Interview training(Interviewing Skills) – classroom training in FMCG companies designed to develop line managers’ interviewing skills when selecting employees. Basically, they learn at the training, since in most FMCG companies the functionality of supervisors includes participation in the selection of members of their teams.
The need for such training is due to several reasons. Not all branches of a geographically distributed company may have an HR manager on staff who can conduct an interview with a candidate. In small branches it is guaranteed not to be, but there is a need to recruit employees from time to time. Sometimes the only manager in such branches is a supervisor, who bears the entire administrative burden. Consequently, he has the responsibility of finding new employees, and he must be able to do this at a fairly professional level. In addition, regardless of the size of the branch, if the supervisor selects employees for his team, he is responsible for the performance of the team as a whole. Conversely, if he is responsible for the implementation of the team's plans, he should have the right to take part in the selection of personnel for his team, and his vote in choosing a candidate in any case should be decisive. Therefore, large FMCG companies train supervisors in personnel selection skills, and have developed clear interviews and training to ensure that supervisors master these standards.
Let us give as an example the content of the Interviewing Skills training developed in one of the federal trading companies:
- Types of interviews during personnel selection. Structured behavioral interview, its features and objectives.
- Requirements for the candidate, professional and personal competencies.
- Development and placement of recruitment advertisements. Primary filtering of candidates. Analysis and selection of resumes, resume analysis parameters: purpose of the resume, material expectations, education, last place of work, career in general, additional information.
- Preparation for an interview with a candidate, structure of preparation for an interview. Preparing the interview location. Conducting interviews, principles of conducting interviews, interview stages, timing. Beginning of the interview: greeting, creating a friendly atmosphere. Dialogue with the candidate, technique of constructing questions “situation – action – result”, analysis of the candidate’s answers. Projective questions. Case method. when selecting sales staff. Assessing the candidate's motivation. Assessing the reliability of the candidate's answers.
- Typical pitfalls in conducting interviews: “halo effect”, “hoof effect” and others. End of the interview. Analysis of interview results. Checking references from previous jobs.
When I first got a job as a business coach, I could not even imagine that the decisive factor for making the final decision: “Should I hire a coach for the company or not?” would be a demonstration of an excerpt from the training. Moreover, the topic of the training is ordered by your potential employer. On the one hand, we can congratulate you: “You have successfully passed all stages of the interviews and are almost 99% suitable for this position in all respects.” On the other hand, it’s too early to open the champagne: this 1% may not work in your favor.
What is demo training?
Literally, translated from English, demo training is a demonstration, demonstration, sample. Demo training is a piece (excerpt) of training, which can consist of either a whole module or part of a module, depending on the time limits for its implementation. Typically the duration of a demo training is from 30 to 60 minutes. In rare cases, it can last longer - 2 - 4 hours. So always have more prepared material in stock for training. Old-time trainers treat demo training as a meaningless theatrical act that cannot fully appreciate the trainer as a professional in his field. Why?
Firstly, the training participants, as a rule, are the interviewers themselves and HR employees.
Secondly, It is simply impossible to conduct a full-fledged piece of training in such a period of time of 30-60 minutes.
Third, In the process of preparing and conducting demo training, almost all the basic principles of the classical coaching school are violated.
I agree with the opinion of experienced colleagues and understand the pointlessness of conducting demo trainings from the point of view of testing coaching competencies. But, if we consider demo training as an assessment of such qualities and skills as: resistance to stress, public speaking, improvisation, technical presentation skills, public speaking, ability to work in non-standard situations, organizational skills, then demo training is excellent for this.
In order not to fail at the demo training, I offer you a few tips:
How to conduct your demo training at an interview and get a job:
1. Collect full of information about the upcoming demo training
When you have received the topic of the demo training and a date has been assigned to you, be sure to send a request by mail to the HR manager to receive additional information:
- place and time
- number of participants and their positions
- equipment (will there be a laptop, projector, flipchart, etc.)
