Not any techniques that are structured as far as questions go. Usually we chat, give an assessment quiz, a tour, then ask them if they would like to come back for a 2nd interview. If yes, then interview is conducted with supervisor(s)and decisions to hire are made from there. Like the idea of structured questions for consistency purposes. Can evaluate answers from applicants more evenly this way.
Roselyn,
I have the same challenge when I interview. It is a tough, but valuable change to make in your interviewing style. A key is to not be afraid of silence.
Jeffrey Schillinger
After reviewing this module I will be talking less so that they talk more...I always tried to make them comfortable....no more I will let them squirm and see how they handle the pressure. Also I will use a more structured questionaire
I allow the applicant to select a topic in advance, so they can prepare and either create a PowerPoint or bring in learning aides to facilitiate the lesson. I know there are times when instructors, including myself, have had to teach a topic last minute without much preparation. I think that provides insight into how someone can teach under pressure, but I think that is traditionally the culture of the application/interview process at the college I joined.
Tyler,
Do you give them the practice teaching topic in advance or do you "spring it" on them? I used to do the latter.
Jeffrey Schillinger
Depending on where the applicant lives I will either have the interview with the applicant in person or on the phone. If I am still interested after the interview I will invite them back for a teaching demostration with other faculty and administrators present to evaluate the applicant's teaching abilities. I think being refreshed on allowing the applicant to do the majority of the talking and what to ask and not ask is a good reminder.
We might document the process that we currently use which is essentially the process described in this module. Thank you.
Crystal,
Thanks for this post. Some institutions allow the prospective teacher to plan the lesson at home. Others give the faculty member 20 minutes to prepare an introduction to a topic before delivering it. Both can work.
Jeffrey Schillinger
Currently, our procedure is very loosely organized and laid back. We do the 15 minute resume review before the interview and we take notes during the interview but we can improve by implementing a more structured interview process by including the 'realistic job preview' and scheduling mini lessons. I also like the idea of assigning a rating to the applicant immediately after the interview.
We use structured interviews consistent with the material presented in this course. One of the take-aways I have is to make sure the applicant has a job description and catalog ahead of time so they can review and have an opportunity to ask more informed questions. I find that the interview time is a good time to make sure applicants get their questions answered but have found that they aren't always sure what to ask, they don't know what they don't know. Sending out informatin to them ahead of time would greatly assist this aspect of the interview process.
During the interview in my office, I normally ask applicants to ‘teach’ me how to; make a peanut butter and jelly sandwich, a cake, a cup of tea etc. They are asked to use the board, and are provided with markers. This allows me to see the applicant’s potential as an instructor and their ability to think on their feet. I don’t expect them to be perfect, and they are normally nervous as expected. We then discuss the activity and together discuss what when well. I usually make suggestions, and based on the conversation can determine if the applicant is coachable and open to learning.
In the future, I will go back to structured questions and provide a written RJP. Written RJP will be used in addition to tours and brief classroom observations.
Carolyn,
A standard set of questions asked of all applicants for a position helps to protect an organization from any type of discrimination accusation. It is not fool proof, but it helps.
Jeffrey Schillinger
I like to have questions already set up to ask the applicant. I try to stick to a 'script' in that I know where the interview will be going, and to best use my time and theirs. I like the incumbent interviews and job analysis. I will probably be using this for my next round of interviews. Thank you!
We usually follow the same proceedures that are found in this module, I will be encorporating a detailed RJP, I find that this is a great idea to give the applicant a reality of the job. I have my prospecctive applicants audit a class prior to our second interview just to get a feel of the dynamics of the course subject and students
Wendy,
There is no "right way" to do this. Some schools let a person prepare for a week while others give a topic and just a few minutes to prepare.
Jeffrey Schillinger
I find the mini-lesson invlauble, but I usually gave appplicants some leeway on choosing the exact topic. I think I will be more specific in the future about both the toic and what I expect to see, including all the pieces I want to evaluate - lecture, demo, use of media etc.
We begin with basic face to face interview and if they seem like a possible candidate then the next step is a "teach-back". The candidate must teach a mock lecture based on a topic of our choice. If that goes well they have a phone interview with our National Director of Programs.
Michael,
I hope this idea works for you.
Jeffrey Schillinger
We utilize most of the procedures mentioned in this module, beginning with reviewing the applications, selecting those to be interviewed, conducting mock teaching presentations and then employment testing and following up with the more costly background checks for only those candidates who make the cut. The one item that we currently do not do is present a brief written job description which we will consider implementing with our next round of interviews.
I prefer the structured question model, it gives you a baseline to compare responses. I do have a tendency to throw a question in that an applicant may not be expecting. How do you enjoy spending your free time, interests, hobbies etc.... I am looking for potential distractions or activities that may cause them harm. I need my instructors to be healthy and not injured, to be effective in the classroom.
