Which is typical behavior of a successful interviewee

Other nonverbal means of rendering assistance are equally significant. Because such utterances provide no direct interpretation, they are received as the interviewee wants to receive them. He then emphasizes or magnifies the point as he sees fit. A succinct summary of information from time to time not only allows for clarity in the communication process but also gives the informant a mirror of just what has occurred.

Alterations can be made easily by the interviewee once he hears what he has said. In the final stage, a precise statement of what was agreed on or of the general conclusions reached often allows for a reduction of confusion.

When details or figures have been discussed, the summary can often be in the form of a written memorandum. If the interviewer wants to be sure of what the interviewee communicated or to check on whether the interviewee really understood the data discussed, he can ask him to write the memorandum.

The tools of the interviewer are his questions. They should be used with dispatch and yet with the utmost care. Sarcasm or obscure humor should be avoided unless the interviewer is positive that the interviewee perceives them as such.

Through the judicious use of questions, the skilled interviewer not only obtains information but also guides the talk along productive lines. Leading questions or questions designed with built-in responses are usually not very effective.

Similarly, the double negative type of interrogation is to be shunned as it tends to evoke anxiety. To avoid slipping into such traps, even the best interviewer should review his questioning techniques from time to time. Thus, self-analyzing by tape recording or by having a third person observe an interview for diagnostic purposes can prevent poor techniques from developing into set procedures.

This process may be extended to the use of video tape recordings with proportionately more significant results. In a research project that concentrated on questioning techniques, I analyzed the recordings of about interviews held for the purpose of selecting job applicants, appraising executive performance, or counseling employees in their careers.

One of the conclusions from this study is this: successful interviewers as evaluated by information obtained utilize at the outset of the interview a pattern of broad, general questions. Apparently this allows the respondent to answer with information which he feels is important, as well as providing him the opportunity to expand into areas that he deems to be of vital concern.

Once this information is released, the interviewer can sharpen the focus with specific questions eliciting short answers. It seems that silence in our society is to be avoided at virtually all times and all places. Unfortunately, this feeling affects the interview. Usually fear of silence is felt most by the inexperienced interviewer.

All too often he tends to put forth another question while the respondent is meekly attempting to formulate his own thoughts into a logical reply—all just to keep the air filled with words. The tendency to hurry questions and answers is compounded by the distorted sense of time that people get during an interview.

To understand the amount of distortion, one research group carried out such simple tests as stopping a conversation for a short period. Consequently, the interviewer in particular should be cautious of pushing forward too quickly. Not only may the words fall far short of the desired goal, but also they may convey misunderstandings. Allowances for the ever-present failures in semantics must constantly be made, and further interrogation conducted, in order that a clear approximation of the true meaning be obtained.

The often posed maxim to the effect that we hear what we wish to hear does not appear at first glance to be a profound statement. Yet it summarizes the mechanics that lie behind poor listening techniques. Individual biases and attitudes as well as role perceptions and stereotyping all contribute to the phenomenon of selective perception.

Thus, in order to obtain the best possible information, it is necessary that one be aware of his own particular filters that tend to impede if not prevent clear and relatively undistorted reception of information. It is possible to hear at the rate of from to words per minute over sustained periods. The result is a surplus of thinking time over listening time. The manner in which this surplus time is utilized varies, of course, with the individual. One result is that he makes assumptions about the respondent and his information that are compatible not so much with the interviewee as with what the interviewer has already concluded about the interviewee.

Suffice it to say that it is altogether more rewarding to spend this extra time in formulating hypotheses, which later can be confirmed or denied as more information is revealed, or in constructing a frame of reference for the on-going interview, which allows acquired information to be categorized easily as it is given.

The information that is gathered should be approached and analyzed from two points of reference: the objective and the subjective. Content —This term refers, of course, to the factual presentation—what is actually being said and whether or not it is reliable. The overview of the interview or the pattern of the total situation must be firmly grasped and then noted.

