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Running Head: LANDING THE JOB
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Table of Contents
Part 1: Topic………………………………………………………………………………………………….3
Part 1a: Learning Goal……………………………………...……………………………………..….3
Part 1b: Audience Description……………………………………………………………….….…....3
Part 2: Analysis…………………………………………………………………………………...………...3
Part 2a: Needs Assessment Survey…………………………………………………………..……..3
Part 2b: Needs Assessment Data…………………………..………………………………..………3
Part 2c: Analysis of Learners………………………………………………………………..….…….6
Part 2d: Learning Context………………………………………………………………….………....7
Part 2e: Performance Context……………………………………………………………….…….…8
Part 2d: Content Analysis…………………………………………………………………….….….10
Part 3: Planning……………………………………………………………………………………...12
Part 3a: Rationale…………………………………………………………………………………….12
Part 3b: Learning Objectives………………………………………………………………………...14
Part 3c: Matrix of Objectives…………………………………………………………………….…...16
Part 3d: ARCS Table…………………………………………………………………………………17
Part 3e: Instructor Guide………………………………………………………………………….….20
Part 3f: Learner Content……………………………………………………………………………..26
Part 3f.1: Learning Materials………………………………………………………………..26
Part 3f.2: Assessment Materials……………………………………………………….…...27
Part 3g: Technology Tools…………………………………………………………………………..28
Part 4: Evaluation.………………………………………………………………………………......29
Part 4a: Evaluation Plan …………………………………………………………………………….29
Part 4b: Expert Review…….………………………………………………………………………...33
Part 4c: Evaluation Survey.…………………………………………………………………….…...34
Part 4d: Results of Expert Review.…………………………………………………………….……34
Part 4e: Comments on Change.………………………………………………………………….….36
Part 4f: Reflective Synthesis …………………………………………………………………….…..37
References…………………………………………………………………………………………….40
Appendix……………………………………………………………………………………………….41
Appendix A…………………………………………………………………………………….42
Appendix B…………………………………………………………………………………….47
Appendix C…………………………………………………………………………………….48
Appendix D…………………………………………………………………………………….49
Appendix E…………………………………………………………………………………….50
Appendix F…………………………………………………………………………………….53
Appendix G…………………………………………………………………………………….54
Appendix H…………………………………………………………………………………….57
Appendix I……………………………………….…………………………………………….58
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Part 1: Topic
Part 1a: Learning Goal
Learners will investigate aspects of interviews, apply interview techniques and strategies to a
mock panel interview via Google Hangouts video chats, and assess interview performance
using self and peer evaluation rubrics.
Part 1b: Audience Description
The target audience for this module is adult learners 18 years and older seeking to gain the
skills necessary to successfully perform during a job interview. Learners come from a human
service organization and had signed up for a professional development opportunity being
offered by a career development organization. Each of these learners seek to acquire these
skills in an attempt to gain employment or prepare for future employment opportunities.
Part 2: Analysis Report
Part 2a: Needs Assessment Survey
To assess needs, the Career Development Needs Assessment survey was created to look at
a few specific things. First the learner’s knowledge of various aspects of interviewing was
assessed. For the interview knowledge portion of the survey, learners were asked to answer
questions about specifics about interviews such as proper questions to ask employers and
procedures that should be taken following an interview. This section also allowed them to
offer an opinion with opportunities to rank interview preparation steps in order of importance
to them and assess themselves by looking at their confidence levels dealing with conflicts or
getting thrown into an interview today. Second, the survey looked at learning and technology
use. With regards to learning, items that were covered were learning styles, feelings towards
collaboration, and previous classroom experience. Technology items that were addressed
ranged from comfort level with using technology to ranking online tools based on interest. The
survey was delivered online to 23 individuals with 14 completing the survey.
Part 2b: Needs Assessment Data
Data from the needs analysis survey revealed a variety of results. For the most part,
participants possess a fair amount of knowledge regarding interview basics particularly when
it comes to understanding questions to ask employers and following up after an interview.
This was assessed by having participants check off questions that are good to ask employers
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during an interview and enhance your interview potential. Five of the questions (1, 3, 4, 5, 8)
were appropriate to ask with question #2 “Can you tell me more about your company”, #6
“Can I work from home”, and #7 “Who’s your company’s competition” being questions that
could jeopardize an interview.
Looking at the data, you can see that aside from the obvious question not to ask “Can I work
from home?”, a few of the participants did chose questions that could cause them to lose
points in an interview. Six chose the question “Can you tell me more about your company” as
an appropriate question. When following steps to interview preparation, this is one of the
major things to do. If one needs to ask the potential employer to explain more about the
company this may convey a negative message that an interviewee lacks initiative or is not
real motivated to better understand the company they are trying to work for. Having almost
50% of the participants choosing this to be a good question shows that although they feel
confident (42.9%) or somewhat confident (42.9%) going into an interview there are still things
that need to be learned to maximize their chances.
When analyzing the types of interviews, (face to face/traditional, phone, video, or panel),
participants would feel least comfortable with 71.4% chose panel. With a rise in the use of
video interviews, a specific question was asked regarding participant’s experience using video
chats using Skype as an example. For this question participants were asked to choose their
level of video chat experience after reading the hypothetical, “You receive a call from the
recruiter, they state that the interview will be completed via video chat using Skype?” None of
the participants had experience with this type of interview. The use of video chats to
communicate informally and having little to no experience were almost split down the middle
with informal video chat use edging out not experience by a small portion.
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With regards to learning, things that were discussed in the survey revolved around
participants preferred learning style, project preferences, and interest in technologies that
enhance learning. Participants were asked to rank different learning styles from most
preferred to least preferred. From this data, the most preferred was visual/spatial at 46%,
with verbal/linguistic (2), social/interpersonal (3), and physical/kinesthetic (4). The least
preferred learning style was auditory which was ranked last 46% of the time. Solitary learning
was ranked 5th (30.7%) and 6th (38.5%) in preference with logical being split between 4th, 6th,
and 7th each being chosen 23% of the time. When assigned a project, the participants were
split between individual and partner.
When looking at technologies that are often used to enhance learning, participants seemed
mostly interested in presentation software/tools, collaboration tools, and content sharing.
Video chats ranked low for many participants and would be expected seeing previously that
43% of the participants had little to no experience with this type of technology so one would
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assume interest would be impacted by this inexperience. When being introduced to a new
computer application, 42.9% liked having an opportunity to explore on their own while 35.7%
of the participants enjoyed a live demonstration of the application in use. This will be helpful
when integrating technology into the design of the interview module. Overall, the survey yield
results that will be useful in designing an interview module that will accommodate the learners
as well as challenge them to go a little outside their comfort zone particularly with the use of
technology to enhance their learning.
2c. Analysis of the Learners
The learners, 9 females and 5 males participating in instruction are Caucasian, middle class,
adults ages 18 to 49. Looking at the learner's educational background, many of them have
had some higher education or having obtained a degree. Much of their education was
traditional face to face classroom. One participant did indicate on the needs assessment that
most of their learning was via nontraditional online learning formats. Integration into the
module, which for the most part is traditional face to face instruction, will be fairly seamless for
the participants due to the majority already experiencing this type of instruction.
A majority of the participants, work in white collar settings within offices in a variety of
positions.All learners are currently employed with 78.5% currently working but wanting to
prepare for future interview possibilities and 14.3% searching for a new job similar to their
current employment. One individual is working and participating in higher education.
