COM 325: Interviewing Principles and Practice,Description
The book Interviewing Principles And Practices 13Th Edition is a fresh and interesting perspective on Interviewing Principles And Practices 13Th Edition. From the very Charles Stewart’s Interviewing: Principles and Practices; 15th edition (PDF); the most widely used textbook for the interviewing course; continues to reflect PDF | Provides students, researchers and practitioners with a thorough exposition of the value of using in-depth interviewing in qualitative research. Interviewing: Principles and Practices | DOWNLOAD FILE. Polecaj historie. Interviewing: Principles and Practices [13 ed.] , Interviewing: Principles and Practices, the most widely used 16/10/ · [PDF Download] Interviewing: Principles and Practices Best Epub by Charles Stewart - SELEBGRAM ANDAL Home [PDF Download] A First Course in Systems ... read more
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START NOW. Click Button "DOWNLOAD" Or "READ ONLINE" 2. Sign Up To Acces "Interviewing: Principles and Practices" 3. Choose the book you like when you register 4. You can also cancel your membership if you are bored 5. Enjoy and Happy Reading Book Description Interviewing: Principles and Practices, the most widely used text for the interviewing course, continues to reflect the growing sophistication with which interviewing is being approached, incorporating the ever-expanding body of research in all types of interview settings, recent communication theory, and the importance of equal opportunity laws on interviewing practices.
It provides the most thorough treatment of the basics of interviewing, including the complex interpersonal communication process, types and uses of questions, and the structuring of interviews from opening to closing. The Connect course for this offering includes SmartBook, an adaptive reading and study experience which guides students to master, recall, and apply key concepts while providing automatically-graded assessments. Its innovative and adaptive technology addresses a wide variety of student and instructor needs with a rich database of assignable and assessable activities, each attached to learning objectives.
Connect, part of the Connect suite, is a web-based assignment and assessment platform that features a number of powerful tools that make managing assignments easier for instructors and learning and studying more engaging and efficient for students. Designed for your tablet or desktop computer, Insight is a series of visual displays providing at-aglance information regarding how your section, students, and assignments are doing. It creates a personalized, interactive reading environment like no other by highlighting important concepts, while helping students identify their strengths and weaknesses.
This ensures that he or she is focused on the content needed to close specific knowledge gaps, while it simultaneously promotes long term learning. More documents Similar magazines Info. Share from cover. Share from page:. Copy [DOWNLOAD -PDF-] Interviewing: Principles and Practices Full Pages Extended embed settings. Flag as Inappropriate Cancel. Delete template? Are you sure you want to delete your template? Cancel Delete. no error. Cancel Overwrite Save. products FREE adFREE WEBKiosk APPKiosk PROKiosk. com ooomacros. org nubuntu. The objectives of this chapter are to identify the essential characteristics of interviews, distinguish interviews from other forms of communication, identify and discuss traditional types of interviews, and examine the growing roles of technology in conducting and participating in interviews. The Essential Characteristics of Interviews Two Parties Dyadic means two parties.
Each interview is a dyadic—two party—process that typically involves two people such as a physician and a patient, an applicant and a recruiter, a police officer and an eyewitness, and political candidate and a donor. Some interviews involve more than two people but never more than two parties. For instance, four reporters may be interviewing a college golf coach, a travel director may be interviewing a husband and wife, or a surgical team may be interviewing the guardians of an elderly relative. In each case, there are two distinct parties—an interviewer party and an interviewee party. If a single party is involved three students reviewing for a political science exam or more than two parties are involved four construction management firms bidding for a construction project , the interaction is not an interview. Purpose and Structure Interviews are structured. One or both parties must arrive at an interview with a predetermined and serious purpose, a component that distinguishes the interview from social and unplanned conversations.
The predetermined purpose—to get or give information, to seek employment or recruit an employee, to counsel or be counseled, to persuade or be persuaded—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. As communication processes, 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. never more than two parties—an interviewer party and an interviewee party.
