Interactional Interviews Assignment
Interactional Interviews Assignment
Interactional Interviews Assignment
planned in advance, but interviews always have a degree of planning and structure that may include an opening, selection of topics, pre- pared questions, and background information. The predetermined purpose—to get or give informa- tion, to seek employment or recruit an employee, to counsel or be counseled, to persuade or be per- suaded—will determine the nature of the planning and structure of the interview.
Interactional Interviews are interactional because both parties share and exchange roles, responsibilities, feelings,
beliefs, motives, and information. When one party does all of the talking and the other all of the listening, a speech—not an interview—is taking place with an audience of one or two. John Stewart writes that communication is a “continuous, complex, collab- orative process of verbal and nonverbal meaning making.”1 This collaborative “meaning making” entails a mutual creation and sharing of messages that come from words and nonverbal signs (lowered voice, wink, a frown) that may express interest, compassion, understanding, belief, or disagreement during an interview. As communication pro- cesses, interviews are dynamic, ongoing, ever-changing interactions of message sending and receiving with a degree of system and structure. Once an interview commences, the parties cannot not communicate.2 Even when they communicate poorly, they com- municate something.
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Questions Asking and answering questions play critical roles in all interviews. They are the dom- inant feature in market surveys and journalistic interviews. In others such as recruit- ing, counseling, and health care, questions share time with information sharing. And in others such as sales, training, and performance review, questions play strategic roles in obtaining or clarifying information and in altering a party’s ways of thinking, feel- ing, or acting. They are literally the tools of the trade interview parties use to check the accuracy of messages sent and received, verify impressions and assumptions, and provoke feelings and thoughts. Chapter 3 will introduce you to the types and uses of questions.
An interview, then, is an interactional communication process between two parties, at least one of whom has a predetermined and serious purpose, that involves the asking and answering of questions.
With this definition as a guide, determine which of the following interactions con- stitutes an interview and which does not.
Parties exchange and share.
Questions play multiple roles in interviews.
■ More than two people may be involved in an interview, but never more than two parties—an interviewer party and an interviewee party.
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An Introduction to Interviewing 3
Exercise #1—What Is and Is Not an Interview?
1. Three teachers are reviewing the School Board’s proposal for hiring a new Vice Principal.
2. A college recruiter for the women’s basketball team is meeting with a family about a full-ride scholarship for April.
3. A police officer is speaking with an eyewitness to the crash of a school bus. 4. A student is talking to his professor about a field project assignment. 5. A member of a survey research team is talking to a stock broker about the effects
of low oil prices on energy stocks. 6. A professor is asking questions during her history class about a reading on the
cold war. 7. An employee runs into his supervisor at a grocery store and remembers to ask
about taking a personal leave day to attend The Final Four. 8. An auto sales associate is discussing a new Chevrolet model with a husband
and wife. 9. A tennis player is talking to two surgeons about surgery on her elbow.
10. Two members of a law firm are discussing the ramifications of an intellectual properties case.
Traditional Forms of Interviewing There are many traditional forms of interviewing, and these are usually identified according to situation and function. As you read this book, you will discover that many require one or both parties to have specialized training, specific abilities, and the willingness to share beliefs, attitudes, and feelings with others. Let us look at seven of these traditional forms.
Information-Giving Interviews When two parties take part in orienting, training, coaching, instructing, and briefing sessions, they are involved in information-giving interviews, the purpose of which is to exchange information as accurately, effectively, and efficiently as possible. Information-giving interviews seem simple when compared to others—merely relating facts, data, reports, and opinions from one party to another, but they are deceptively difficult. Because this type is so common and critical in health care interviews, Chapter 12 discusses the principles, problems, and techniques of information giving.
Information-Gathering Interviews When two parties take part in surveys, exit interviews, research sessions, investigations, diag- nostic sessions, journalistic interviews, and brief requests for information, the interviewer’s purpose is to gather accurate, insightful, and useful information through the skillful use of questions, many created and phrased prior to the interview and others created on the spot to probe into interviewee responses, attitudes, and feelings. Chapter 5 discusses the principles and practices of moderately structured informational interviews such as journalistic interviews
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
- The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.