Effective interviewing is based on more than intuition

Article Abstract:

The employment interview serves purposes for both the interviewer and the job candidate. The interviewer must clarify application data, obtain supplementary applicant information, and create a positive public image for the employing organization, while the applicant is concerned with finding the right job, and making a favorable impression. Inherent limitations in any interview process are discussed, emphasizing the need for interviewer preparation to ask the right questions and to avoid invalid or biased impressions (such as the 'halo effect' or 'devil's horns effect'). Interviewers should plan the interview, learn specific job requirements, schedule interviews properly, ensure the privacy of every interview, make the applicant feel relaxed, allow the applicant to talk, rehearse closing the interview, document each interview conducted, and avoid leading or discriminatory questions. It is illegal to ask applicants their age, whether they have been arrested, their marital status, their maiden names, their nationality or ethnic origin, their birthplace, or whether they have disabilities. Legal ways for getting around these questions are suggested; for example, it is legal to ask applicants whether they are 18 years of age, whether they have ever been convicted of a crime, whether additional personal names are required to verify employment histories, and whether they are aware of a personal impairment that could restrict their job performance.

Employment interviewing

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Hire teachers who prove they can teach

Article Abstract:

Candidate possession of a teaching certificate is inadequate evidence that the individual is prepared to teach, since there are no quality controls to assure that certification standards are uniform. It is the responsibility of the hiring institution to screen and appraise candidates meticulously, and to hold interviews based on thought-provoking questions and detailed assessment plans. A required demonstration lesson is a key way in which the individual can demonstrate teaching skills to the prospective employer. Site administrators and other members of the school community can then observe and see which applicants are the most effective. Actual or simulated classroom situations can both be used successfully. Details for planning and managing the demonstration lesson process are presented.

Schools

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