Parties exchange and share. Questions Questions play multiple roles in interviews. Asking and answering questions play critical roles in all interviews. They are the dominant feature in market surveys and journalistic interviews. In others such as recruiting, counseling, and health care, questions share time with information sharing. 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 constitutes an interview and which does not. A police officer is speaking with an eyewitness to the crash of a school bus. A student is talking to his professor about a field project assignment. A member of a survey research team is talking to a stock broker about the effects of low oil prices on energy stocks. A professor is asking questions during her history class about a reading on the cold war. 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. An auto sales associate is discussing a new Chevrolet model with a husband and wife. A tennis player is talking to two surgeons about surgery on her elbow. 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 Information giving is common but difficult. 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 Information gathering is pervasive in our world. Chapter 6 discusses the principles and practices of highly structured surveys and polls. And Chapter 12 discusses information gathering in the health care setting. Focus Group Interviews The focus group interview usually consists of six to ten similar but unrelated interviewees with a single interviewer and concentrates on a specific issue or concern such as customer or client perspectives about a new or developing idea, product, or service.
The interviewer guides the interview with a carefully crafted set of questions designed to generate interactions among the interviewees that produce a wide range of information, experiences, opinions, beliefs, attitudes, and understandings. Advocates of focus group interviews claim these interactions produce higher quality information and feedback. Selection Interviews Selection is critical in the lives of people and organizations. The most common selection interview occurs between a recruiter attempting to select the best qualified applicant for a position in an organization and an applicant attempting to attain this position. The placement interview occurs when a supervisor is trying to determine the ideal placement of a staff member already in the organization.
This interview may involve a promotion, a restructuring of an organization, or a reassignment. Because the selection or employment interview plays such a major role in all of our personal and professional lives, we will focus in detail on the recruiter in Chapter 7 and the applicant in Chapter 8. Performance Review Performance review is essential to employee and employer. The purpose is to coach a student, employee, or team member to continue that which is good and to set goals for future performance. Chapter 9 focuses on models for conducting performance reviews and the principles essential for the performance problem interview. Counseling When an interviewee has a personal or professional problem, the parties take part in a counseling interview in which the interviewer strives to help the interviewee attain insights into a problem and possible ways of dealing with this problem. Chapter 11 addresses the principles and practices of conducting and taking part in counseling interviews.
Persuasion Persuasion is more than selling a product or service. In a persuasive interview, one party attempts to alter or reinforce the thinking, feeling, or acting of another party. The sales interview comes immediately to mind, but we are involved in persuasive interviews on a daily basis. They range from informal interactions such as one friend attempting to persuade another to go on a Caribbean cruise to a team from a construction management firm trying to persuade a university board of trustees to select its firm to manage the construction of a multimillion-dollar classroom and office complex. Chapter 10 focuses on the often complex interactions in persuasive interviews. Technology and Interviewing Beginning with the invention of the telephone, technology has had an ever-increasing influence on how we conduct and take part in interviews.
The Telephone Interview The telephone interview is convenient and inexpensive. The popularity of telephone interviews is easy to understand. They save time, reduce monetary expenses, and eliminate the necessity of sending one or more interviewers to widespread geographical locations. The telephone is most effective in interviews in which you want to ask brief and simple questions in a short time ranging from 10 to 15 minutes. A major drawback of the telephone interview is the lack of physical presence of the parties. While some interviewees prefer the anonymity and relative safety of the interview, others particularly older ones prefer face-to-face contacts and fear the growing frauds perpetrated over the telephone. One study found that interviewers prefer face-to-face interviews to the telephone, particularly if it is lengthy, and this negative attitude may affect how interviewees reply. Two-Way Video Technology Both parties must focus attention on the interaction.