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Due to learners already being employed and looking more into preparing themselves for
future interview opportunities, they may experience the module differently than one has been
unemployed for years or entering the workforce for the first time. Since learners are already
employed, they have had exposure to the interviewing process at some point in their lives.
This prior knowledge will allow learners to be more familiar with the content which will allow
them to focus less on learning new content and more on building connections through
supportive activities.
With regards to technology usage, participants indicated that they are at least somewhat or
very comfortable with the use of technology and online tools. Most of the participants, 11 out
of 14 are very comfortable with technology and use it on a daily basis. Consistent technology
usage will allow learners to engage in various technology based activities with less frustration
and will be able to connect their technology experiences with ones used during instruction.
This technology experience will help the learners to stay focused on the content and learning
instead of the technology being used. As indicated by the graph below, participants use
technology for a variety of purposes with all of them using it for emailing and performing
internet searches and looking up information. This variety will help learners support each
other and work through activities using technologies that are unfamiliar.
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Before participating in the interview module, participants have created or enhanced
professional documents to help them communicate to future employers. Participants will also
be required to create a Google account if they do not already possess for use during the mock
interview.
2d. Learning Context
Learners will be working in a training room and computer lab located at Centerville Career
Development Center. The training room is a spacious area set up with 8 6ft tables each with
4 chairs. The room is outfitted with a laptop, LCD projector, 3 dry erase whiteboards,
television with VHS and DVD players, camcorder, speaker phone, and promethean board.
The computer lab is equipped with 20 Hewlett Packard desktop computers 12 of them fitted
with web cameras all running Windows 8 software. Participants also have access to 10
laptops that may be borrowed and used on site. Both rooms are linked with Local Area
Networking (LAN) and fiber optic internet service. There are various secure WiFi points
throughout the building for guests.
The interview module is a part of a career development series that will run for 4 weeks with
the interview module being presented on the third week. Each week consists of one 3 hour
instructor led class followed by an optional 1 hour computer lab day that is reserved only for
participants of the class. During the 1 hour computer lab, participants can work individually
and collaboratively on projects while having access to a technical support specialist as well as
the instructor who will lend support and assistance to the participants.
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The instructor is an Employment Counselor with 15 years’ experience related to career
counseling, job development, human resources, and recruiting. Understanding that for
individuals to benefit from developing skills necessary to be successful with their career goals,
she approaches learning from an instructivist approach. This instructor finds it important for
participants to not only gain knowledge from the content presented but be able practice the
new knowledge while being guided along the way and receiving feedback from experts and
their peers.
During the three hour interview module, learners will follow an instructivist approach by
learning the content and practicing the skills using a constructivist approach working
collaboratively in groups. Development of key interpersonal skills such as verbal and
nonverbal language, listening, questioning, and social awareness will be heavily focused on
throughout the lectures, discussions, role plays, and virtual activities learners will engage in.
A blended approach will be used promote learning. The primary mode of instruction will be
face to face with learners having the opportunity to engage in the use of various virtual tools
such as google docs, YouTube, and Skype. Participants will engage in face to face sessions
as well as online activities. Synchronous tools used during instruction will consist of video
chats, instant messaging, and application sharing. Learners will not receive a grade upon
completion of this workshop. The primary purpose of this workshop is to help individuals
develop their professional skills with the interview module allowing learners to learn, apply,
and improve their interviewing skills. Learning will be assessed by the instructor, peers, and
self through the use of live feedback as well as rubrics.
2e. Performance Context
Upon completion of the interview module, participants will learn various skills. Throughout the
interview module, participants will gain skills that at first glance seem only isolated to use in
environments relating to obtaining employment. But when you take a look at the bigger
picture, many of the skills they will enhance or newly acquire can be categorized into personal
development. “Personal Development is the conscious pursuit of personal growth by
expanding selfawareness and knowledge and improving personal skills”
(Thum, 2014). The main focus of the interview module is to increase the participant’s
performance potential with the goal of helping them to obtain employment. Both of which are
a part of participants’ personal development and growth.
Skills learned during the interview module, can be transferred into other environments and
aspects of the participants lives beyond the interview. For instance, interpersonal skills such
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as communicating and listening and collaboratively working on projects with peers are things
participants will use in their daily lives. These skills can be transferred into personal and
professional environments such a meeting room, their child’s school, home, office, job site,
etc. Group learning, which is one part of this module and is used during classroom instruction
and peer projects, can impact participants both positively and negatively. Participants’
willingness and ability to gain the most of the module can be stifled by this type of learning.
Though being able to work and speak in front of a group is important, this can also cause
anxiety and fear in participants which could decrease their motivation to participate fully and
put forth their best effort. This could then transfer over to how well they would perform during
an interview. This was indicated in results seen from the survey. With regards to types of
interviews, participants indicated that they would struggle the most with a panel interview.
This indicates that it is something participants need to practice so that they will successfully
transfer skills learned into this type of performance context.
Overall, the immediate goal if for participants to transfer skills learned through engagement in
this module into an interview situation. Taking a much wider view skills participants will
obtain, the performance context in which these skills will be used goes beyond the interview
into other environments that participants will find themselves in.
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Part 2e: Content Analysis
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Part 3: Planning
Part 3a: Rationale
Throughout the interview module, learners are to gain knowledge and experience that
is preparing them with skills that are transferable to real life. The overall learning goal
not only focuses on having learners obtain knowledge and apply interviewing skills but
seeks to have learners measure interview performance through self and peer
evaluations. Looking at an instructivist approach to instruction, outcomes are
characterized as being “SMART: Specific, Measurable, Actionoriented, Realistic, and
Timely” (Larson and Lockee, 2014 p. 118). As seen below, an Instructivist approach
is widely used from beginning to end of the interview module.
Content presented to learners specifically focuses on preparing them to be able to
perform successfully during an interview through providing a background knowledge
of different types of interviews, preparation for interviews, as well as addressing verbal
and nonverbal communication. Learners will be required to successfully apply these
specific interviewing skills during a mock interview. Measurable interview skills such
as listening, body language, spoken language, etc. will be assessed using a rubric
used by both the learners and their peers. Group activities such as compiling
documents discussing preparation for different types of interviews and creating an
analysis of body language after viewing a short video are two ways learner’s
knowledge of the content will be measured. Engaging in a mock interview, will provide
learners the opportunity to apply learned skills directly after learning them allowing for
transferring of knowledge to an interview situation while achieving learning objectives
by the end of instruction. This is something that might not be feasible when learners
are given information and sent out the door. Due to the fact interviews are not always
immediately engaged in after a module such as this one, it is important to give
learners the opportunity to use skills as soon as possible.
To facilitate and support learning, supplantive strategies will be primarily applied to the
interview module. Learners will be guided through various activities in which they will
apply what they have learned. The instructor will provide information to learners
where they will then use to think about and structure responses to the activities
provided. During this time the instructor will monitor, elaborate, and make
suggestions regarding making connections between the content and the activities.
There is not too many opportunities for learners to “define their own learning goals” as
would occur using generative strategies (Larson and Lockee, 2014 p. 162). Although
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learners will not have this opportunity to primarily use this strategy they will use it in
some capacity during the mock interview. Here the instructor will not be involved in
helping learners make connections with the content and transfer this into a successful
interview. During the interview, learners will be directly involved in engaging and
practicing skills presented to them (Smith and Ragan, 2005 p. 142).
