the learning experience - often, I had to be very direct in getting engagement, participation and engagement.

So, that is why your grade was not higher.

As you move ahead in your life and career, I urge you to offer your knowledge and expertise (respectfully and well-positioned) - even if it is not in your Comfort Zone - so that your supervisors and team members can count on you to contribute value and insight that is timely and relevant.

Best wishes for the holidays.


Consider Changing Grading

  • Blogging & Replies - Instagram Post(s)
  • Video Interview: 1 minute - Tell Me About Yourself- 20%
  • Mock Interview - 4 Questions - 30%
  • Final Paper (2 pages) - 30%
  • In-Class Participation (Quality) - 20%
  • Penalties - Lack of Attendance; Follow-Through, Late Assignments - 10 points per day
  • Penalties - Lack of Participation / Quality

Grading Feedback

Course Revisions

  • Revised dates for Video Interview
  • Oral Draft of Presentation (option) - done
  • Class Participation - includes in-class and online
    • Accountability & Following Directions
  • Remove references to Sakai - change to Canvas
  • Final Paper (it's own section / transclusion)


  • automatically record date(s) of submittal - 1, 2 or 3 dates late - by color too?

Perceptions: Fruit Basket Activity

Fruit Basket Activity Who is it for - the cost of the fruit is $5 - but it sells for $100 Who buys it? What need does it fulfill? Perceived / Imagined Audiences - being a part of …?

Better Job

  • dealing with disruptive people
  • set the boundaries from the start
  • pacing
  • fix presentations - 1 image, 3 words

Course Learnings & Takeaways

  • end of class - highly effective
  • poss. midterm
  • people behave differently in group; and then in 1-1 counselling - peer pressure vs. individual safety - Mel R.