The growing sophistication of video technology such as Skype has reduced some of the problems associated with the telephone interview and enables parties to observe and hear one another in real time. These technologies enable interview parties in traditional interviews such as journalistic, employment, and medical and nontraditional interviews such as the videoconference to interact visually over long distance, faster, and with less expense. Some people find it difficult to interact freely and effectively with people on screens. With fewer interruptions and the absence of traditional cues that signal when a question has been answered or a point made, turns between parties tend to be longer and fewer in video interviews.
This problem is enhanced in the videoconference in which each party may consist of two or more people. Reasons for liking videoconferences and Skype have serious implications for the communication that takes place. These perceived pluses include taking more notes, referring to notes, checking watches, and reading text messages. It is a and organizations and background on interviewers and convenient and inexpensive means interviewees. of sending and receiving messages. An interview is interactive in real time. If two parties are sitting at their keyboards at the same time and asking and answering questions without breaks in the interaction, including probing immediately into answers or altering questions to make them clearer or more effective, an interview is taking place.
Otherwise, it is merely an electronic questionnaire. It is wise to make the e-mail interview your last choice such as when time, financial constraints, geographical distances, and unavailability of video technology make a face-to-face interview impossible. In the e-mail interview, there is no opportunity for the parties to see or hear one another, so all nonverbal elements critical to the interpersonal communication process are nonexistent. Some would The Internet argue that the e-mail interview is fairer for the person who is orally challenged, but lacks the the same argument applies for the person who is verbally challenged.
Studies of nonverbal e-mail interviews identify other disadvantages such as difficulty in opening intercues critical in views, establishing rapport, determining emotional reactions, and translating verbal interviews. symbols and acronyms. Webinars Webinars are rarely interviews. Webinars in which a presenter lectures or speaks to an audience on the Web are becoming popular for conferences, training sessions, seminars, and workshops. They are typically not interviews but electronic presentations. If a webinar is more collaborative and interactive between two parties with questions and answers in real time and perhaps over a telephone line or voice over technology, it may be an interview and more spontaneous and interpersonal than an e-mail interview. It is wise, however, to use a webinar for its primary purposes—training and teaching—rather than interviewing.
Search at least two databases under headings such as telephone interviews, conference calls, and video talk-back. In which interview settings are electronic interviews most common? What are the advantages and disadvantages of electronic interviews? How will new developments affect electronic interviews in the future? How will the growing use of electronic interviews affect the ways we conduct traditional face-to-face interviews? Summary Interviewing 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. This definition encompasses a wide variety of interview settings that require training, preparation, interpersonal skills, flexibility, and a willingness to face risks involved in intimate, person-to-person interactions. The increasing flexibility of technology is resulting in significant numbers of interviews no longer occurring face-to-face, and this is posing new challenges and concerns.
Interviewing is a learned skill, and your first hurdle into becoming a more skilled interviewer or interviewee is to overcome the assumption that what you do often you do well. Ten years of interviewing experience may mean that you have repeated the same mistakes over and over, year after year. Skilled interview participants are aware that practice makes perfect only if you know what you are practicing. The first step in developing and improving interviewing skills is to understand the deceptively complex interviewing process and its many interacting variables. Chapter 2 explains and illustrates the interviewing process by developing step-by-step a model that contains all of the fundamental elements that interact in each interview.
Keep a journal of interviews in which you take part during a week. How many were traditional, face-to-face interviews and how many were electronic? Which types tended to be traditional and which electronic? How were they similar and different? How did interactions vary? How did lack of presence, eye contact, appearance, facial expressions, and gestures appear to influence electronic interviews? How did you and the other parties try to compensate for this? Make a list of what you consider to be essential characteristics of good interviews and then observe two interviews on television. How well did the interviewers and interviewees meet your criteria? What did they do best? What did they do poorly? How did the settings and situations seem to affect the interactions? Select a person you know superficially classmate, co-worker, member of a fitness club who is willing to be interviewed. Take part in a minute interview and try to discover everything you can about this person.