Interviewing was the topic chosen for this project for a variety of reasons; preparation
and advancement. Unfortunately all too often someone can be well qualified for a job
but fail miserably during an interview. Stress or anxiety can contribute to this but so
can being unprepared. Unpreparedness can come in the form of lack of knowledge or
practice. So preparing individuals with the necessary knowledge and skills to prepare
for an interview can help to alleviate the stress and help individuals compete with
other candidates. The end result of a successful interview is most of the time
employment.
The main focus of the interview module is to increase the participant’s performance
potential with the goal of helping them to obtain employment in the present or future.
So what need does this meet? The need this goal meets is the need to improve
personal/professional skills and enhance one's quality of life through increased
employability to provide for oneself or family. Interview skills such as communication
are important in all aspects of individual’s lives. Being able to clearly and effectively
communicate a message is not only beneficial to an interview session but can be
used across a variety of professional and social situations. Along with communication
is another life skill that is targeted through this interview module: interpersonal
communication. Interpersonal communication is the way we send messages intended
to “initiate, define, maintain, or further a relationship” (Bambacas & Patrickson, 2008
p. 52). When looking at interviewing the main goal may be to obtain employment but
an underlying goal is trying to initiate a relationship with the interviewer. During
interviews, an interviewee uses various ways to communicate how one can fit into the
company and create professional relationships with employees. This type of
communication is the way in which we deliver our message through means other than
spoken words. Things such as gestures, body language, listening, and responding
are just some of the interpersonal communication skills that are covered within this
interview module.
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Part 3b: Learning Objectives
1. Using information provided by instructor through lecture and videos, learners
will identify interviewing tips based on importance.
1.1. In small groups, learners will choose tips based on importance and
usefulness.
1.2. Learners will formulate a list of important tips and their opinions of
usefulness for interviewing.
2. Instructor will lead learners in a discussion where learners will explain their
rationales of the importance of chosen interviewing tips.
.
2.1. Learners will explain and/or defend the usefulness of their chosen
preparation tips.
2.2. Learners will examine their peer groups’ documents and provide verbal
feedback to the group.
3. Using supplied behavioral interview question, learners will demonstrate the
components that comprise a successful answer by achieving 2 of 3 for use of
STAR format and demonstrating 3 of 5 problem solving skills.
3.1. Using information about five types of interview questions and STAR
technique, learners will create an answer to a behavioral interview
question and share with peer partner.
3.2. Using supplied criteria, learners will assess peer’s behavioral interview
answer.
4. Learners will demonstrate an understanding of reflective and active listening
based on instructor provided information.
4.1. Learners will apply reflective and active listening techniques during a
role play.
4.2. Learners will discuss examples of their use of active listening during a
personal and professional conversation.
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4.2.1. Learners will recall instances when not demonstrating
reflective/active listening caused difficulties during a conversation.
4.2.2. Learners will indicate techniques that could have overcome or
avoided those challenges.
5. Learners, during an instructor led video quiz, will distinguish messages
conveyed by individual’s nonverbal body language.
5.1. Learners will choose an answer for 6 different body language analyses
from a multiple choice list provided verbally through the video and will
cast vote via an online poll.
6. After being provided with 1 of 3 job and company descriptions, learners will
review content in preparation for mock interviews.
6.1. Learners will outline information important to improving their success
during mock interview.
6.2. Learners will generate 2 open ended questions to be used when playing
the role of interviewer and 2 interviewer questions based on the job and
company descriptions provided.
7. Learners will demonstrate interview techniques and skills by engaging in a
mock panel interview via Google Hangouts video chat.
7.1. Learners will employ tips to successful video and panel interviews
7.1.1. Learners, as interviewee, will apply appropriate video and panel
interview tips and techniques.
7.2. Learners will illustrate reflective/active listening.
7.2.1. Learners will formulate answers that reflect a clear understanding
and are relevant to the question.
7.2.2. Learners will use proper body language such as eye contact,
body movements, smiling, posture, etc.
7.3. Learners will operate Google Hangouts video chat.
8. Learners will evaluate interview skills upon completion of the mock interview.
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8.1. Learners will use a mock interview rubric to assess interview skills of
both peers and self.
8.1.1. Learners will assess peers’ interviews directly after interviewing
peers.
8.1.2. Learners will evaluate self using their recorded Google
Hangounts interview and email to instructor for feedback.
Part 3c: Objectives Matrix
Objective Bloom’s Taxonomy Scaffolding Type of Assessment
Number Classification Strategy
1.0 Application Supplantive Discussion
1.1 Application Supplantive Discussion
1.2 Creating Generative Performance Task
2.0 Understanding Supplantive Discussion
2.1 Evaluation Supplantive Discussion
2.2 Evaluation Generative Peer Assessment
3.0 Understanding Supplantive Performance Task
3.1 Creating Generative Performance Task
3.2 Evaluation Supplantive Peer Assessment
4.0 Application Supplantive Discussion/Performance Task
4.1 Application Supplantive Performance Task
4.2 Understanding Generative Discussion
4.2.1 Remembering Generative Discussion
4.2.2 Understanding Supplantive SelfAssessment
5.0 Understanding Supplantive Performance Task
5.1 Evaluation Supplantive Performance Task
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6.0 Understanding Supplanative SelfAssessment/Discussion
6.1 Remembering Supplantive Performance Task
6.2 Creating Supplantive Performance Task
7.0 Application Supplantive Performance Task
7.1 Application Supplantive Performance Task
7.1.1 Application Supplantive Performance Task
7.2 Application Supplantive Performance Task
7.2.1 Creating Generative Performance Task
7.2.2 Application Supplantive Performance Task
7.3 Application Supplantive Performance Task
8.0 Evaluation Supplantive Performance Task
8.1 Evaluation Supplantive Summative Evaluation
8.1.1 Evaluation Supplantive Summative Evaluation
8.1.2 Evaluation Supplantive Summative Evaluation
Part 3d: ARCS Table
ARCS Motivational Strategies Table
Attention
A1: Perceptual Arousal
A short presentation with various comic strips of interviews gone wrong will be
shown to the participants. Participants will be given an opportunity to share stories
regarding interview mishaps for themselves, others, as interviewer, etc.
A2: Inquiry Arousal
Instructor, after morning break, will stimulate curiosity by engaging in a simulation
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displaying common things not to do for an interview
● Walking into the classroom five minutes late, the instructor will proceed to the
front of the classroom, make excuses and negative remarks about their
employer, and introduce the next topic.
● The instructor will begin the topic slouched in a chair periodically checking a
cell phone.
Instructor will explain the demonstration and engage the participants in a discussion
regarding interview do’s and dont’s.
Throughout instruction, participants will view YouTube videos to be introduced to
content as well as apply knowledge.
A3: Variability
In an attempt to maintain participant’s attention, participants will engage in a variety
of instruction methods such as lecture, group discussions, small group work, role
plays, imagery, and video viewing.
Relevance
R1: Goal Orientation
At the beginning of instruction, the instructor will ask participants to share their
opinions on what they want to get out of the interview module, behaviors they
possess they feel will compromise an interview, and areas they need improvement .
This will help both the participant and instructor in the following ways:
● Instructor will be able to guide participants in connecting their shared
information with the content and being sure to meet participants needs.