Write that you need to arrive 30 minutes early to prepare and check the equipment.
2. Clarify the evaluation criteria for demo training and which method is best to use
So ask, what do your customers expect to see at the training? The most common assessment is your style of working with a group and your ability to manage group dynamics and difficult participants. At best, get ready for the fact that one of the participants will definitely play the role of the difficult one, whose main task will be to piss you off and disrupt the training. In the worst case, you will be given an action known as “the death of the coach.”
3. Think carefully about your topic choice
Most often they advise you to choose your favorite training, in which you feel like an expert, “like a fish in water.” My advice is different: choose a topic in which you can distinguish yourself and be remembered by your participants. After all, it is impossible to show your competence as a coach in such a short period of time, but making a great first impression is entirely within your power. Try to differentiate yourself from other applicants and do not settle on a broken record, such as “working with objections” or “identifying needs.” Leave these topics for your competitors, choose something interesting and unusual to attract attention. If you are not sure whether you can handle it or not, take the most interesting module from your proven “tested” training. The main thing: be different! The topics I always choose are “Presentation Skills” and “Building Rapport.” They are good because they arouse the interest of participants and even allow them to practice one skill, which gives the effect of obtaining practical benefits in such a short period of time.
4. Prepare all necessary materials for conducting
Despite the fact that time is limited, no one canceled the workbooks for the training. So don't forget to prepare them for each participant (+ 3 pcs. in stock). Prepare your notes on a flipchart in advance and bring your own markers. Treat the demo training like a real training and then you won't miss anything.
5. Always have an additional training module to show
It often happens that the employer asks to show another excerpt or you ran through your training too quickly. So be prepared to have a couple of modules in stock.
6. Calculate each exercise minute by minute. of your demo training and set a timer. You must clearly meet the deadline; the assessment of your organizational abilities and your
Training “Conducting interviews. How to evaluate a candidate?
Description of interview training:
In order to understand how to evaluate a candidate and draw a conclusion about how suitable a particular person is for a certain position, it is necessary to use at least several tools when conducting interviews. This training differs from the classical approach to assessing candidates in that it focuses on determining the psychological type of the candidate and his motivational profile, as well as developing the skills of using questions during an interview, and the ability to quickly determine the key characteristics of the candidate.
Such tools have already proven their effectiveness in many companies; their use is an indispensable addition to the classic interview on competencies and analysis of the candidate’s meta-programs. Using these techniques, specialists and managers will have the opportunity to analyze and update candidate job profiles, as well as practice new tools and be able to integrate a new arsenal of techniques into their work.
Target audience of the training:
Recruitment specialists, HR specialists and their managers, line managers and middle managers who participate in interviews and take part in the final assessment of candidates.
Interview training program:
This program represents the preliminary content of corporate interview training, and it is adapted depending on the wishes of the customer to the main modules of the program. There are several options for conducting this training, which differ depending on what positions participants will be recruiting for, whether they need knowledge about personality typologies, whether they know how to create a job profile, and what competencies they focus on when assessing candidates.
1. Mapping interview tools
. Systematization of existing knowledge on selection methods
. Analysis of common interview techniques
. Analysis of techniques that people know but do not use
. Examples of successful and unsuccessful interviews
2. MBTI technology for determining the psychological type of an applicant
. Brief excursion into MBTI technology
. Analysis psychological types people using MBTI technology
. Self-analysis of managers on this technology
. Selecting the right types of people for a particular job
3. Types of work motivation according to V.I. Gerchikov
. Features of the connection between motivation and work behavior
. Determining the type of work motivation of the candidate
. Checking the candidate’s leading motives during an interview
. Building communications in accordance with the type of motivation
4. Analysis and detailing of the job profile for the vacancy
. Portrait of a suitable applicant, taking into account MBTI and V.I. typology Gerchikova
. Requirements for the applicant and compilation of a list of motivators
. List of expected applicant competencies
5. Classification of interview questions
. Open, alternative and closed questions
. Questions to ask at the beginning of the interview
. Questions to find out information
. Questions about professional achievements
. Questions that identify inconsistencies
. Questions to clarify the data obtained
6. Stages of interviews
. Stages of a classic interview
. STAR Model for Interviewing
. Features of a situational interview
. Practice of using stress interviews when assessing a candidate
The duration of the interview training program is
8-16 hours, an extended version of the program is possible by adding more practice and depth of immersion in the topic.
