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Reid T. Clifford ABC Company, Ltd.
Caliper Management, 506 Carnegie Center, Suite 300, P.O. Box 2050, Princeton, NJ USA 08543-2050 Tel. 609-524-1200 Fax. 609-524-1201
Reid T. Clifford
ABC Company, Ltd.
Caliper Interview Guide
The Caliper Interview Guide is a special report derived from Reid T. Clifford's Caliper Profile. The Profile results suggest that some areas may be worth investigating. Below, you will see personalized interview questions that will help you determine whether Reid T. Clifford can engage in the behaviors related to success in your organization's position. For each area to investigate, we provide specific attributes related to the behavior as well as an interview question. For definitions of the attributes in the Caliper Profile, click here. When evaluating Reid T. Clifford's responses, listen for evidence that the candidate has performed successfully in the area to investigate. Also take note of how the individual discusses behaviors in relation to the specific traits listed. You may find that Reid T. Clifford has developed strategies to compensate for possible limitations. Since you may need to discuss other topics, such as experience, job knowledge, and technical skills, we suggest reading through the guide beforehand and choosing the questions most relevant to your hiring needs. If you would like additional information regarding Reid T. Clifford's potential or personality assessment results, would like to discuss how to best proceed, have more questions, or need help integrating these results into your hiring process, you are invited to contact your Caliper consultant.
Copyright © 2008 Caliper Management. All rights reserved.
Reid T. Clifford
ABC Company, Ltd.
Area to investigate: Provides direction, sets standards, and defines expectations Specific traits to investigate.
Assignment 2: Interview Questions
Another component of this paper is to interview someone in your career field as close to the actual career you are seeking as possible. If you want to be a high school English teacher, you should not interview a kindergarten teacher just because that's what your sister does. Find an English teacher to interview.
You should also avoid interviewing someone who is retired, moved to another career, or is currently going to school for that job. You will not get as valuable of information as possible.
Connect with your interviewee as soon as possible to get something scheduled. Yes, you have a "long time" before the interview is technically due, but some of that time provided is to be thoughtful to your interviewee so you can better work around their schedule. Please do not wait until the last minute to conduct the interview. usually things don't work out when you do this.
If you do not know someone you can interview, please ask me as I know lots of people who do lots of different things. You can also check with your parents, friends, counselors, etc. to see if they know someone. You could also put your name on this Google Doc and see if a classmate can help you: Looking for an interviewee. While there are a lot of options to get help finding an interviewee, it is ultimately up to you.
***Before you contact your interviewee, have your questions written and ready. and make sure you have looked at assignments 4 and 5 in case you have to do the interview the moment you initially contact someone.
Write at least 20 questions you could ask at your interview, at least 5 of which are job specific. Be sure to read the assignment directions and look at the sample questions. You are welcome to "steal" any of the sample questions.
FYI-You do not have to categorize them. you can if you want. the key is that they are in a logical order
Assignment directions (PRINT A COPY OF YOUR INTERVIEW QUESTIONS FOR GRADING)
Choosing Someone to Interview
You need a clear idea of the purpose of your interview before you can decide whom to contact. Once you've decided on the purpose, write it down in one or two sentences. The interview purpose is related to the overall purpose of your final research project (tied to the specific research question you are pursuing), but it is also more specific. In other words, you should do some background reading first; then you'll have good questions to ask, and you'll be able to fit the answers into a coherent big picture. If you haven't done much background reading on your topic, you risk wasting your interviewee's time. You should ask an expert interviewee questions related to his/her specific experience and perspectives, not general information that you could have found on your own through secondary research.
Once you've identified your research question and the kinds of information you are seeking from an expert, reflect on the different kinds of experts and expertise that might be relevant for your topic and question. On your topic, consider the difference in the "expert" viewpoints of government officials or civil servants, teachers and scholars, advocates either within or outside non-profit organizations, people with direct and prolonged experience or participation relating to your topic/question, "elders" in a community, etc. Be aware of this range of possibilities and then choose your target experts with care and respect.