● Participants will consistently be reminded of shared information by their own
thoughts as well as peers and instructor feedback.
R2: Motive Matching
Instructor will discuss the importance of preparing for interviews by gaining
knowledge of tips, techniques, verbal and nonverbal communication, and common
questions asked during interviews.
Instructor will promote the necessity of interview practice and will allow participants
to engage in role plays and mock situations.
● Participants have a chance to assess their current level of interviewing
behavior through a role play conducted before a discussion about verbal and
nonverbal communication
● At the end of instruction, participants will be able to use what they have
learned throughout lecture and discussions to practice during a mock
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interview
R3 Familiarity
Participants will have numerous opportunities to take content and relate the
information to previous experiences as well as to future use. Completed mostly in
small groups participants will:
● Choose interview tips and assess how these tips can assist them during
various types of interviews
● Discuss their experiences with a few of the interviewing topics like
communication and interviewing successes/failures
● Share opinions throughout the module through peer critiques, defending of
opinions, and self evaluations.
Confidence
C1: Learning Requirements
● Instructor will clearly state the learning objective of the interview module and
will continue to refer to it throughout instruction.
● Participants will be provided the mock interview rubric to be used for both
peer and self evaluation before participating in the mock interview. Having a
chance to look over the rubric will help participants prioritize the need to know
and nice to know information learned throughout the module.
C2: Success Opportunities
● Participants through discussion, instructor modeling and guidance, and
information will be provided the correct responses during group work
reflections and role plays.
● Providing participants with the evaluation rubric before mock interviews will
allow participants to understand what will be evaluated during the interview so
that they can really focus on using proper techniques/skills during the
interview in turn increasing the chances they perform successfully.
C3: Personal Control
Throughout the module, the instructor will give participants corrective and
informative feedback for group work, discussions, and mock interview. During group
work and discussions, participants will have an opportunity have some degree of
control over their learning.
● Instructor will introduce topic and task with participants being allowed to
formulate their own opinions, defend those opinions, and tie content to their
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life.
Satisfaction
S1: Natural Consequences
● Participants will apply learning to two different simulated interview contexts.
● Verbal and nonverbal communication techniques will be directly applied to
these simulations and will be transferrable to daily interactions.
● Participants will be provided real life examples of interview tips,techniques,
and communication.
S2: Positive Consequences
● Instructor will provide constructive feedback to participants throughout the
module during discussions, group work, and simulations.
● Specific analyses and corrective suggestions will be provided by instructor
and peers during simulations and group work.
● Mock evaluation rubric will have an area for peers and self to include positive
comments and suggestions for improvement.
S3: Equity
The mock interview rubric used for both peer and self evaluations provides
participants with clear expectations. The rubric is based on a scoring system looking
at 5 specific behaviors exhibited during an interview. Each behavior has very
specific and detailed criteria for participants to look for when assessing their peers
and themselves. The rubric also also provides participants with an idea of behaviors
that will help them perform successfully and earn maximum points during the mock
interview.
Part 3e: Instructor Guide
The interview module is broken into three sections. Section 1 (Interviewing Basics) and
section 2 (Verbal and Nonverbal Communication) will run for 45 minutes with Section 3
(Mock Interviews) running for 1 hour 30 minutes.
Introduction:
1. To provoke interest of participants, Instructor will open up the interview module with
the short humorous Prezi presentation Interviewing: Where did They Go Wrong?
interview mistakes. This is intended to introduce participants to the topic in a
lighthearted manner.
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a. Participants will then be given an opportunity to share stories regarding
interview mishaps for themselves, others, as interviewer, etc.
2. The main learning objective which is for “learners to investigate aspects of
interviews and apply interview techniques and strategies to a mock panel interview”
will be presented to participants.
a. Presentation of content will be in the form of lectures and discussions.
b. Participants will get an opportunity to share and engage with the materials
through group work, videos, and role plays.
3. Activities the participants engage in during the module will be discussed by the
instructor.
a. Instructor will use presentation software, websites, and YouTube videos to
discuss content and engage participants in discussion and group activities.
b. Participants will engage in a mock panel interview using Google Hangouts.
i. Peer and self assessments will be used for the mock interview with a
peer assessment being used for the interview role play.
4. Before getting into the content of the module, the instructor will pose the the
following questions to participants.
a. What do you want to get out of the interview module?
i. Participants will verbally share the answer while the instructor writes
their ideas on a flip chart.
ii. Instructor will reflect on participant’s ideas tying them to content and
activities engaged in through the module as well as reassuring that
ideas not covered by the content will try to be incorporated.
b. What behaviors do you possess that you feel will compromise an interview
and what areas do you need improvement/practice?
i. Participants will write these ideas on a post it notes and send them to
the instructor.
ii. The instructor will share some of the behaviors and areas of needed
improvement and reflect on participant’s ideas.
c. Responses for both questions will be displayed on the wall for reflection at
end of the module.
Body:
1. Instructor will arouse curiosity by engaging in a simulation displaying common
things not to do for an interview.
a. Walking into the classroom five minutes past time to be back after the break,
the instructor will proceed to the front of the classroom, make excuses and
negative remarks about their employer, and introduce the next topic.
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b. The instructor will begin the topic slouched in a chair periodically checking a
cell phone.
c. Instructor will explain that the behaviors exhibited in the short simulation
contribute to an unsuccessful interview in the long run costing someone a
chance at getting the job.
2. Instructor will use the Prezi presentation Journey to Success to present content to
participants.
a. A brief overview of topics to be discussed will open the presentation.
b. The instructor will introduce the topic of different types of interviews aside
from traditional face to face (phone, video, panel, and group):
i. Cover general interview preparation as well as specific tips, do’s and
don’ts for each type of interview through provided text information on
presentation and videos.
1. YouTube videos on each type will be presented to participants
as a large group.
a. Phone
b. Video
c. Panel
d. Group
ii. Participants, in small groups will have an opportunity to analyze the
information presented.
1. Participants will work together and choose tips based on
importance and usefulness.
2. They will formulate a list of important tips and their opinions of
usefulness for interviewing and hang list on a wall.
iii. Instructor will lead learners in a discussion where learners will explain
their rationales.
1. Learners will explain and/or defend the usefulness of their
chosen preparation tips.
2. Learners will examine their peer groups’ documents and
provide feedback to the group.
c. Moving onto the topic of types of interview questions, the instructor will
present the information using Journey to Success.
i. The four types to be discussed are straightforward, behavioral,
situational, and skills.
1. Instructor will ask participants: What type of interview question
do you like most and least? Why?
a. Have them elaborate on experiences they may have
had with these types of questions.
2. Instructor will review positive indicators of a good interview
answers.
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a. Participants will be provided with a question Appendix
A and given time to compose an answer.
b. In peer partner groups, the instructor will supply
participants with a checklist Appendix B to use for the
evaluation of answers.
i. Peers will switch answers and peer partners will
analyze the answers based on positive indicators
listed on the checklist.
c. Instructor will go to each peer group and provide
feedback on their answers and analyses.
d. Instructor will stimulate interest for the topic of verbal and nonverbal
communication by showing a short YouTube video from the television show
The Big Bang Theory.
i. This YouTube clip is used as a humorous way to engage participants
in a discussion about the effects of poor communication.
ii. Instructor will ask participants the following questions and provide
feedback and guidance when necessary.