Which topics were covered and which avoided? How did the phrasing of questions seem to affect answers? How did your relationship with the other party affect the openness with which the two of you shared and revealed information? Take part in a traditional job fair and a virtual job fair on or near your campus. After you have taken part in each, list what you liked and disliked about each. What did the face-to-face encounter with a prospective employer offer that an electronic encounter could not? And what did the electronic encounter offer that a face-to-face encounter could not?
How did you prepare for each encounter? If the virtual job fair experience entailed simulated interviews, how did you react to these encounters? Notes 1. John Stewart, ed. New York: McGraw-Hill, , p. Michael T. Resources Anderson, Rob, and G. Michael Killenberg. Interviewing: Speaking, Listening, and Learning for Professional Life. New York: Oxford University Press, DeJong, Peter. Interviewing for Solutions. Holstein, James A. Gubrium, eds. Inside Interviewing: New Lenses, New Concerns. Thousand Oaks, CA: Sage, Martin, Judith N. Experiencing Intercultural Communication.
New York: McGraw-Hill, Stewart, John. Bridges Not Walls: A Book about Interpersonal Communication. Parsons, Steven P. Interviewing and Investigating. New York: Aspen Law, An Interpersonal Communication Process T o improve your interviewing skills, you must start by understanding the deceptively complex process and its interrelated and interacting variables. An interview is far more complex than merely asking and answering questions or talking to someone. The objectives of this chapter are to develop a model of the process that summarizes, explains, and portrays the intricate and often puzzling nature of the typical interview. The completed model in Figure 2.
Two Parties in the Interview Each party consists of unique and complex individuals. Each interview contributes to a relational history. The overlapping circles in Figure 2. Each party is a unique sum of culture, environment, education, training, and experiences. Each party is an aggregate of personality traits that range from optimistic to pessimistic, trusting to suspicious, honest to dishonest, patient to impatient, flexible to inflexible, and compassionate to indifferent. Each of you has specific beliefs, attitudes, and values. And each party is motivated by ever-evolving needs, interests, desires, and expectations. You must also be aware that each person in each party communicates intrapersonally as well as inter-personally. You literally talk to yourself. What you say to yourself and how you say it will influence the verbal and nonverbal messages you send and how you experience an interview. The circles overlap in Figure 2.
Each has a stake in the outcome of the interview, and neither party can go it alone. This relationship may commence with this interview or be another act in a relational history that dates from hours to weeks, months, or years. When parties begin a relational history, interactions may be brief or awkward because neither knows what to expect, how best to start the interaction, when to speak and listen, and what information to share. an interaction. Your relationships may be intimate close friends , casual co-workers , functional physicians , formal supervisors , and distant elected officials.
They may change during immediate interactions and over time. What might begin as a functional relationship with an attorney or teacher may evolve into a close personal relationship lasting for decades because each interaction affects how you communicate who you are and what you are for each other. Your relationships change as interview situations vary and change. For instance, you may have a formal relationship with a professor in the classroom setting, a functional relationship when the professor is counseling you in an office setting, a casual relationship at a picnic for majors, and an intimate relationship years after you have completed your degree. Similarity A few similarities do not equal relational peers. You tend to find it easier to interact with others and form relationships when you share gender, race, cultural norms and values, education, experiences, beliefs, interests, and expectations.
Important similarities enable you to understand and communicate with one another and thus to establish common ground that is portrayed by the overlapping circles in Figure 2. Beware of surface similarities such as age, race, ethnicity, or dress that may lead you to perceive far more significant similarities with a party than you actually have. Inclusion Wanting to take part leads to collaboration. Interview parties enhance relationships when both are motivated to speak and listen, question and respond, and are open and straightforward. The more you are involved and share in an interview, the more satisfied you will be with the interactions and outcome. It is not merely what you do or gain in an interview but what you do with another. It should be a collaborative, joint effort. Both parties depend on one another for the success of each interview. Affection We interact more freely with persons we like.