Purpose of the training. Skill building business communication necessary to successfully pass an interview with an employer.
Structure of the training. The training consists of four modules. Each of the modules can also be used as a separate training.
Module 1. Effective negotiation depending on the type of interview
During the training, situations of participation in various types interviews.
Purpose of training sessions— train participants:
· skills of conducting effective negotiations with the employer;
· practical techniques for dealing with employer objections
Exercise 1. “Structured interview”
Information. For this type of interview, employer representatives first develop special questions to obtain information about the employee’s competence, his compliance with the requirements of the position, taking into account the specifics and strategy of the enterprise. Questions are asked that help determine the interests and motivation of the applicant, his potential as an employee in specific conditions. Therefore, in this type of interview, answers play a key role.
During the exercise, an interview situation is played out, structured according to the following criteria:
· based only on job responsibilities and requirements that are critical to the performance of any particular job ( what kind of job will it be for?« reception is being made» - determined in advance by a specialist,lesson leader);
· the interview program contains four types of questions (situational, qualifying, simulating a work situation and related to general requirements to the staff);
· there are pre-prepared (standard) answers to each question ( answers are prepared in advance by the employee leading the game);
· the responses of “job applicants” (that is, training participants) are assessed by comparison with clearly defined criteria ( the criteria are prepared in advance by the employee leading the game);
· a group of experts can be involved, which ensures an independent assessment of each candidate’s answers by several experts ( a group of experts is appointed from among the training participants,its composition may change several times during the exercise);
· interviews are conducted in full with each candidate (that is, all participants are interviewed in turn).
At the end of the exercise, the results are discussed. The facilitator gives recommendations to the participants.
Exercise 2. One-on-one interview - individual conversation
Information. This is the most general type of interview, conducted separately with each candidate. This form of organizing an interview allows you to establish good contact between the employer and the applicant and discuss a large number of questions in a fairly short period of time.
The specialist leading the lesson calls a couple of people who will agree to role-play the situation of an individual interview. This is followed by a group discussion - the advantages and pitfalls of passing the interview are discussed. Next, the group is divided into pairs, in which participants take turns playing the roles of employer and applicant for a vacant position.
The lesson concludes with a group discussion of the assignment.
Exercise 3. Interview “Group Interview”
Information. Typically, group interviews are conducted by several employees of the department in which there is a vacancy. This may be the immediate supervisor and, if the work is specialized, an expert in the field (to assess the candidate’s knowledge and experience). Many candidates for a vacant position are intimidated by this form of interview. When the conversation is one-on-one, you can concentrate and it is easier to establish eye contact with the interlocutor. But when there are several questioners, you always have to remember how many eyes are watching you, and strictly control every word and every gesture.
Purpose of the exercise— practicing skills of confident behavior in an interview situation with several employees of the organization at once.
Participants are divided into groups of three people: one applicant for the vacancy and two representatives of the organization. An interview is being conducted. Then the participants change roles. After all participants complete the task, a group discussion follows. Participants share their feelings:
· how they felt as a job applicant;
What do they see as the main difficulty of passing this type of interview?
· how they saw the applicant while in the role of employer.