1. What were some things that Sheldon did during the that were
negatively impacting the conversation?
2. How did Leonard’s demeanor change as the conversation
progressed?
3. What are some ways that Sheldon can positively communicate
with Leonard?
e. To inform participants, the instructor will use Journey to Success to talk in
more detail about tips to positively communicate verbally.
i. Topics discussed will be reflecting, active listening, and articulation.
ii. Instructor will demonstrate how to properly reflect and actively listen
during a conversation while engaging participants in a role play.
1. Participants will utilize provided communication tips and
techniques while the instructor provides live feedback.
iii. Instructor will encourage recollection of prior knowledge through
engagement of participants in a group discussion about their
experiences with reflective and active listening.
1. Participants will discuss examples of their use of active
listening during past experiences with personal and
professional conversations.
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2. Participants will recall instances when not demonstrating
reflective/active listening caused difficulties during a
conversation.
a. Learners will indicate techniques that could have
overcome or avoided those challenges.
f. Instructor will use Journey to Success to transition to the topic of nonverbal
communication and body language.
i. Instructor will use the YouTube video Can You Read Body
Language? to lead participants through a visual quiz on nonverbal
body language.
1. During the video, the instructor will pause after each image on
the quiz, allow participants indicate their multiple choice
answer via an online poll.
2. Instructor will use Google slide presentation Can You Read
Body Language poll (Appendix C) to access participants
choices and display results.
3. Participants will utilize personal or provided mobile devices to
gain access to the slide presentation and links to polling
questions.
4. After participants vote, allow them to share briefly why they
chose the answer then play the video’s correct answer and
rationale.
5. Follow steps 1 thru 3 for each of the six body language
analyses.
g. Instructor will tie up the content portion of the module by asking participants
if they have any questions regarding the content presented.
h. Instructor will supply participants with mock interview directions Appendix D,
review mock interview instructions, and answer participants’ questions.
i. Instructor will supply participants with 1 of 3 job Appendix E, company
descriptions Appendix F, mock interview rubric Appendix I, and place
participants in groups of 3.
i. After being provided with 1 of 3 job and company descriptions,
participants will review content in preparation for mock interviews.
ii. To maximize success and transfer learning, participants will complete
the worksheets Understand Yourself Appendix G and Understand
the Organization Appendix H for review and use during the mock
interview.
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iii. Participants will generate 2 open ended questions to be used when
playing the role of interviewer and 2 interviewer questions based on
the job and company descriptions provided.
j. Peer groups will engage in an 8 minute mock video panel interview using
Google Hangouts video chat.
i. Panel interviews will be conducted in the training room and computer
lab.
ii. Two groups will engage in the interviews simultaneously in separate
areas of training room and computer lab to decrease distraction.
1. Interviewers will be in the training room with a laptop and
interviewee will be in computer lab.
iii. Other peer groups will watch the interviews in progress.
iv. Instructor will assist participants when needed with regards to using
Google Hangouts video chat and taping of the interview.
v. Instructor will monitor and guide the interviews as needed.
vi. During the interview, interviewers will evaluate the interviewee and
upon completion of the interview, have 2 minutes to complete the
mock interview evaluation rubric Appendix I.
vii. After evaluation, group members will switch roles and conduct mock
interviews until each participant had a chance to play interviewee role.
Conclusion:
1. At the end of the entire mock interview, participants will use computer lab to view
their interview videos and assess learning by completing a self evaluation.
a. Self evaluations and interview videos will be emailed to the instructor for final
feedback.
2. Once participants are finished viewing their video and completing the self
evaluation using the mock interview evaluation rubric Appendix I, they will return to
training room.
3. Instructor and participants will assess the effectiveness of training in meeting the
needs of the group by reviewing shared comments to questions asked of in the
beginning of the module.
a. What do you want to get out of the interview module?
b. What behaviors do you possess that you feel will compromise an interview
and what areas do you need improvement/practice?
4. Within a week, the instructor will email participants with feedback regarding their
performance on the mock interview.
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a. Instructors will make written comments on both the interview and the self
evaluations.
Part 3f: Learner Content
The materials provided below will enhance participant’s learning during instruction.
3f.1 Learning Materials Purpose Timing
Learning Materials
Prezi Presentation: This presentation will be used Instructor will begin the
Journey to Success
to present content to the presentation upon
participants. The purpose is completion of a simulation
to provide participants with a used to arouse curiosity
visual aid to maintain attention and introduce the topic of
and assist with interviewing. The Prezi
comprehension of the content. will be used throughout the
This presentation will also module at various times.
keep the instructor organized The instructor will
by providing a timeline on intermittently move
when topics should be between the presentation,
introduced. discussions, and activities.
Job Descriptions The purpose of these Upon completion of
(Appendix E)
descriptions is to supply instruction, the instructor
participants with the will supply participants with
Company Descriptions necessary materials to mock interview directions
(Appendix F) prepare for their mock and provide participants
interview. Information with 1 of 3 job and
provided by the job
description will help company descriptions.
participants get into the role of
interviewee while the
company description allows
them to learn more about the
company they are being
interviewed by.
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Understand Yourself These worksheets are After being provided with 1
(Appendix G)
provided to assist participants of 3 job and company
in preparation for their mock
Understand the interview. They will also be descriptions, participants
used as an aid for participants will review content in
Organization during their mock interview in preparation for mock
(Appendix H)
an attempt to maximize interviews and fill out the
success and transfer learning. two worksheets
Understand Yourself and
Understand the
Organization.
3f.2 Formative and/or Summative Assessment Materials
Assessment Tool Type Purpose
Behavioral Interview Summative This activity helps the instructor to
Questions (Appendix A) assess whether participants are
able to apply the STAR technique
Answer Checklist (Appendix Summative successfully when answering
B) behavioral interview questions.
Successful use of STAR will help
Can You Read Body Formative participants to apply this technique
Language Video with Quiz across a variety of interviewing
questions.
Upon completion of behavioral
interview questions, peers will
Can You Read Body analyze peer’s answers based on
Language poll (Appendix C) positive indicators listed on the
checklist. Through this checklist,
participants will be able to indicate
areas they may need to work on as
well as their strengths.
This informal quiz will be used
during large group discussion. The
video allows participants to see
how well they can analyze body
language by giving them the
opportunity to view an image and
choose from multiple choice
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options. After each image,
participants will be given the
correct answer as well as feedback
through explanation by video and
instructor. Instructor will be able to
assess learning by seeing
participants responses.
Mock Interview Evaluation Formative (Peer This evaluation will be used as a
Rubric Evaluation) peer and self evaluation. During
(Appendix I) the interview, interviewers will
Summative evaluate the interviewee and upon
(SelfEvaluation) completion of the interview, will
have 2 minutes to complete the
mock interview evaluation rubric. At
the end of the entire mock
interview, participants will use
computer lab to view their interview
videos and assess learning by
completing the rubric.
Part 3g: Technology Tools
With the many technological options offered for education, it is hard to keep from choosing
based on excitement and the wow factor created by the technology. When using technology
to educate we need to remember that “technology should always be used to meet a specific
instructional need” (Larson and Lockee, 2014 p. 184). With that being said, it is also
important to keep in mind the necessity of technology use for instruction. Larson and Lockee
(2014), list a variety of ways that technology can foster learning. With regards to the
interview module, technologies were chosen to provide access to content and support
learning by doing through enabling participants to simulate meaningful realworld situations in
which they can connect to the content and transfer learning (Larson and Lockee, 2014 p.