You cultivate interview relationships when both parties respect one another and there is a marked degree of friendship or warmth. Establishing a we instead of a me-you feeling requires communication that both parties see as pleasant, fair, and productive. Relationships waiver when signs of affection are inconsistent, ambivalent, or negative. In one study, parties lowered their loudness to express disliking as well as liking for one another. In others, decreased talk time seemed to indicate liking by showing greater attentiveness or disliking by exhibiting disengagement from the interaction. Since the interview is a collaborative process, each party is responsible for its successes and failures. Hierarchies present in families, schools, churches, government, and corporations make upward and downward communication difficult for each party. Chapter 2 from mutual honesty, sincerity, reliability, fairness, and even-temper—in other words when you see interactions with one another as being safe.
When you are anxious during interactions, you tend to become cautious and fearful about outcomes, and the first casualty is level of disclosure. You are reluctant to be direct and open to share information, beliefs, opinions, and attitudes. The risk may be too great. Cultivate and protect relationships to assure productive interviews. Global Relationships Relationships develop differently in different cultures. Social, political, and work worlds are becoming increasingly global, so it is necessary to understand how relationships are created and fostered in other countries and cultures. The less you know about others, the more likely you are to be anxious when initiating relationships. In the United States, we tend to have numerous friendly, informal relationships and place importance on how a person looks, particularly early in relationships.
We create and discard relationships frequently, while Australians make deeper and longer-lasting commitments. Arabs, like Americans, develop relationships quickly but, unlike Americans who dislike taking advantage of relationships by asking for favors, Arabs believe friends have a duty to help one another. The Chinese develop strong, long-term relationships and, like Arabs, see them involving obligations. In Mexico, trust in relationships develops slowly, is given sparingly, and must be earned. Betrayal of trust results in the greatest harm possible to a relationship. Germans develop relationships slowly because they see them as very important, and using first names before a relationship is wellestablished is considered rude behavior. Japanese prefer not to interact with strangers, want background information on parties before establishing relationships, prefer doing business with people they have known for years, and take time establishing relationships.
Gender in Relationships Gender differences have evolved but not disappeared. Although men and women are more similar than different in how they communicate and how they establish and refine relationships, research has revealed significant differences. While one party may dominate an interview, both speak and listen from time to time, ask and answer questions, and assume the roles of interviewer and interviewee. Neither party can expect the other to make the interview a success. As a result, each communicator has the opportunity to change how things are going at any time in the process.
The extent to which roles are exchanged and control is shared is often influenced by the status or expertise of the parties, which party initiated the interview, type of interview, situation, and atmosphere of the interaction—supportive or defensive, friendly or hostile. These factors determine which approach an interviewer selects— directive or nondirective. Directive Approach A directive approach allows the interviewer to maintain control. In a directive approach, the interviewer establishes the purpose of the interview and controls the pacing, climate, and formality of the interview. Questions are likely to be closed with brief, direct answers.
An interviewee may assume occasional control during the interview, but the interviewer tends to dominate the process. Typical directive interviews are information giving, surveys and opinion polls, employee recruiting, and persuasive interviews such as sales. The directive approach is easy to learn, takes less time, enables you to maintain control, and is easy to replicate. The following exchange illustrates a directive interviewing approach: 1. Figure 2. Nondirective Approach A nondirective approach enables the interviewee to share control. In a nondirective approach, the interviewee has significant control over subject matter, length of answers, interview climate, and formality.
Questions are open-ended to give the interviewee maximum freedom to respond. Typical nondirective interviews are journalistic, oral history, investigations, counseling, and performance review. The nondirective approach allows for greater flexibility and adaptability, encourages probing questions, and invites the interviewee to volunteer information. The following is a nondirective interview exchange: 1. Be flexible and adaptable when selecting approaches. Although choice of an interviewing approach may be influenced by organizational, societal, or cultural norms and expectations, be flexible in how you employ each approach and consider a combination.