Exercise 4. “Situational interview” - Case interview
Information. This type of interview involves the use of a series of standard questions-tasks, to which each applicant gives his own answer. It is often called a case interview, since situations (cases, that is, circumstances) are used that have never happened to the applicant. In fact, this is a description of some hypothetical situation followed by a question addressed to the applicant. By giving an answer, the candidate can demonstrate his professional suitability, ability to analyze, place the right emphasis, interact with colleagues and subordinates, and find a way out of problematic situations. Depending on the specifics of the open vacancy, cases may be asked to test creativity and the ability to think outside the box.
The leading training specialist prepares cases in advance. Interviews are being practiced using them. Finally, the results of the exercise are discussed.
Exercise 5. “Where do you see yourself in five years?”
Information. During the interview, the question may be asked: “Where do you see yourself in three years (five years?).” Thus, during the interview, the applicant’s career preferences and the level of his professional and life aspirations are clarified.
The exercise is carried out as a response to this question. Participants learn to construct an answer,presenting yourself in a positive way,from the employer's point of view,light.
Exercise 6. “Biographical interview”
Information. Biographical interviews are built around facts from the candidate’s life and past experiences. During such an interview, questions are asked such as: “Tell me about your last job?”, “Why did you choose the particular institute you entered?”, “If you could go back five years, what would you do differently? "
A biographical interview provides an opportunity to evaluate what the candidate has already done in his life, and based on this, predict how successful he will be in the position for which he is applying.
The specialist leading the training prepares in advance a number of questions for a biographical interview and invites participants to role-play the interview situation using them. At the end of the game part of the exercise, a group discussion of the results of its implementation should be held.
Exercise 7.« Serial interview"
Information. A series of different types of interviews is conducted with different people. First, a screening interview may take place with a member of the HR department. Then the candidate can be sent to the head of the department in which he is applying. He may also be asked to meet with employees of other departments with whom he will work.
A series of serial interviews are played out. It is advisable for each participant to play the role of an applicant, an HR employee, or a department head. Afterwards, a discussion is held - the perception of the situation from the point of view of the applicant, from the point of view of the HR employee, from the point of view of the head of the department. Recommendations for effective behavior are developed.
Exercise 8. “Stressful interview”
Information. Stress interviews are practiced in cases where the work is expected to be non-standard, associated with increased emotional, physical or intellectual stress.
The interview may be conducted in a rude and tactless manner, provocative or tactless questions may be used, unexpected stressful situations. In practice, this type of interview is used very rarely. But sometimes HR specialists allow themselves a few provocative questions.
Purpose of the exercise— practicing skills of confident positive behavior in non-standard situations.
The presenter suggests conducting an interview:
· during which several people unfamiliar to the applicant begin to quarrel noisily;
· the employer speaks rudely to the applicant;
· the employer asks insensitive questions.
The specialist leading the training discusses with the training participants the most appropriate forms of emotional response and behavioral reactions.
Exercise 9. “Provocative questions”
Information. Questions asked during a stress interview can be divided into two categories.
· If you are presented with a business proposal, how will you decide whether to accept it or refuse it?
· How do you react to situations when psychological pressure is exerted on you during work?
· Think about and describe a situation where your work was criticized.
· Describe what the essence of success is to you.
· Don't you think it would be better for you to start working in an organization of a slightly different scale?
· What would you say if I thought your presentation today was very weak and uninteresting?
The specialist leading the training selects a number of provocative and non-standard questions in advance.
Purpose of the exercise- developing the ability to answer these types of questions with dignity.
In some cases, it is necessary to develop the ability to refuse to answer a question.
For example: to the question: “What is your relationship with your mother-in-law?” - the possible answer is: “I would prefer not to answer this question.”
At the end of the lesson, the training leader discusses with the training participants the most appropriate forms of emotional response and behavioral reactions.
Exercise 10. “Working with objections”
Information. In some cases, the employer may have objections. In this case, it is effective to use “working with objections” strategies.
Purpose of the exercise— developing skills in handling objections.
During the exercise, an interview is played out, during which clarifying questions are used to answer the “employer’s” objections:
· What makes you doubt?