Here is a simple example: If you are studying bicycles to recommend one for a touring enthusiast, whom should you interview? The answer depends on what you need to know. You might, for example, interview
You can find appropriate names for possible interviews by jotting down the names of people mentioned in your reading (secondary research), searching the web, looking in phone directories, calling government offices or businesses for further leads, and getting advice and suggestions from teachers and others. Because you cannot guarantee that any particular individual may be available or interested in granting you an interview, brainstorm at least five names of different kinds of experts; hopefully, at least one person will be willing to answer questions via email or phone or meet you in person.
Preparing Interview Questions
After doing some background reading, brainstorm as many questions as you can. Taking into account the specific expertise of your interviewee and the time constraints of your interview (30-60 minutes), pick the 15 best questions from your brainstorm. Spend some time revising and refining the questions, also developing an appropriate sequence for them. Just as in the formulation of your own research question, do not construct yes/no, good/bad, for/against kinds of questions since they will not encourage a nuanced exploration of the issues related to your topic/question. Be prepared to generate follow-up questions based on the secondary research you have already done. For example, “In an article that I read, the author suggests a different solution than the one you have mentioned.…”
Below are some sample questions; even these should be tailored based on your evolving understanding of your topic and research question. Your ten additional questions need to be far more specific and move beyond the general ones suggested below. Keep in mind the difference between questions that merely ask for information (that you may or may not have been able to find through your research) vs. questions that draw upon the experience, expertise and professional judgment of your interviewee. The goal of your questions should not be to get quick answers, but to elicit responses from your expert based on her/his unique professional experiences. Ideally, they should present you with a greater understanding of the complexities of your topic/question.
Opening. My research topic is ______________ and I am investigating __________ aspect (research question) of it.
1. Describe your professional (and/or personal) experience relating to this topic and research question.
2. What do you think is poorly understood or unresolved within this area? Why is this so?
3. What do you see as the main conflicts (of analysis, priority, or value) among those who work on this issue? Follow-up. Are you aware of key figures/scholars who represent those different positions?
4. What do you think is a possible answer to my research question? In your judgment, what might be some useful research studies that should be undertaken with regard to this topic/question?
5. What resources, either other people or published materials, do you regard as essential to the study of my topic/question? Is there anything else you’d like to add that hasn’t been covered by the questions I’ve already posed? (This should be your last question.)
Here is a summary of some main points to keep in mind as you finalize your list of interview questions:
Since you are generating several possible names of expert interviewees, you should have a single person in mind for the actual interview questions (even if you end up interviewing someone else) since your questions will be different depending on to whom you're addressing them.
The more thought you have put into formulating and revising your research question, the more appropriate and useful your interview questions will be.
Do not ask merely informational questions. Your purpose is not just to use the expert to give you general information about your topic, which you should be able to find out on your own through reading, browsing and surfing (which is what we call your secondary research). Merely asking information can appear to waste the expert's time.
Do not ask yes/no or good/bad questions. Just as with your own research question, this is too narrow a way of understanding issues.
Do not simply ask for the expert's opinion. It's better to think of yourself as asking for the expert's perspective, viewpoint or analysis as these directly relate to the interviewee's experience with the topic at hand.
Think about the sequencing of questions. Does it make sense to move from one question to the next? You may need to revise the order of questions, or even think about transitional phrases.
Be sure to thank the interviewee profusely for his/her graciousness and time.
Sample Approach Letter
Interview Request (email)
Hello, my name is ______________. I am a student at Green River Community College, and I am currently researching _______________________ for a paper I'm writing for English 127: Research Writing for the Social Sciences. As an expert in your field, your comments in response to a few questions would be greatly appreciated. May I ask a few minutes of your time to answer them? If you agree, I could email them to you, or I would be happy to meet with you at your convenience.
(your name and email address)
sample interview questions research paper
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Your entire life has been getting you ready for this moment. Use everything you’ve got to create a future that is your dream. - Barbara Winter
If you want to prepare for a job interview, this is the best place to start. Study job interview questions below. Although answers are provided at each question, some of them may not be suitable for your case. Give your own answers to each question in writing. Before you do it, conduct research about your potential employer. Study carefully the employer's website, job description, job selection criteria and try to give as accurate answers as possible. Practice responses both to yourself and with a colleague who is competent in your field.