184).
Larson and Lockee (2014), also talked about four educational purposes of technology which
are learning with, learning from, learning about, and using technology for productivity (p.
184). The interviewing module focuses on learning with and learning from technology.
Computers will be used by both the instructor and participants. The instructor will primarily
use the computer to present content and access the internet as a way to promote learning
from technology. Content will be displayed via a Prezi presentation. This was chosen due to
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ease of accessibility for participants and as a way to provide access to materials after
completing the module. The Prezi also allows for organization of text information,
supplemental videos, and links to websites into one complete resource.
As just stated, videos are also being utilized as a way to foster learning. All of the videos
presented to participants will be through YouTube and are intended to support learning by
providing participants with supplemental information and practice assessing real world
scenarios. A few of the videos offer participants a chance to analyze videos and link
content through discussion. Used in conjunction with the YouTube video Can You Read
Body Language, the Google Slide presentation Can You Read Body Language poll
(Appendix C) will be presented to participants. Participants will utilize personal or provided
mobile devices to gain access to the slide presentation and links to polling questions.
Online polling of answers was used to allow instructor to present participant’s choices live
for reflection and discussion. This will also help participants to have immediate access the
entire groups answers and see results visually through charts and figures. For the most
part, the videos and Prezi presentation are intended to prompt participants to learn from
technology. The Virginia Tech Division of Student Affairs website is used during the Prezi
presentation after learning tips and tricks for various types of interviews as a way to
discuss interview DOs and DON'Ts not addressed by the videos.
To support learning and allow participants to learn with technology, they have the opportunity
to use computers during their mock interview. Because the focus of the mock interview is for
participants to engage in a panel video interview, Google Hangouts video chat was the
chosen technology. Google Hangouts was picked over other video chats such as Skype due
to its ease of use and being free of expense. The use of video chats was chosen to allow
participants to learn with technology while exposing them to a simulated real world situations
they may encounter and giving them an opportunity to practice interviewing through a
method that is unfamiliar.
Part 4: Evaluation
Part 4a: Evaluation Plan
When seeking to determine whether an instructional design project is effective in meeting
goals of the project while making an impact on participants, it is essential to evaluate the
program at many different levels. Both formative and summative evaluations are equally
important to the improvement of an instructional design project. Throughout the creation
of the interview module, formative peer assessments were completed to provide
continuous feedback during the development process and allowed for changes to be
made to further improve the project. Looking at the ADDIE model, “the word evaluate is
placed in the background to emphasize its ongoing nature through the process” (Larson &
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Lockee, 2014 p.10). Although formative evaluations provide this constant assessment
during development, it is also important to remember to use summative evaluations
completed at the end of instruction. Summative assessments “does not normally have
immediate impact on learning, although it often influences decisions which may have
profound educational and personal consequences for the student” (Sadler, 1989 p. 120).
These decisions help instructional designers make adaptations to an instructional design
project that will move closer to impacting student learning during a lesson, training,
module, etc.
The purpose of this section is to focus on summative evaluation of the interview module
based on Kirkpatrick's Four Level Evaluation Model. This is intended to see where
improvements can be made based on learner’s reaction, learning, behavior, and results of
participating in the module. Kirkpatrick’s model helps to analyze the effectiveness of
instruction so that future improvements can be made to increase the impact on future
participants. This also allows instructional designers to determine whether the training is
meeting the needs specified by stakeholders and learning goals of the project. To
evaluate the interview module, various questions were formulated in each of the four
levels presented by Kirkpatrick’s evaluation model.
Level I: Learner Reaction
When evaluating the effectiveness of instruction, gaining participant insight through their
reactions and satisfaction with the instruction impacts future changes to an instructional
design project. “A positive reaction can enhance learning, and may indicate that
instruction successfully addressed learner interests, attention, and motivation” (Larson &
Lockee, 2014 p. 11). For the interview module, focus on learner reaction revolves around
participants opinions on activities used throughout instruction. The following questions
seek to gain a better understanding of participants’ satisfaction with learning activities.
● Looking at the presentations used throughout the module, which presentation
peaked your interest in the topic of interviewing? Why?
● Do you feel that activities used helped you to gain a better understanding of the
information presented?
○ If so, can you give an example of an activity that enhanced your
understanding.
○ If not, can you give an example of material you feel needed a different
activity to help you comprehend the information.
● What was your favorite activity? Why?
● What did you like least about the interview module? Why?
○ What suggestion would you make to improve this aspect of the module?
● Which activity or material do you feel helped to prepare you for the mock interview?
Why?
● Turning your focus to the format of the mock interview, do you feel that practicing
interviewing skills via a panel video interview was beneficial? Why or Why not?
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● Do you feel that a different interview type would have been more important to
practice? if so which one and why?
● Was the mock interview rubric understandable and easy to use?
○ What did you like about the rubric?
○ What would you change about the rubric?
● What topic do you feel was missing in this interview module that would be beneficial
to preparing one for an interview?
● Would you suggest this module to others? Why or Why not?
Level II: Learning
Increasing knowledge of a particular topic is ultimately why individuals choose to attend
and participate in a lesson, module, training, etc. So when evaluating an instructional
design project, it is important to assess not only whether participants gained the
knowledge but to what extent they did so. This can be in the form of a posttest, quiz,
presentation, etc. The interview module is designed to provide participants with tips and
techniques for interviewing. A few key areas are important to assess the level of acquired
knowledge. This is based on the fact that these areas are essential to participants
meeting the learning objective of applying interview techniques and skills to interview
situations.
Two activities that evaluate participants level of skill and knowledge acquisition are the
behavioral interview answer composition (Appendix A) and a communication role play.
The composition of an answer for a behavioral interview question requires participants to
use the STAR technique as well as positive indicators of a good interview response to
formulate their answer. The direct assessment of the answer by a peer following
composition measures participants skill level with this particular aspect of interviewing.
This activity seeks to answer the following questions and are intended to determine what
they learned from materials presented:
● Does the participant understand what components go into a successful interview
answer?
● Does the participant understand how to use the STAR technique to formulate a
successful answer?
● Can the participant integrate well defined problem solving skills into their answer?
The second activity that evaluates participants knowledge is a role play activity in which
participants demonstrate various interpersonal and verbal communication skills.
Participants also engage in a conversation providing examples of their use of active and
reflective communication skills. Questions about participants learning from the topic of
verbal and interpersonal communication through this activity and discussion are:
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● Can participants recognize the correct way to display active listening during a
conversation?
● Do participants understand how to use reflective listening when engaging in the role
play?
● Upon reflection, were participants able to correctly provide real life examples of
reflective and active communication?
● Are participants able to indicate techniques that could help them to overcome and
avoid instances when not demonstrating reflective/active listening caused
difficulties during a situation?
Level III: Behavior
The behavior level “evaluates to what degree the learner applies what was learned in the
final work context” (Larson & Lockee, 2014 p. 11). For the interview module, application of
learning will be demonstrated by participants during the mock interview role play. This
culminating activity is where participants will be assessed based on whether they are
using what they have learned. The role play creates an environment in which participants
will be required to use learned skills while allowing for an opportunity to assess transfer of
learning that otherwise might not be seen during application into an “authentic setting”.