· What exactly doesn’t suit you?
· Why do you think so?
· What do you mean by this?
· By this you meant...?
· Please explain what you mean...
· If I understand you correctly, you are interested in...
· I understand why you think that.
Module 2. Skills for successful negotiations with an employer
Purpose of the training— developing skills for taking successful role positions and managing emotions in the process of negotiations with the employer.
Exercise 1. “I am the leader”
Purpose of the exercise— practicing the skills of taking a “leading” position when interacting with others.
Training participants are asked to break into groups of two and role-play situations in which it is necessary to take a leading position in communication.
Two participants sit in the center of the circle. One of them begins a dialogue with any remark on any topic. The second should pick up the conversation, but at the same time switch the interlocutor to his topic. This must be done politely but persistently. The group follows the dialogue. Then two other participants sit in the center, the task is the same for them.
At the end of the lesson, there is a group discussion of the results of the exercise.
Exercise 2. “Positions of communication”
Purpose of the exercise- developing an understanding of the three main positions of communication - “Above”, “Equal”, “Bottom”.
Participants in the training must play all three positions in turn. Examples tasks:
· Dialogue between dad, mom, child.
· Conversation between teacher, student and parent.
· A meeting in which ordinary employees, their boss, the head of the human resources department and the director of the organization take part.
Exercise 3. “Who Am I?”
Purpose of the exercise— practicing various role positions.
The training participants are asked to role-play the situation of a business meeting, in which everyone takes a certain position (the position is chosen by the participant himself).
· Informant - in his speech he is limited to communicating demands, norms, views.
· Inspirer - strives to captivate those present with interesting thoughts and perspectives.
· Petitioner - asks to “take into account” and “get into the situation.”
· Advisor - gives valuable advice without expecting that he himself will carry it out.
· Dictator - seeks to forcibly introduce his ideas and ideas.
· Competent worker - strives to competently assess the problem and ways to solve it.
· What is my role when talking to an employer?
· What position can an employer take?
· Which role position is most advantageous during an interview?
Exercise 4. “Abstracting from the situation”
Training participants are given exercise- recall a communication situation in which they occupied an unfavorable (ineffective) communication position. Next, they are invited to role-play this situation with other participants, while occupying various role positions.
Then follows discussion:
· Which role position is most beneficial in this situation?
· What prevents me from being in this position in this situation?
· Is there any similarity for me between the situation being played out and the situation of an interview with an employer?
Exercise 5. “Above the situation”
The situation of business negotiations is being played out.
Participants are asked to split into groups of five people. Everyone takes their own position: Leader, Performer, Critic, Neutral Observer, Compromiser.
· Which position is most advantageous during negotiations?
· What position do I usually take in a negotiation situation?
· What position does the employer take during the interview?
· Which position is most beneficial for me during an interview?
Exercise 6. “Five chairs” (according to N.I. Kozlov)
Instructions.“In front of you are five chairs, each of which symbolizes a certain level of mastery of emotions. These five chairs are your five choices.
First chair: “I can’t control either my internal experiences or my external expression of emotions.”
Second chair: “Internal experiences are beyond my control, while I know how to control the external expression of emotions when there is relative order inside.”
Third chair: “I can completely control the external presentation of myself, but my inner world We have little control."
Fourth chair: “I can perfectly control the external manifestations of my behavior, but the inner world is partially subject to me.”
Fifth chair: “I can completely control both my inner world and my outer emotional presentation.”
Questions and tasks
· What chair are you sitting on today? Stand behind the chair whose description matches your level of emotional control.
· Which chair would you like to be in? Name the level (show that chair) that attracts you, the achievement of which will be your goal.
· Which chair would you like to sit in when negotiating with your employer?
· How did I feel while sitting in the chosen chair?
· Was it difficult to sit on? What is stopping me from realizing my chosen position in life?
· What benefits can you get from your chosen position?
