Initial Evaluations in the Interview - Example

STUDENT NAME AND NUMBER: COURSE AND TITLE: HR competencies HRMT 19023 An interview package: Secondary school teacher Abstract The interview packages involve a position of a science teacher. It provides a description of behavioural criteria as well as an interview package destined for 1 hour. First, the package will cover behavioural criteria to be assessed which include communication capabilities, motivation, problem solving, creativity, and leadership. Secondly, it contains information in regard to the preparation of an interviewer for the interview process. Finally, it contains an interview guide as well as a wording on introducing and concluding the interview. Table of content Abstract 2 1.0 Behavioural criteria 4 1.1 Interpersonal/communication 4 1.2 Motivation 4 1.3 Problem solving and management of conflict 5 1.4 Creativity and innovation 5 1.5 Leadership 6 2.0 Interview preparation 6 2.1 Questions 6 2.2 Location 7 2.3 Advising candidates 7 2.4 Interview introduction 7 2.5 Interview conclusion 8 2.6 Non-verbal cues 9 3.0 Interview guide 9 3.1 Introduction 9 3.2 Review of experience 10 3.3 Behavioural questions 10 3.4 Final question 13 3.5 Final note 13 4.0 Work cited 14 5.0 Appendix 15 1.0 Behavioural criteria 1.1 Interpersonal/communication The incumbent requires both oral and written communication as well as interpersonal skills. Interpersonal capabilities are very essential aspects in classroom climate. The incumbent requires the ability to explain fluently in detail, speak with rich content as well as consideration and responding to the needs, capabilities and feelings of different student under various situations. Requires the ability to make clear as well as convincing oral presentations, clarify the required information and effective listening. The incumbent must also be able to expect facts and ideas in writing in a manner that is clear, organised and convincing as well as demonstration of strong communication skills with students and others (Petegem, Aelterman, Keer, & Rosseel, 280). The required behaviours for assessment include communication style in regard to oral and written communication (Sackett & Lievens, 421). 1.2 Motivation The incumbent requires capability to guide, inspire as well as motivate students towards the accomplishment of their goals. Highly motivated learners show higher sense of wellbeing, positive relationship and discipline. The incumbent needs to create and sustain cooperative relationships with different learners, promote team spirit as well as trust and commitment. Needs the ability to create and sustain a culture for high performance and show commitment of serving and influencing the learners towards achievement of educational goals. The behaviour indicators include building networks with learners as individuals and as groups, demonstration of commitment to serving public, inspiring and motivating learners as well as creating environment that encourage cooperation. Show persistent interest in regard to certain issues and topics as well as searching information (Carlopio, Andrewartha & Armstrong, 2005). 1.3 Problem solving and management of conflict The incumbent requires identifying and taking steps to address issues related with learners either as individuals or as a group. He or she requires the ability to provide solutions or opinions in regard to different types of problems, and the ability to improve, adjust or rectify views of different learners. Provide correct analysis, induction and consolidation of matters that concern students, incidents as well as physical matters. Have a clear understanding of a variety of causal relationships and complicated issues through reasoning and analysis. Has the ability to collaborate as well as find a common ground with all stakeholders. Behaviour indicators include management of various issues in a constructive way, recognising and defining and solving problems and issues through qualitative and quantitative analysis. Demonstrate recognition of past experience, behavioural roles and skills in the same field as very crucial factors for addressing various issues in learning (Engels, Aelterman, Van Petegem, & Schepens, 128). 1.4 Creativity and innovation The incumbent requires the ability to generate different ideas and able to encourage different learners to generate and utilise different ideas wisely. He or she also needs to understand the advancement and impact of new technology in education sector in order to assist the learners to develop innovative ideas and solutions. Has the ability to focus continuously on natural and scientific activities. Has the ability to investigate causal relationships of matters. He or she recognises creativity as a crucial way of demonstrating competency in contemporary world (Tsai, Chen & Chiu, 111). Behavioural indicators include integration of technology in education, demonstration of innovative solutions as well as innovative and creative thinking. 1.5 Leadership The incumbent requires the ability to communicate effectively with learners and relevant stakeholders and have a clear expression of his or her own thoughts. Has the ability to associate and organise the relationship of various situation, matters and learners as well as being cooperative with other stakeholders. He or she requires the ability to develop leadership in learners through coaching, mentoring, guiding as well as rewarding. Has the ability to maximise the potential of learner towards the achievement of both individual and group’s mission and goals. Has the ability to understand and value individual differences as well as within groups. Has the ability to develop measures for guiding learners towards achievement of their goals (Muijs, & Reynolds, 113). The assessment will focus on power of diversity, honest, integrity, demonstration of leader’s intention as well as team building. 