Mock Interview for Filling a Job Vacancy

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Name: Medical Skills and Services

  Program Name: Health Science

  Course Number: 8400320

  Course Type: Non-Career Preparatory

  CIP Number: 03179997PA

  CTE Benchmarks:

  10.4 Participate in a job interview.

  01.01 Respond to verbal and non-verbal communication.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Filling a Job Vacancy.” See CPALMS resource ID# 210165. This is the second lesson on interviewing for the case study. The first lesson introduced interviewing skills (Resource ID# 210169).

• Career Connection

  
  

  Understanding the importance of interviewing in the hiring process will help students in their pursuit of future employment. Exposure to interviewing tips/strategies and practice answering generic questions helps them improve communication skills and develop interview skills.

• Learning Objectives

  
  

  Students will be able to:

  • Describe how to show professionalism during a job interview.
  • Demonstrate appropriate manners, verbal language, and body language for interviewing.
  • Participate in a simulated job interview, both as the interviewer and applicant.
  • Respond to verbal and nonverbal communication in a job interview.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • The process or steps taken to hire an employee, which often includes an interview.
  • Professionalism that includes both verbal and nonverbal components.
  • Understanding the reasons employers ask certain questions in an interview.

• Guiding Questions

  
  
  • What factors do employers in the healthcare field consider when selecting potential employees?
  • What behaviors make a good impression during an interview for a healthcare position?
  • How should a person answer interview questions to impress the interviewer?

• Procedure

  
  
  1. To introduce the lesson, read the “Filling a Job Vacancy” (see CPALMS Resource ID #210169) case study aloud to students. This creates the setting for this lesson and leads into the following discussion questions:
     • “What should be considered when selecting a potential employee for a healthcare position?”
     • “One step in the hiring process is interviewing applicants. Why do you think that employers, like Dr. Morales, conduct interviews?”
  2. Remind students that interviews are intended to help the interviewer(s) determine who is the best candidate for the job. They ask specific questions to try to get to know the person’s personality, habits, and skills in a short amount of time.
  3. Activity #1: Have students brainstorm “DOs and DON’Ts” of interviewing (based on the tips/strategies learned in the “Introduction to Interview Skills” lesson, see CPALMS Resource ID# 210169).
     • Optional: Write the brainstormed list on the board.
  4. Review these general interview tips with students:
     • Use good manners and respectful language.
     • Dress professionally and display positive body language (ex. smile, good posture, no fidgeting).
     • Answer in a positive way - avoid focusing on previous negative experiences, your personal problems, or weaknesses, etc.
     • Keep answers brief (30-60 seconds) but be prepared to give details or an example to support your answer. (Follow up questions are common.)
     • It is okay to pause to think before answering a question and okay for you to ask them questions, too.
     • Know yourself and what you want. Know what your goals are and how this job fits into them.
     • Know about the job and company you applied to. (Research to find out how long the company has been in business, what their goals are, etc.)
     • Be prepared - practice answering interview questions so you will be more comfortable and have an idea of what you want to say.
  5. Tell students that the reason people are not hired is often related to these key skills/strategies.
  6. Tell students that they will practice their interviewing skills (as both interviewer and applicant) through role-playing. Tell students that this lesson focuses on personal questions that could be asked when interviewing for any kind of job as well as a few questions about the medical receptionist position in the Case Study. In a real interview, interviewers ask questions about the specific job they are hiring for and an applicant’s relevant work experience.
  7. Activity #2: Mock Interview
     • Students will work in pairs to role-play a 5–7-minute job interview. (This will be done twice so each student can take the role of both the interviewer and the applicant.)
     • Give the “Interviewer” a copy of the Mock Interview Questions for Person 1 and the Interviewer Background & Interview Checklist paper (see attachments).
       • Note: The Mock Interview Questions resource has two lists of questions, so each student asks a slightly different set of questions. ii. Explain that the background page provides information about the company and the position they are hiring for. It also includes a checklist the student can use to evaluate the person they are interviewing.
     • Give the “Applicant” a copy of the Case Study so they can review the information about the business and the position that they are “applying” for.
     • After a few minutes for each student to ‘prepare’ for the interview, have the students role play the interview.
     • Once pairs are done, have students trade roles. Give the second interviewer a copy of the Mock Interview Questions for Person 2 (see attachments) and the Case Study to the second applicant. Then, provide a few minutes to prepare and have students do the second interview.
     • Note: Collect all resources when done to reuse in other classes.
  8. To bring the lesson to a close, give students the Exit Ticket (see attachments), which includes the following questions:
     • Why do you think a person’s body language is important in a job interview?
     • What factors do employers in the healthcare field consider when selecting potential employees?
     • What are some of the reasons a person might not be hired for a healthcare position?
     • How does knowing the mission statements (goals) of the business help someone be better prepared for the interview?

• Teacher Notes

  
  
  • The role play activity is designed for students to work in pairs. The teacher should set up pairs/groups in advance.
  • This is the second lesson on interviewing for the case study. See CPALMS Resource ID# 210169 for the lesson “Introduction to Interview Skills.”

• Optional

  
  

  Formative Assessment Ideas:

  • The teacher will informally assess learning through group discussion and observation of students during the mock interview activity.
  • Student answers on the exit ticket will also help assess mastery.
    
    

  Accommodation Suggestions:

  • Interview questions could be given to students in advance to give them time to prepare and become more comfortable with them.
    
    

  Extension Ideas:

  • Have students make their own “DOs and DON’Ts video.”
  • Have students research interview questions for a career that interests them.
  • Have other teachers/staff or business/community members volunteer to come in to do mock interviews with students.