In addition, it would seem that the following items are valuable in evaluating information—. Words take on different meanings when differentiated along these lines. Form can be subdivided into verbal what is heard and into nonverbal what is observed content. Nonverbal expressions are perhaps the purest kind of information transmitted, since they are the most difficult to mask or disguise. By developing an awareness of and a sensitivity to such signals as when a certain fact was mentioned, what prompted the mention, how it was presented, and so forth, the skilled interviewer takes a most useful if not an essential step.

Indeed, this awareness might well be extended to include the nonverbal transmissions of the interviewer himself. In evaluating information from a subjective point of view, the interviewer is attempting primarily to assess feelings and attitudes.

It is often argued that these intangibles have no obvious place in an interview that takes place in a business environment. Yet, even though it is impossible to determine exactly how feelings and attitudes do influence the information transmitted, it is nonetheless crucially necessary that one be fully aware of the fact that these intangibles are powerful, active agents in creating opinions.

In a supervisory setting, good leaders are able to debate and argue behind closed doors and then fully support a decision in public--even if they privately disagree with that decision. The goal is to evaluate a candidate's commitment, prioritization skills, and ability to communicate effectively.

Bad answer: "I just do what I have to do and get out. I keep telling my boss I can only do so much, but he won't listen. Good answer: Stayed a few minutes late to finish a critical task, or prioritized before the end of the workday to ensure critical tasks were completed.

Good employees take care of things. Great employees take care of things and make sure others are aware of potential problems ahead of time just in case proactive decisions may help. Obviously there are a number of good and great answers to this question. I may sometimes be glad you stayed late, but I will always be glad when you help me spot chronic problems and bottlenecks.

The goal is to evaluate a candidate's willingness and ability to be an informal leader, a great sign of leadership potential. Bad answer: The interviewee has never tried to motivate a co-worker. Good answer: The interviewee offered encouragement. That's a nice start. But here's what is better. Great answer: The interviewee offered encouragement Words are great, but actions are greater.

If a co-worker has fallen behind and is struggling to find the spark to keep going, pitching in is the perfect way to provide encouragement and support. The goal is to evaluate whether a candidate is willing to be candid and open when it's a lot easier to remain silent. Plus it's a nice way to evaluate how well a candidate "manages up," something that great employees typically excel at doing.

Not so great answer: "I've never done that. Some employees haven't been in a position to need to raise an uncomfortable issue. And certain bosses are the last people you want to talk to about problems that they may be causing. Good answer: The candidate raised an issue about a process, a procedure, another department Great answer: The candidate raised an issue that could make the boss get defensive: Something he has done, or said, or should be doing Once during a meeting an employee asked me about potential layoffs.

After the meeting an employee came to me and said, "I don't think your answer went over well. You gave them the company line but I think they expect more from you. Great employees have a feel for the issues and concerns of those around them, and are willing to step up and ask questions or raise important issues when others hesitate. Good answer: The interviewee was given a goal, was given or created a plan, and followed the steps required to achieve it.

Graduating from college is a good example; while certainly not easy, the steps are laid out for you and there are plenty of people to provide assistance along the way.

Great answer: The interviewee chose her own goal, created her own plan, followed the steps required to achieve it Like Mike Tyson says, "Everyone has a plan until they get punched in the face. Great employees are able to not just plan well but also react well. The eye sends images to the brain. The eye takes in and responds to stimuli. I really need help with this problem.

I am not sure what the question is asking and how to approach it! Thanks in advance! Is there also a right-sided dominance in. What should you always remember to do when the ball makes contact with the bat? Scream b. Make eye contact with the pitcher c. Throw the bat. Which of the following is part of the strategy of modifying behavior? Analyze the behavior that needs changing. Inform the student that he or she needs to change his or her behavior. Ignore students who demonstrate a.

Give an example of a human behavior that is considered deviant in one society but is not considered deviant in others. What are the factors that have contributed to this society's perspective of the deviant behavior? The human.