ESL Job Interview Questions and Possible Answers
There are many types of interview: competency focused interview, panel interview, behavioral interview, biographical interview, general structured interview, stress interview, critical incidents interview, group interview; pre-arranged or ad-hoc telephone interview. Competition is high. A prestigious institution seeking to fill a well-paid ESL position usually interviews a lot of applicants, perhaps as many as twenty, thirty or more.
The good news is that it is possible to study the most common job interview structures, prepare answers to common questions and succeed. Below you will find most commonly asked job interview questions – the questions that are asked at most types of interview. Before you go through these questions (and especially the answers!) you should note that most employers want original thinkers. They will probably not employ you if you give an answer like 'I plan my lessons by looking in the textbook' or 'I teach according to standards'.
THE QUESTIONS THEY WILL PROBABLY ASK YOU
Always turn a negative situation into a positive situation. – Michael Jordan
Try to relate this question to your own teaching philosophy. You can answer in this way (this is an example only – please think of your own, better answer): “I always tell my students: 'If you want to learn to speak you must speak'. I believe that content-based communicative way of teaching is the most productive way of teaching. Students must use the newly learned words (which are actually passive words) in practical situations until they become active, 'their own words'. One of the most efficient ways of dealing with large size classes is by subdividing, for example, 25 students into smaller groups, i.e. 5 subgroups of 5 students. Each subgroup is given a topic for discussion. Now and then, I walk up to each subgroup, brainstorm them and ask questions. Students work on their topics and later one student from each subgroup gives a presentation (5 students). This is student-centered approach of teaching and it always works well. Students are exposed to natural communication. I usually make up lists of active vocabulary and different patterns for each subgroup in advance, depending on their levels. In this way, a well organized twelve week intensive ESL course could teach an average student approximately 2500 active words.”
7. What kind of technology have you used in the classroom?
You should mention your knowledge and experience in teaching courses related to CALL (Computer Assisted Language Learning).
8. What do you like about the job of an ESL teacher?
Tell about new challenge or the opportunity to bring fresh experience to the school and to share your experience with others for example, ‘I have a great passion for learning and learners, and I think that the best way to learn is by teaching. I belong to the category of those persons who are not satisfied until they have shared all that they have gained with their students. I believe that teaching is a continual bilateral process of learning and sharing, especially in an ESL classroom where I use a combination of communicative, content-based and kinesthetic method of teaching.’ You can also reflect on the following: ‘An ESL teacher’s job is based on imagination and creativity. It is also related to a great variety of stimulating activities and unlike many other jobs, has no real monetary value. The profit is in my learners. In my opinion ESL teaching is a very satisfying job.’
9. What are your strengths?
Select two or three strengths that are directly related to the requirements of the position you are applying for. Stay focused on the position you are applying for instead of trying to mention all types of strengths that you have.
10. What are your weaknesses?
Give a ‘positive’ weakness. The question does not require from you to tell a weakness that is related to the position you are applying for therefore you can give a weakness which is not directly related to the position. To achieve more objectivity, speak about your weakness from another person’s perspective, e.g. your colleague, spouse or friend. You can answer: ‘When I become very much focused on an important task I am very scrupulous about details. It takes some efforts and time from me to accomplish the task: I work overtime and sometimes miss appointments for dinners with my friends; my wife/husband argues that this is my worst weakness. Although I enjoy doing my job, others tell me that I am a perfectionist.’ Also, emphasize the steps and actions that you have taken to overcome your weakness: ’I have a diary in which I record my appointments; in addition, I ask my wife/husband to remind me about my weakness, whenever I am involved in my work’. Also, if you are a workaholic person, i.e. often spend long hours working till late at night - you can mention that being a workaholic person is your ‘weakness’ too, and your family members are not happy about it.
11. What is your weakness as a teacher?
I plan so many creative activities for my students and class time is limited. It is difficult to include all of the activities that I would like my students to learn from. After a while I have understood that it is very important to prioritize my lesson activities in order to enhance student learning.
12. Where do you want to be five years from now?
The answer greatly depends on your age, experience and qualifications. It would be logical to tell that what you would want to be in five years' time would depend on your job performance and employer satisfaction. If you are a young teacher with a TESOL Certificate, you could mention your ability to learn and seek for improvement, although you should not be too ambitious with the job that you have not been offered yet. Also, you should not demonstrate too much that you want the job because you want to learn from them (if you want to learn, you have to go to school and pay tuition fee).