The mock interview evaluation rubric used by both peers and self as well as instructor
feedback will be used to assess the level in which knowledge was transferred into the job
interview environment. Questions regarding behavior to answer are:
● Have participants gained the skills necessary to perform successfully during a job
interview?
● Can participants properly use verbal/interpersonal techniques and skills learned?
● Can participants proficiently incorporate the STAR technique to answer interview
questions?
● When necessary, can participants recognize and correct improper body language?
● Can participants apply tips to performing successfully during a video and panel
interview?
Level IV: Results
In broad terms, this level seeks to answer the question; how effective was the instruction?
When obtaining answers to questions at this level, “results should clearly illustrate the
‘impact’ of the instruction on the organizational goals it was designed to achieve” (Larson
& Lockee, 2014 p. 11). With regards to the interview module, there is not an organizational
goal that is to be achieved. The overall objective focuses more on the impact the
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interview module had on participants. The goal is for participants to investigate aspects of
interviews and apply interview techniques and strategies to an interview. For this reason,
questions revolve around trying to understand how the module impacted each participant
and was effective in preparing them for future interviews.
To answer this, participants would fill out the Career Development Post Survey. This
survey contains two questions taken from the interview knowledge and opinion section of
the Career Development Needs Assessment survey which was used to understand the
needs of participants prior to design of the module. Answers to these questions, helps to
gauge change in participant’s attitudes regarding interview preparedness prior to and upon
completion of instruction. Data from these questions provides a baseline that can be used
to compare to the post survey results. Three other questions on the survey seek opinions
about preparedness as well as knowledge regarding specific interview topics.
Two open ended questions, listed below, will be presented to participants via Landing the
Job: Interview Module FollowUp survey. This survey would be administered to
participants 2 months post instruction to allow for use of the skills learned during an
interview and/or in their personal and professional lives.
1. Have you had an interview experience after instruction?
○ If so, did techniques taught in the module help you to feel that you were
successful during the interview? Please provide an example.
○ If not, did you use techniques within another aspect of your professional
and/or personal life? Please provide an example.
2. Please provide an example of an instance where skills and techniques learned in
the interview module helped you to succeed personally or professionally?
Question 2 allows participants the opportunity to use the STAR method that was
presented and used during the Behavioral Interview Questions (Appendix A) activity.
This will help to provide evidence of application of knowledge to everyday life as well as
the impact this method may or may not have on improving participants’ skills regarding
answering questions.
Part 4b: Expert Review
Evaluation of the current Instructional Design project was placed in the capable hands of
the Subject Matter Expert (SME), Connie Lucas, who willinging agreed to lend her
expertise. Connie is a Human Resource/Payroll Specialist in the transportation
department at the Northern Area Multi Services Center (NAMS) based in Allegheny
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County. Over the 20 years she has been with NAMS, her role has changed from
providing secretarial support to performing interviews for positions offered through her
department. On top of her many other duties, Connie has been performing employment
interviews for the past 3 years. The 8 question evaluation survey and Instructional Design
project was submitted to Connie December 3, 2014 and completed December 7, 2014.
Part 4c: Evaluation Survey
The Interview Module Evaluation Survey was created using QuestionPro and submitted to
the SME for comments. The survey consists of 8 questions listed below.
1. Looking at the learning objectives, do you feel that they will assist participants in
achieving the overall learning goal? Why or Why not? Are there learning objectives
that need clarification? If so, what suggestions can you make?
2. The instructor guide is broken into three sections, which section do you feel is
covered thoroughly and which do you feel needs more detail? Please provide
suggestions on how to improve the deficient section.
3. Is there a good balance between the amount instruction and activities? Why or Why
not? What would you like to see added?
4. Do you feel that an instructor with minimum knowledge of interviewing is being
supplied with the necessary materials and activities to sufficiently run the module?
Why or Why not?
5. What is your overall opinion of the activities used throughout the module? Which
activity did you like the most and least? Why? What are your suggestions for
improvement on these activities?
6. A panel video interview was chosen for the mock interview. Do you feel that this
was an appropriate type of interview to practice? Why or Why not?
7. The mock interview evaluation rubric covers 5 different areas to evaluate
participant’s interview performance. Do these areas cover criteria you would look
for during an interview? What else do you feel could be added to the rubric?
8. What would you like to be seen added or removed from the interview module to
better prepare participants for interviews and meet the primary learning goal?
Part 4d: Results of SME Evaluation Survey
Results of from the Subject Expert review were favorable. There were areas indicated
that needed some improvement while other areas were good as is. When asked about
the learning objectives, Connie felt that objectives covered a variety of interview material
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and had a good balance between lecture and activities. There were three objectives that
she found very useful to helping participants achieve the learning goal. Connie did find
one objective that needed a revision which she gladly made suggestions on how to do so.
Turning attention to the instructor guide, Connie indicated that the guide was easy to
follow. She also replied that this guide would assist instructors with minimal knowledge of
interviewing due to the various web sites, videos, worksheets, and presentations supplied
to them through this guide. Connie did suggest a supplemental list of other resources not
used in the module that could help instructors increase their knowledge and prepare for
presentation of the materials used within the guide. When asked about which section of
the instructor guide was the most comprehensive, she replied that the mock interview
section was the most thorough. The verbal communication section was sufficient but the
nonverbal communication information and activities needed some work. Though the
information covered the importance of understanding nonverbal communication it did miss
the mark with regards to discussing tips and tricks that could help participants during
interviews. The section that lacked the most and needed improvements was the basics of
interviews. Beneficial topics suggested by the SME to add to this section were
discussions about proper interview attire and what to bring to an interview. Activities used
within this section of the module were considered as beneficial to preparing participants
for interviews.
With regards to the amount of instruction and activities, Connie felt that there was a good
balance and that activities used supported the material presented to participants. Connie
also pointed out that at no point did she feel that motivation would be lost. This was
primarily due to the module not being too instruction based and participants being able to
engage in a variety of activities. When asked specific questions regarding the activities,
Connie favored the mock interview but did enjoy the use of a video clip to highlight verbal
communication and generate participant discussion. She struggled a little with the activity
used for nonverbal body language. This was in part due to the fact that the activity
doesn’t discuss ways nonverbal communication can impact an interview. Connie did
comment that she would not remove this activity because it was a good way to engage
participants in and show the importance of reading other’s nonverbal communication.
The final few questions focused on the mock interview activity and rubric used for self and
peer evaluations. Connie indicated that although she mostly performs individual face to
face interviews, the use of a panel video interview is a good choice for participants to
practice. She felt that with continued use of panel interviews and a rise in video interviews
it was good to expose participants to these types of interviews. The rubric used to assess
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36
participant’s performance during the mock interview covered five different areas; listening,
integration, spoken language, body language, delivery. Connie believed that these were
great criteria to assess. She particularly liked the focus on delivery since in her
experience many people have problems with this during interviews. Overall, Connie felt
that the module covered the topic of interviewing well and will prepare participants
increasing their confidence in succeeding during a job interview.