2.0 Interview preparation 2.1 Questions Interview questions are very crucial for determination of the competency in regard to the potential of the candidate. This is based on the idea that if the questions are structured, the more light in regard to job description and previous experiences (Tsai, Chen & Chiu, 113). It is also important to develop open and cleat questions as a way of creating a better understanding as well as fairness. The members of the panel should be in agreement with interview questions while the candidates should have access to the required interview guidance documents such as a statement of duty as well as selection criteria. This will allow the candidate to have a reflection on written and oral information from the interviewer and have a good understanding of what is required (Ellis, West, Ryan, & Deshon, 1206). 2.2 Location The choice of interviewing room is very important because a room away from disturbances allows for smooth running of the process. This leads to a better interaction between the interviewee and the panel. In addition, before the interview begins, there is a need for checking thoroughly in order to make sure that the appropriate arrangements are made and that every material required within the process is available (Das, 34). 2.3 Advising candidates As Das (37) points out, all the candidates should be informed within sufficient time before the date of interview. Such information includes the location awareness, the protocol to follow as well as a prior schedule on time. 2.4 Interview introduction Introduction is very crucial as it ensures that a candidate is at ease through development of rapport. During introduction, the panel chairman welcomes the interview and introduces all the members of the panel as well as the position they hold. The step also involves general ideas on what the interview will cover and is a way of allowing the candidate to feel relaxed (Barrick, Swider, & Stewart, 1164). Interview introduction: Welcome and thank you for taking your precious time in order to attend this interview. The position we want to fill for this interview is the school teacher. I am Peter the school principal and I am going to give a brief introduction of the members of the panel. To my right is Mrs. Walker, the deputy principal, to my far right is Jackson, the parents representative, to my left is Mr. Anderson, the Chairman of the Board and finally but not the least is Miss. Victoria to my far left, the head of student affairs. Please take your seat and have the selection criteria as well as interview question which will guide you in the process. The process is planned to take one hour and we will take a slow pace through each question as well record our observations. We want you to feel comfortable and free. Please inform us when you are ready so that we can begin. 2.5 Interview conclusion At this stage, an interviewee is given an opportunity to ask a question that he or she may have and feels it is important in this interview. On the other hand, the interviewer gets an opportunity to evaluate the demonstration of initiative for the interviewee. This is the process where the candidate gets information on what will be next and it is essential for the interviewer to close with a positive statement since it is the last thing the candidate will remember ones he/she leaves. The interviewer should than the candidate for his or her time (Klehe et al., 116). Interview conclusion: That is the end of our questioning. Is there anything that you feel that you can add in relation to this position? The next process will be to contact your referees and then meet with the board in order to make recommendations in regard to the appointment. I may not commit to date, but the feedback will be provided to you after the decision is made. On behalf of the interviewing panel, I take this opportunity to thank you for dedicating you time for this process. I wish you the best, thank you. 2.6 Non-verbal cues As Das (37) notes, the level of eye contact, facial expressions, and body movements are very crucial as it clarifies to the interviewer the sufficiency of the interviewee in providing response. 3.0 Interview guide 3.1 Introduction Candidate’s Name: Name of panel members: Relevant experience: Candidate introduction and confirming of the process of the interview Welcome the candidate Introduce panel members General explanation of what the entire process will cover Restate the requirements in regard to a successful candidate Ask the interviewee if he or she have any question before the interview process commences 3.2 Review of experience Please describe to us an experience that proved to your capability as a science teacher Tell us about an occurrence when initiated a project in your previous job. Was the project successful? Why was this initiative important to teaching science profession? 3.3 Behavioural questions Interpersonal/communication Key actions Writes clearly Communicates with clarity Communicates effectively with different groups Good listening skills 1. If one of the students was given an opportunity to describe you, how do you think he or she would? 2. Describe a situation that you employed to change the attitudes of the students in order to do things your way. At what level were these students? Motivation Key actions Ability to motivate individuals and groups Ability to collaborate with students Guiding each learner towards achievement of goals Ability to network 3. What is your take in regard to dealing with learner that lack motivation? 