Interview your Job Candidates Approximate Time Needed: 45 minutes Lesson Summary: Students will conduct and experience mock interviews for positions found in the classified section of the newspaper. The lesson can be used in conjunction with Wanted: A Better Classified Advertisement. Lesson Objective: Students will acquire research and interview skills while learning important aspects of various careers. Materials and Resources: Five to ten (depending on class/group size) classified advertisements cut out from a newspaper. To make the lesson most effective, the classifieds should cover a wide range of occupations. Student-generated classifieds may be used to save time and give students more ownership in the assignment. Make three to four copies of each classified. A container to hold the cutout pieces (e.g. a hat, bowl, or bag). ECOS Career Directory Interview Question and Advice Outline Helpful Hints: In order to give students a diverse experience, allow students to switch roles after completing the first phase of interviews. Let the students use their imagination in the interview process. Activities: Discuss with the students what they believe are the components of an interview. Write their responses on the board. After they have put together a list to your satisfaction, distribute the Interview Question and Advice Outline sheet for their review. The handout should serve as a good reference for all students. Divide students into "employer" and "candidate" groups. Have each student-employer select one classified from the container to be the mock job. Divide student-candidates into smaller groups, or applicant pools, of two to three for each position offered. Each student-employer reads the classified ad of the job "posted" by his or her company and composes three possible interview questions. Meanwhile, each student-candidate reads the classified of the prospective job and writes down at least five characteristics associated with the position. This brainstorm process should act as the initial step for researching the job position. The student-employer and student-candidate groups locate their assigned occupation in the Career Directory. Students should take notes on the information they believe would be useful and appropriate to know for the interview. If students are continuing the lesson from Wanted: A Better Classified Advertisement, the information may be already researched. Give students a night to prepare for the interview. Student-employers can bring in notes and written questions, while the student-candidates should not bring any materials to the interview. In other words, the student-candidates need to be well prepared. On the day of the interview, set up mini-offices and a waiting room within the classroom. Each student-employer should interview his or her respective student-candidates for 5-7 minutes. Student-employers may take notes during the interview. Walk around the classroom to observe the interviews, but do not to comment on their progress. Keep the time for the students. Each participant should complete a one-page response of the day's events for homework. Possible paper foci might include: What were the toughest parts about preparing for the interview? What elements of the interview process did you enjoy most? Enjoy least? What do you believe are your strengths? Your weaknesses? Evaluation: Collect and grade the written response. Possible Adaptations: A resume element of the interview process could be added to the process.