Perceptions of Interviewer and Interviewee Perceptions drive our interactions. When you arrive at an interview, you bring two important perceptions with you, perceptions of self and perceptions of the other party, and these may change positively or negatively as the interview progresses. These critical perceptions are portrayed by the double-ended arrows in Figure 2. E R Roles future. When you feel disrespected or under-valued, you have low self-esteem and become self-critical, feel uncertain, and are hesitant to express unpopular ideas and opinions.
Success in an interview may depend upon your ability or inability to convince yourself that you will be successful—a self-fulfilling prophecy. Culture and Gender Differences Many citizens of the global village are less concerned with self than with group. Self-identity and self-esteem are central in American and Western cultures that emphasize the individual. They are not central in Eastern cultures and South American countries. Japanese, Chinese, and Indians, for example, are collectivist rather than individualist cultures and are more concerned with the image, esteem, and achievement of the group. Attributing successful negotiations to an individual in China would be considered egotistical, self-advancing, and disrespectful.
Success is attributed to the group or team. Failure to appreciate cultural differences causes many communication problems for Americans. Not all men and women act this way, of course, but we cannot ignore the impact of gender and self-identity on interviews. Perceptions of the Other Party Allow interactions to alter or reinforce perceptions. The way you perceive the other party may influence how you approach an interview and how you interact as it progresses. The other party may differ from you in size, physical attractiveness, age, gender, race, or ethnic group. Previous encounters may lead you to look forward to or dread an interview. If you keep an open mind and are adaptable, differences may become assets rather than liabilities. Warmth, understanding, and cooperation in your verbal and nonverbal interactions can overcome negative preconceptions. Communication Interactions The curved arrows in Figure 2.
Each level differs in relational distance, selfdisclosure, risk encountered, perceived meanings, and amount and type of content exchanged. Level 2 interactions require trust and risktaking. Level 3 interactions involve full disclosure. Level 1 interactions are safe and nonthreatening. You may portray interaction levels as metaphorical doors with the Level 1 door being slightly open. The thickness of the arrow indicates that Level 1 exchanges dominate the interview and there is relational distance between the parties because no prior or close relationship exists. Level 2 interactions are half-safe and half-revealing. Parties delve more deeply into personal and controversial topics and probe into beliefs, attitudes, and positions on issues. They are more willing to take risks but want an opportunity to close the door when necessary. The thickness of the arrow indicates that Level 2 interactions are less common, and the length of the arrow indicates that a closer relationship is necessary for a successful interview.
Level 3 interactions are risk-taking with full disclosure in personal and controversial topics that reveal feelings, beliefs, and attitudes. The metaphorical door is wide open with little opportunity to retreat from or dodge negative reactions. The arrow is thin and short to indicate that Level 3 interactions are uncommon and the relationship between parties must be established and trusting. Self-Disclosure We are on the line in many interview settings. You must strive to move beyond Level 1 to Level 2 to Level 3 to obtain information, detect feelings, discover insights, and attain commitments. This requires maximum self-disclosure, and is often not easy to do.
Unlike being a member of a group or audience into which you can blend or hide, the interview places your social, professional, financial, psychological, or physical welfare on the line. Interviews deal with your behavior, your performance, your reputation, your decisions, your weaknesses, your feelings, your money, or your future. There are a number of ways to reduce the risks of self-disclosure. Understand the relationship you have with the other party. If it is minimal, begin with a safe level of disclosure and be sensitive to the potential effects of your disclosure on the other party and people not involved in the interview. Provide only relevant and appropriate information. Disclose at the level at which the other party reciprocates.
Gender Women disclose more freely than men. Women tend to disclose more than men and are allowed to express emotions such as fear, sadness, and sympathy. Positive and negative face are universal motives. Culture may determine what you disclose, when, to whom, and how. For example, people in the United States of European descent disclose on a wide range of topics including personal information. Japanese disclose more about their careers and less about their families. Asians disclose more to people with high expertise and ability to exhibit honest and positive attitudes than to those who like to talk and show emotions. People in high-context, collectivist cultures such as China are expected to work for the good of the group or team and both know and adhere to cultural norms.