4. How do you normally encourage different students with different challenges in understanding in your class? Problem solving and management of conflict Key actions ability to identify and recognize learning problems ability to resolve and manage individual learning problems in a constructive manner ability to incorporate students and all stakeholders in solving problems 5. How do you deal with students with difficult behaviours? 6. Some students usually have special needs due to the variation in their learning ability as compared to the rest. How do you ensure that they are at par with the rest of class? If external assistance is required, who are relevant stakeholders? Creativity and innovation Key actions Demonstrates innovative solutions Demonstrate creative thinking. 7. Can you describe to us a situation that you had to make quick changes in your subject, class or department? Were the changes successful? 8. Do you believe in adhering to conventional teaching methods or do you believe in introduction of new methods in order to keep up with changing times? Leadership Key actions Honesty and integrity demonstration of leadership qualities; power of diversity 9. One of the major challenges in vast curriculum is the difficulty to cover by the end of the term. What can you say about this? 10. How do you appreciate students who work hard and improve? 11. What are qualities of leadership teaching do you think are very crucial? The candidate is asked to nominate two referees (one of them must be the current principal) Current principal Referee Name: Current position: Duration of supervision Name: Current position Duration of supervision 3.4 Final question Do you have any question for the panel? 3.5 Final note Confirm with the interviewee the process of selection and advice him or her on the feedback. Thank the candidate for his or her time. 4.0 Work cited Barrick, MR, Swider, BW, & Stewart, GL 2010, “Initial evaluations in the interview: Relationships with subsequent interviewer evaluations and employment offers”, Journal of Applied Psychology, vol. 95, No. 6, pp. 1163-1172. Carlopio, J, Andrewartha, G, & Armstrong, H 2005, Developing management skills: A comprehensive guide for leaders, Prentice Hall: Freches Forrest. Das, H 2007, Recruitment, selection and deployment of human resources, Toronto, On: Pearson prentice Hall. Ellis, PJ, West, BJ, Ryan, AM, & Deshon, RP 2002, “The use of impression management tactics in structured interviews: a function of question type? Journal of Applied Psychology, vol. 87, pp. 1200-1208. Engels, N, Aelterman, A, Van Petegem, K, & Schepens, A 2004, “Factors which influence the well-being of pupils in Flemish secondary schools,” Educational Studies, vol. 30, no. 2, pp. 127-143 Klehe, U-C, Konig CJ, Richter, GM, Kleinmann, M, & Melchers, KG 2008, “Transparency in structured interviews: consequences for construct and criterion-related validity, Human Performance, vol. 21, pp. 107–137. Muijs, D, & Reynolds, D 2005, Effective Teaching. Evidence and practice. London: SAGE Publications Ltd. Petegem, KV, Aelterman, A, Keer, HV, & Rosseel, Y 2008, “The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing, Social Indicators Research, vol. 85, no. 2, pp. 279-291 Sackett, PR, & Lievens, F 2008, “Personnel selection”, Annual Review of Psychology, vol. 59, pp. 419–450 Tsai, WC, Chen, CC, & Chiu, SF 2005, “Exploring boundaries of the effect of applicant impression management tactics in job interviews’”, Journal of Management, vol. 31, pp. 108-125. 5.0 Appendix Kerang Christian College It is Prep to Year 9 co-educational Christian school in Victoria. It is characterised by small class size and it anticipates offering year 10, 11 and 12 in 2014, 2015, and 2016 respectively. Applications for suitably qualified and committed Christian teachers with passion in regard to Middle School Education are inviting in teaching predominantly from Years 7 to 9. Ability to combination of subjects is an added advantage. Desirable characteristics: Knowledge of the curriculum of Australia as well as its implementation Passionate about teaching An optimistic team player Committed to life-long learning philosophy For more details please visit: http://www.kccs.vic.edu.au/employment Applications should be directed to: The principal Through PA (03) 5450 3894 Or admin@kccs.vic.edu.au Job Description Primary purpose: To create a class environment favourable to personal growth and learning; to motivate students to develop attitudes, skills as well as knowledge required in provision of a good foundation in accordance with the ability of each student; to establish good relationships with staff members and parents while create a Christian environment. Responsibilities Duties of this job include: Teaching science as well as utilizing the course of study which is adopted by Education Board, and other appropriate learning activities Develops instructional materials and lesson plans and providing individualised instruction in order to the needs of the curriculum to each student’s needs. Employs a variety of instruction strategies, for instance group discussion and discovery among others. Evaluates academic as well as social growth of the student and prepares progress report. Job qualification Knowledge of the curriculum of Australia as well as its implementation Passionate about teaching Knowledge of basic subjects matters which include arithmetic and science Knowledge of teaching practices Knowledge of teaching aides and operation of equipment Read More