13. What would you do if your superior tells you to do something that you know is not right in the way of doing?
There are a few possible answers to this question. Here is one: ‘I always accept the fact that people, from time to time, make mistakes, and I am not an exception in this case. I would bring to light the issue, explain my way of reasoning, and if my superior still insists I would follow his /her order. Afterwards, I would reflect on this matter and try to understand why my superior had chosen that approach. It often happens that there are two or more ways of doing the same job or solving the same problem - and both ways are very efficient. Perhaps this would be an opportunity for me to learn to apply new methods and techniques or gain some new skills that I never knew of before.’
14. If I call your present employer, how will he describe you?
You should probably answer that your boss would describe you as a fully qualified and enthusiastic ESL teacher who can work both independently and as a part of a team.
15. What do you think of the last school you worked for?
You should stress the positive aspects of your experience. Tell about the positive work experience that you gained and mention good qualities of that school. Tell what positive skills and experience you gained.
16. What would you say about your time management?
You can straightforwardly say that you manage your time well and never procrastinate. You always set goals and prioritize your tasks and spend a proper amount of time to accomplish each task.
17. Is there any workplace environment that is ineffective for you as a professional ESL teacher?
One of possible answers: ‘A lack of independence, creativity and no teamwork support. I do well when I can draw my own map, make my own schedule and prepare my own teaching materials to help my students achieve their learning objectives. I also like to work in a team, especially on assessment and material design issues. I believe that a lack of independence, creativity and no teamwork may result in ineffectiveness for any professional ESL teacher.’ You can also add the following if you like: ‘In my opinion, an ineffective workplace environment is usually based on micromanagement.’
18. What qualities do you think will be required for this job?
Job requirements are usually in the job advertisement. Study the job advertisement and ask yourself what additional qualities may be needed for that particular position. Additional skills may include ability to work independently as well as a part of a team, cross-cultural communication skills, leadership ability, supervisory skills, analytical skills, problem solving skills, creativity and student behavior management skills.
19. Why do you want this job?
Stress the positive aspects which have attracted you to apply for this job. Do not mention the negative aspects of your current job or the job that you are applying for. Mention such possible reasons as improvement opportunity, creativity and team work opportunities.
20. What can you contribute?
Study their website, their needs, and the job requirements in the ad, and tell about your accomplishments, responsibilities and achievements in your previous jobs; relate them to the job you are applying for.
You will find many more ESL job interview questions with provided answers in ESL DRIVE BLOG (you can get free subscription there, too). For more ESL job interview questions-answers in ESL DRIVE BLOG, click HERE.
Your Job Interview Success System
The Guide to Getting the Teaching Job of Your Dreams was written by a veteran teacher and experienced teacher interviewer, to help you get the teaching job you've been dreaming of. A teacher who worked in two different school districts, has many years of public school teaching experience, has been on many interview committees, and has helped to seek out and hire the most qualified candidates. CLICK HERE to get the Guide and get hired.
Learn How to Give a Sample Lesson for an Interview Committee
An interview committee invites you to teach a sample lesson in front of students! How do you prepare? Get the answers in the book 'Guide to Getting the Teaching Job of Your Dreams'. If you are interested, CLICK HERE to get the book and get hired!
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About the Author
Dr. Randall S. Hansen
Dr. Randall S. Hansen is founder of Quintessential Careers. one of the oldest and most comprehensive career development sites on the Web, as well CEO of EmpoweringSites.com. He is also founder of MyCollegeSuccessStory.com and EnhanceMyVocabulary.com. He is publisher of Quintessential Careers Press, including the Quintessential Careers electronic newsletter, QuintZine. Dr. Hansen is also a published author, with several books, chapters in books, and hundreds of articles. He’s often quoted in the media and conducts empowering workshops around the country. Finally, Dr. Hansen is also an educator, having taught at the college level for more than 15 years. Visit his personal Website or reach him by email at firstname.lastname@example.org. Check out Dr. Hansen on GooglePlus .
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