Career Interviewing Collaboration Idea

From the files and archives from our old website, I found this collaboration idea. It was written in our first year or so of doing VC in 2000-ish. Sharing here to archive it. Maybe you can build on this idea for your career classes?

Teacher Author of This Lesson Idea: Lisa Brady
School: Galien High School
Course: BST Core
Grade level: 9
Topic: Interviewing (a component of Career Planning)

Background: At Galien BST is team-taught by two teachers. We do very little with the interviewing portion of career planning. We sometimes will video tape the students interviewing with us. They are expected to dress as they would if they were on a real interview. They don’t take it very seriously—they know the two of us too well. We would like to have them interview with someone they don’t know and to see/critique others being interviewed.

Implementation: Students at participating schools would create a business and job opening to be advertised. They would need to create a background for their company, a job description, and then interview questions. Students at the other school would have to look at the job openings, fill out applications and submit resumes and letters of application, and then interview with ‘the boss’ from the other school. They would be expected to dress appropriately.

Additional comments: The research students do earlier could be used to develop their company. Applicant students would have to taylor their resume for the job they apply for.

Timeline/organization: Initial meeting to introduce companies/bosses-these should be prepared ahead of time with copies sent to the other school so students can look at them. After some intervening time, then we would have the interviews.

Issues to discuss/plan with participating schools:

  • Would we do this for every student?
  • Would each student develop a business/job opening and a job application/resume/interview (to be on both sides of the process)?
  • To do all students would require this to go on for several days. It might be better to somehow limit it to have it for 2 -3 days with maybe 3-4 interviews per day. Perhaps students could develop their business in small groups; although the interviewee would be alone but could be interviewed by a panel of interviewers.
  • Would we allow for a follow-up critique live or written; same day or later?

About Janine Lim

Janine Lim, PhD, currently serves as associate dean for online higher education in the School of Distance Education at Andrews University, in Berrien Springs, MI. She and her team support over 200 online courses, provide training for faculty teaching online, and work with the campus infrastructure support of online learning. Her department also provides educational technology and Moodle support for faculty and students. In addition, Janine is responsible for the faculty and courses of the Consortium of Adventist Colleges and Universities. Janine has taught over 15 unique graduate educational technology classes online numerous times over the past 15 years, with some classes attracting participants from all over the world. Her undergraduate teaching includes social media courses for communication and digital media majors. Janine has served on the board of the United States Distance Learning Association since April 2015. Prior to her work at Andrews University, Janine coordinated distance education for 22 K12 school districts in southwest Michigan for 14 years. In that position, as one of the co-founders of TWICE, Michigan’s K12 Videoconferencing Organization, Janine has spearheaded popular international K12 videoconference projects such as Read Around the Planet and MysteryQuest. While still serving on the board of TWICE, she was instrumental in designing and implementing the CAPspace website for collaborative videoconference projects. Janine also served on a team of Michigan educational technology trainers providing a workshop called ATA Technology Academy. Her current online learning research interests include successful teacher behaviors, quality online discussions, and student activity patterns in self-paced courses.
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