· Will the chosen position be successful in negotiations with the employer?
Next, the group is divided into subgroups of three people. In subgroups, the situation of an interview with an employer is played out. In this case, the participants occupy the following positions: Employer, Outside Observer, Candidate for a vacant position. A candidate for a vacant position should try to participate in the interview while “in the chair of his choice.”
After completing the exercise, it happens discussion in subgroups:
· the applicant talks about his feelings;
· the employer assesses the position of this applicant;
· an outside observer describes the interview situation from the outside.
Exercise 7. “Bad guy” - “good guy”
"Good guy" and " bad guy” is a classic pairing in many negotiations.
A group interview situation is played out. There are two representatives of the employer - “good” and “bad”. The task for the applicant is not to succumb to the feeling of solidarity with the “good”, to maintain emotional calm and to take a position above the negotiation situation.
Participants are divided into groups of three and complete the task. This is followed by a group discussion of the results of the assignment.
Exercise 8. “Frames of perception”
Instructions. You are presented with two frames of perception of the situation:
· optimistic – “everything will be fine”;
· pessimistic - “everything is hopeless.”
Which frame do you choose when you think:
· about your life?
· employment situations?
· your future in three years?
Try changing the selected frame in relation to different life situations- Does this change your attitude towards reality? To the expected result?
A group discussion of the problem posed is held. Participants are asked to select a frame in relation to the employment situation. There is a discussion about how changing the frame affects behavior change during an interview.
Exercise 9. “Stereotypes of perception”
Participants in the training are asked to describe the following life positions on pieces of paper: Man, Woman, Businessman, Manager, Subordinate, Unemployed.
· What do the characteristics have in common?
· Are there stable stereotypes of perception?
· How do they influence the success (failure) of negotiations between people?
· How do these perception stereotypes affect the success of negotiations?
· How do they affect your interview performance?
Exercise 10. “My finest hour”
The training participants are asked to remember a successful day in their life when they succeeded in everything. What they were doing? How did they feel? What does this day symbolize for them?
Should discussion:
· Has my behavior changed due to memories?
· Can these memories serve as a positive resource when performing difficult tasks?
· How can this positive resource be used in an employment situation?
Module 3. Structure of business communication. Typical questions asked during an interview
Purpose of the training— performing exercises that allow participants to practice the skills of presenting themselves to the employer in the most advantageous light.
Exercise 1. A situation plays out: you need to answer the question: “Tell me, what did you do at your last place of work? (if there is no work experience, during the internship, in practice).”
When completing the task, you should practice the following response algorithm:
· Skills and abilities that you used.
· What equipment can you work with?
· What were your responsibilities?
· Communication skills with other people (colleagues, clients, customers).
· Duration (if you worked for a long time).
· What was your professional growth (if you received a promotion)?
· Your responsibilities that are directly related to your job.
· Completion of internships, advanced training, and training sessions.
Exercise 2. Practicing skills to answer the question: “Have you ever done this type of work before?” Participants must learn:
· answer “yes” in all cases;
· describe existing real-life experience professional activity, allowing you to perform this work;
· in the absence of sufficient work experience, describe other existing professional experience that indicates professional abilities, the presence of work skills and knowledge, the ability to quickly understand the essence of the matter, and the presence of a keen interest in future work. For example: proficiency in typing, foreign language, experience working with numbers, organizational skills, good computer skills, etc.
Exercise 3. Mastering the skill of answering the question: “What machines and equipment have you worked with?”
Often professional activities involve the use of machines and special equipment. You should practice your answering skills using the following algorithm:
· mention existing experience in working with equipment that can be used in the workplace for which the interview is taking place;
· describe your experience of using other types of machines with which you are familiar;
· list available diplomas and certificates of special training in the use of machinery and equipment.
Exercise 4. The situation is played out: How to answer the question: “Which wages Are you counting?
Participants must realize the following dilemma: if the demands are too high, they may not get the job; if the demands are too low, they will tend to constantly underpay.