Click HERE to access responses to the SME Evaluation Survey
Part 4e: Comments on Change
The SME provided her much appreciated insight and made a variety of suggestions to
help improve the interview module. One suggestion that was easily corrected was
rewording of learning objective 3. It was indicated that objective 3 seemed confusing but
really only needed switching around of some words and phrases among the objective and
sub objectives. Aside from this immediate correction to learning objective 3, many of the
suggestions are things that cannot currently be added to the instructional design project
due to time constraints. Although time constraints play into the reason SME ideas can not
be currently added to the project it is important to discuss changes that can be made in
the future.
The focus of future changes lie in the addition of topics and beefing up the section on
nonverbal language. The suggestion to add the topics of proper attire and grooming as
well as what to bring to an interview are a great way to enhance this module. The addition
of these two topics would be extremely beneficial and really fit into the module. With the
way the module is setup now, running as a 3hr training, it would be hard to add material
on these topics and to the list of criteria in the rubric. I see the future of this module
hopefully turning into a two day three hours each training. The first day running as the
module does with the addition of the topics mentioned and removing the mock interview to
be completed the second day. This idea spawned from a comment made by Connie,
which I am in complete agreement with, stating that she felt the participants might be
“rushed” through the interview experience.
Splitting the module into two days would help to alleviate the time constraint as well as
allow for addition of more material and assessment of participant’s understanding of
proper attire and what to bring to an interview. Assessment of participants understanding
of the additional topics could be done by requiring them, for the mock interview, to dress in
appropriate interview attire and apply techniques discussed about what should be brought
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37
or done prior to an interview. Further discussion and information on nonverbal language
during interviews would also be important to add to the module. To get a more
comprehensive assessment, it would be good to add a separate evaluation of more
specific nonverbal behaviors such as hand gestures, facial expressions, bad habits and
inappropriate body language, etc.
Part 4f: Reflective Synthesis
Instructional design reminds me of the iconic construction toy LEGO. LEGOs
consist of interlocking bricks that can be connected in many ways to construct a variety of
objects while also being able to be taken apart and used again. An instructional design
project also consists of instructional items “bricks” that are combined to create an
educational experience. For this reason, LEGOs and the instructional design process can
be identified as a system which is “an interdependent set of items that form a unified
whole” (Larson & Lockee, 2014 p. 8). Building with LEGOs also gives one the freedom to
be creative and use an imagination to build or elaborate on a specific set of building
instructions. The same is true for instructional design which employs a systematic process
to translate learning and instruction into the planning of instructional materials (Larson &
Lockee, 2014 p. 8). For both instructional design and LEGOs one has to be wise in the
pieces they choose and although a piece may seem like a good fit it could compromise the
integrity of the structure or design as a whole. When constructing with LEGOs, blocks
need to be chosen so that they fit properly and create a strong bond or the object runs the
risk of being weak in a spot and breaking apart. In terms of instructional design this
particularly true when choosing technology to integrate into instruction. When using
technology to educate we need to remember that “technology should always be used to
meet a specific instructional need” (Larson and Lockee, 2014 p. 184). If instructional
designers (ID) choose a technological object without a purpose, it can create that “weak
spot” in the instructional design project by not enhancing instruction and impeding its
effectiveness.
When attempting to build an intricate design with LEGO bricks, one may get stuck
on a step and need assistance from an outside source. Calling in an extra set of eyes can
help to overcome the obstacle hit during the design process. The same is true for an
instructional design project. During the creation of an instructional design project it is wise
to consult with Subject Matter Experts (SMEs) throughout the entire project. SMEs lend
their expertise at different points of the instructional design process to contribute content
information, provide suggestions, and most importantly review what an ID has created.
Instructional design is like constructing with LEGOs, when pieces are thoughtfully chosen,
put in place, and fit properly it can create an object that is strong and sound.
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In my current position, I use a variety of curriculums to train parents, early childhood
staff, head start teachers, family advocates, etc. I have the freedom to adapt and use
supplemental activities to enhance instruction. With regards to curriculums used with
parents, this is where I find that there is no thought into what their needs are. Most often
we are invited to present our curriculums without anyone asking parents what they want.
At times this creates a lot of non participation and resistance to the materials we present.
When designing the interview module, assessing the needs of participants was one of the
first things that was completed. Creating and using the Career Development Needs
Assessment survey helped to obtain information on learner’s knowledge, opinions,
learning style, and technology use. Gaining an understanding of participant’s learning
style and technology use was important to identifying learners characteristics because it is
these characteristics that “impact the effectiveness of instruction” (Larson & Lockee, 2014
p.45). This is one thing that will always be in my mind when designing future trainings. If
you want your design to have an impact then you must always remember who you are
designing for.
Data from the needs analysis survey revealed a variety of results that helped me
better understand my participants and guide the design of my project. The most fun part
of creating this instructional design project was designing the instructor manual, creating
activities, and choosing technologies. Prior to participating in this course and developing
this project, I had a tendency to choose activities and technology supplements based on
how cool they were never really putting thought into whether they served a purpose. I now
understand that “technology should always be used to meet a specific instructional need”
(Larson and Lockee, 2014 p. 184). The area of the instructional design project that
helped to analyze this was section 3g Technology Tools. In this section, we not only had
to talk about the technology used but had to really think about the instructional need it met.
I definitely feel that this impacted me the most with regards to designing. It is one thing to
add technology to instruction, but to really think about and justify its use is another. People
use electronic presentations everyday to present materials. To actually think about the
purpose it serves aside from being a visual way to present information was the challenge
section 3g presented. For example, content for this project will be displayed via a Prezi
presentation. This electronic form of presentation was chosen not only for visual
purposes, but also its ease of accessibility and organization of text information,
supplemental videos, and links to websites into one complete resource. I can definitely
say that I never thought this deeply into aspects of technological based tools and the
instructional need they can meet.
In the past, I would take a topic, start creating, with the goal of assembling
information and making it interactive. Assessing the needs of learners and being
challenged to defend my choice of technology use in the design project, has really
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changed how I will create trainings and choose supplemental activities in the future. I plan
to make a conscious effort to take participant’s needs into consideration and not my need
to create something based on my opinions of what I think participants need. The ADDIE
model has also played a huge role in making me more conscious of the details. I have
used a variety of curriculums but never really understood the magnitude of what a design
project entails. The amount of time, detail, and energy that goes into designs using the
ADDIE process is something that I feel would not be able to be implemented in my current
position. With that being said, I plan to at least think about aspects of each phase when I
create trainings and lessons in the future while also appreciating curriculums I use. Future
positions I intend to hold in educational technology will be more in design and
development with the goal of creating courseware. I will most likely not be apart of the
analysis, implementation, and evaluation phases of the ADDIE model though they will
certainly impact my design in terms of choices I make during development and changes
needing to be made after evaluation. I will also be reminded of who I am designing for
and whether my design choices are serving a purpose for all stakeholders involved.
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References
Bambacas, M., & Patrickson, M. (2008). Interpersonal communication skills that enhance
organisational commitment. Journal of Communication Management, 12 (1), 5172.
Larson, M.B, & Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional
design. New York: Routledge.
Sadler, D.R. (1989). Formative assessment and the design of instructional systems.
Instructional Science, 18, 119144.
Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John
Wiley & Sons.
Thum, Myrko (2014, November 2). Let’s get clear on what personal development really is:
What is personal development? [Web log comment]. Retrieved from
http://www.myrkothum.com/whatispersonaldevelopment/
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Appendix
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Appendix A
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Appendix B
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Appendix C
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Appendix D
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Appendix E