They disclose less than those in low-context, individualistic cultures such as the United States and Great Britain. Westerners strive to succeed as individuals and know less about their cultural norms, and this lack of familiarity with cultural norms makes them more flexible. Conflicts may result in interviews when you over-disclose, under-disclose, or disclose to the wrong party from differing cultures. Be aware that perceived similarity, competence, involvement, and the need to take the relationship to a higher level may trump cultural differences in self-disclosing. While cultures vary, the notion of politeness—maintaining positive rather than negative face—is universal.
Littlejohn writes, Positive face is the desire to be appreciated and approved, to be liked and honored, and positive politeness is designed to meet these desires. Showing concern, complimenting, and using respectful forms of address are examples. Negative face is the desire to be free from imposition or intrusion, and negative politeness is designed to protect the other person when negative face needs are threatened. Acknowledging the imposition when making a request is a common example. The desire to be polite—to avoid hurting or upsetting another and to show appreciation, understanding, or agreement—is one of the most common causes of deception. Verbal Interactions Never assume communication is taking place. Perhaps the greatest single problem with human communication is the assumption of it.
Virtually all of us assume, for instance, that if we share a language—words—we share meanings. Unfortunately, words are arbitrary connections of letters that serve as symbols for nearly everything we encounter in our daily and professional lives, and these imperfect symbols may cause misunderstanding, confusion, embarrassment, hurt feelings, and antagonism. Let us examine some of our assumptions. Words are rarely neutral. Naming is an effort to alter social reality. Journalism professor Michael Skube at Elon University has been keeping track of common words his students do not know. These include impetus, lucid, advocate, satire, brevity, and novel. But simple words such as game may refer to a computer game, wild animal, sport, prank, or a person willing to try new things.
Apparently neutral words may have negative or positive connotations depending on how a person uses them. We name or label people, places, things, and ideas to reveal how we see reality. A recession becomes a downturn; we purchase a lite beer rather than a diet beer; and we order a quarter-pounder rather than a four-ouncer. We have finally begun to substitute woman for girl, firefighter for fireman, and police officer for policeman. This is not so-called political correctness but labeling reality and showing respect in a society based on equality. The moral of this discussion of words is that you must select words carefully even with interview parties who share your language and reward your assumptions. Language and Gender Gender differences may lead to power differences. Men and women tend to use language differently. When women use intense language, they are often seen as bitchy, pushy, or opinionated.
While gender is important in how men and women use words, you must recognize that other factors also affect language choice including context of the interview, subject matter, status differences, and roles being played. Language and the Global Village Global use of words may be more significant than foreign words. Japanese tend to be implicit in words rather than explicit and to employ ambiguous words and qualifiers. Koreans try to avoid negative or no responses and imply disagreements to maintain group or team harmony. Chapter 2 problems even for those who speak English. Do not assume that the words you use everyday are understood and processed similarly by others different from you in gender, age, race, culture, or ethnic group.
Nonverbal Interactions Nonverbal signals send many different messages. Any behavioral act, or its absence, can convey a message. In mixed messages, the how may overcome the what. Verbal and nonverbal messages are intricately intertwined. Because the parties in interviews are in such close proximity, they are likely to take note of what the other does and does not do: movement, eye contact, facial expression, touch, glance, change in voice. Any behavioral act may send a message intentionally or unintentionally, correctly or incorrectly. For instance, you can invite turn-taking or change of role by nodding your head, pausing, or leaning back. Poor eye contact may signal that you are hiding something, a limp handshake that you are timid, a puzzled facial expression that you are confused, crossing your arms or raising an eyebrow that you are agitated. Remain silent to encourage the other to talk or keep talking, to signal agreement, or to show you are not in a hurry to move on to a new topic or to close the interview.