In a game form, it is necessary to practice the following behavior strategy:
· avoid specifying any exact numbers;
· be evasive, but at the same time reasonable: “I hope for a level of payment that corresponds to the quality (volume, complexity) of the work”; “I would be satisfied with payment at least below the average salary for such work.”
Exercise 5. How to answer the employer’s question: “What do you know about this organization?”
Before the interview, it is advisable to collect information about the company (organization, company - its products, operating hours, forms of customer service, equipment used and operating technologies, reviews in the press, etc.). It is advisable to have information that allows you to talk about this organization from a positive side.
In the process of completing the task, training participants need to develop skills in collecting and subsequently using such information. When answering the question, participants should mention that the organization is engaged in exactly the work in which they are interested (they see prospects for professional growth, they see the opportunity to earn decent money, they see the opportunity for professional self-realization, etc.).
Exercise 6. How to correctly answer the questions: “What can you offer us?”, “Why do you think we should hire you?”
Participants must learn to list their positive characteristics (even if this means repeating what they have already said). To do this, use the following response strategy.
· your qualifications;
· previous work experience;
· professional interests.
· that you are a reliable (executive, proactive, interested, hardworking, etc.) employee;
· that you are able to perform this work efficiently and on time.
Exercise 7. What should you say when answering the question: “Tell me about yourself”?
Participants practice the following answer algorithm:
· find out what the employer is interested in - professional achievements or the personal life of the applicant;
· if the employer is interested in an answer with an emphasis on professional life, we should talk about recent years work (on internships, training courses and seminars) focusing on your professional achievements (promoting yourself as a professional).
If an employer is interested in information about your personal life, you should:
· show that there are interests outside of professional activities;
· show the connection between personal interests and professional activities;
· tell about your family circumstances in a positive way;
· briefly talk about your family and upbringing (also in a positive way).
Exercise 8. How to correctly answer the question: “What are your strengths? Participants learn to find and convincingly list their positive traits according to the following scheme:
· professional skills;
· professional experience;
· professional interests;
· professional responsibility and reliability;
· effectiveness of professional activities;
· communication skills with people (clients, business partners, children).
Exercise 9. The situation is played out: you should answer the employer’s question: “Do you have any questions?”
Training participants should understand that this question is often asked out of politeness. Therefore, you should learn not to ask the employer about specifics: an approximate work schedule, the opportunity to have lunch in the canteen, etc. During the exercise, participants should learn to ask one or two neutral questions that will not negatively affect their perception of the employer.
Note to presenter. After completing each task, there is a group discussion: what worked, what caused difficulties. The group can give recommendations to participants on how to adjust their behavior in a more effective direction.
Exercise 10. Practicing skills to answer the question: “Why did you leave your previous job?” (if this issue is relevant to the training participants).
In the process of completing the task, participants must learn to name only those reasons that characterize them with positive side. Answers such as “I had disagreements with my boss, I didn’t like the working hours,” etc. should be avoided. The employer must be sure that no unwanted problems will arise with the new employee. Example answers:
· The work was under contract, the contract expired.
· The company closed.
· The line of work was abolished.
· The position (but not you) was laid off.
· Had to travel too far to work.
· There was a decision to change the scope of work.
· Desire to build a professional career.
Module 4: Using Body Language in the Interview Process
Purpose of the training— performing exercises that allow participants to practice skills in using non-verbal ways to effectively present themselves to an employer.
Exercise 1. “Without words”
Two participants sit in the center of the circle. They are given exercise: talk on any topic for 3 minutes. The group should not hear what they are saying. Everyone is watching the speakers.
Issues for discussion:
· What happened between the speakers?
· Was the topic of conversation interesting for both one and the other?
· How can this be seen? According to what external signs have you determined this?
Next, the group is divided into threes: two interlocutors and one observer (he does not hear the content of the conversation). All participants should take turns taking an observer position to practice identification skills. non-verbal manifestations the state and feelings of another person.
Finally, there is a group discussion of the results obtained.
Exercise 2. “Interlocutor’s Pose”
The perception of what postures another person takes during communication is practiced.
Exercise. Break into pairs and talk, trying to exactly copy the posture of your communication partner (performed one at a time).
Issues for discussion:
· What feelings and thoughts arose while completing the task?
· Was it difficult to do?
· Does posture affect the outcome of negotiations?
· What position is most advantageous when communicating with an employer?
Exercise 3. “Poses of communication”
The concept of “closed - open communication posture” is discussed. Given exercise: try to have a conversation when you and your interlocutor:
· be in open communication positions;
· are in closed communication positions;
· be in different positions: one of you is in a closed position, the other is in an open position.
After completing the task, discussion:
· In what position are you most comfortable communicating?
· What position of your interlocutor is most preferable to you?
· What communication positions are preferable during an interview?
Exercise 4. “The rhythm of our communication”
Training participants are given exercise: Divide into subgroups of two people. Two people engage in conversation on any topic.
Instructions. Try to catch the rhythm of movements inherent in the interlocutor (gestures, body bends).
After completing the task, a discussion is held:
· Is it difficult to catch the rhythm of another person's movement?
· Does the observer's position increase the accuracy of perceiving another person's rhythm?
· What rhythms of movement are typical for your relatives? Friends? For the employer you interviewed with?
· Does the convergence of the interlocutors’ movement rhythms contribute to the establishment of contact and mutual understanding in the negotiation process?
Exercise
· Did you pay attention to the intonation of your interlocutor?
· Do (if so, how) the characteristics of your voice and intonation features affect the results of negotiations with the employer?
Exercise 6. “Speech speed”
Participants are divided into subgroups. Exercise: carry on a conversation on any topic for 3 minutes.
· What is the speed of speech of your interlocutor?
· Do you speak faster / slower / at the same speed?
· Do you experience discomfort if your interlocutor speaks faster/slower than you?
· How to synchronize the pace of speech between interlocutors during communication?
· How to adapt to the pace of the employer’s speech?
Exercise 7. “Facial Expression”
Participants are divided into subgroups. Exercise: carry on a conversation on any topic for 3 minutes.
· How did your interlocutor’s facial expression change during the conversation?
· What facial expressions are typical for you?
Does your facial expression and facial expressions change during important business meetings?
· Is it possible to control facial expression?
· Optimal facial expressions during negotiations with the employer.
Exercise 8. “Distance between speakers”
Participants are divided into subgroups. Exercise: carry on a conversation on any topic for 3 minutes.
· At what distance did you communicate with your interlocutor? Did you feel comfortable?
· If not, what did you want to do - move away/move closer?
· How does the distance between interlocutors affect the success of negotiations?
· What should be the distance when negotiating with an employer?
Exercise 9. “I want to talk to you”
Participants are divided into subgroups. Exercise: carry on a conversation on any topic for 3 minutes.
· How did you feel while communicating with each other?
· Did you feel comfortable/uncomfortable? Why?
· What would you like to change in the way your interlocutor communicates?
· Is your communication style always the same or does it depend on the situation?
· What should be the manner of behavior when conducting an effective interview with an employer?
Exercise 10. “Self-confidence”
Participants are divided into subgroups. Exercise: Hold a conversation on any topic for 3 minutes, feeling very confident.
· What parameters of nonverbal manifestations (posture, rhythm of movement, vocal characteristics) indicate self-confidence?
· How to demonstrate self-confidence to an employer through external manifestations?
· benevolent;
· unkindly disposed;
· neutral;
· not interested in the candidate.
Issues for discussion
· By what external manifestations can one determine the employer’s position?
· How did you feel interviewing with different employers?
· In what ways and in each situation could you demonstrate self-confidence?
Solntseva V.A.