Show interest by leaning forward, maintaining eye contact, or nodding your head. Physical appearance and dress reveal how you view yourself, the other party, this situation, and the importance of the interview. Both are particularly important in initiating zero-history relationships and the first minutes of interviews. You tend to respond more favorably toward attractive and well-dressed people and perceive them to be poised, outgoing, interesting, and sociable. Unfortunately, you may react more favorably toward attractive persons who are neither too fat nor too thin, tall rather than short, shapely rather than unshapely, and pretty and handsome rather than plain or ugly. Few match all of these social criteria, so strive to eliminate these biases during interviews and building relationships. Verbal and Nonverbal Intertwined Although we have separated verbal and nonverbal interactions in previous discussions for instructional purposes, it is impossible to isolate one from the other.
English Pages [] Year DOWNLOAD FILE. Interviewing: Principles and Practices, the most widely used text for the interviewing course, continues to reflect the. Written for softwa. This new and extensively revised second edition offers an international perspective on archives management, providing au. Table of contents : Cover Title Copyright Contents Preface 1 Introduction to Interviewing The Essential Characteristics of Interviews Two Parties Purpose and Structure Interactional Questions Exercise 1—What Is and Is Not an Interview? Stewart Purdue University William B. Cash, Jr. Copyright © by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © , , and No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. Library of Congress Cataloging-in-Publication Data Stewart, Charles J. Cash, William B. Fifteenth Edition. LCC BF I5 S75 DDC The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. Stewart Charles J. He taught undergraduate courses in interviewing and persuasion and graduate courses in such areas as persuasion and social protest, apologetic rhetoric, and extremist rhetoric on the Internet. He received the Charles B. Murphy Award for Outstanding Undergraduate Teaching from Purdue University and the Donald H.
Ecroyd Award for Outstanding Teaching in Higher Education from the National Communication Association. He was a Founding Fellow of the Purdue University Teaching Academy. He has written articles, chapters, and books on interviewing, persuasion, and social movements. Charlie Stewart has been a consultant with organizations such as the Internal Revenue Service, the American Electric Power Company, Libby Foods, the Indiana University School of Dentistry, and the United Association of Plumbers and Pipefitters. He is currently a Court Appointed Special Advocate CASA for children. William B. After completing his academic work at Kent State, he joined the speech communication faculty at Eastern Illinois University and began to consult with dozens of companies such as Blaw-Knox, IBM, and Hewitt Associates.
Bill took a leave from Eastern Illinois and pursued a PhD in organizational communication under W. Charles Redding. He returned to the faculty at Eastern Illinois and created and taught a course in interviewing. Bill Cash left college teaching and held positions with Ralston Purina, Detroit Edison, Baxter, and Curtis Mathis, often at the vice president level. After several years in industry, he returned to teaching and took a faculty position at National-Louis University in Chicago. He became the first chair of the College of Management and Business and developed courses in human resources, management, and marketing. While we have included recent research findings and developments, the emphasis remains on building the interviewing skills of both interviewers and interviewees.
Several chapters address the increasing diversity in the United States and our involvement in the global village as they impact the interviews in which we take part. A major goal of this edition was to make it more user-friendly by sharpening the writing style, eliminating unnecessary materials and redundancies, making definitions and explanations more precise, and employing different print types to emphasize critical words, terms, concepts, and principles. We have restructured several chapters to provide clarity and logical progressions from point to point. There is a detailed discussion of how technology, beginning with the telephone, has impacted the nature of interviews, the growing use of two-way video technology to conduct interviews, and the serious implications this has for how we communicate interpersonally. Student activities at the end of each chapter provide ideas for in- and out-of-class exercises, experiences, and information gathering.
We have made many of these less complex and time-consuming. The glossary provides students with definitions of key words and concepts introduced throughout the text. Intended Courses This book is designed for courses in speech, communication, journalism, business, supervision, education, political science, nursing, criminology, and social work. It is also useful in workshops in various fields. We believe this book is of value to beginning students as well as to seasoned veterans because the principles, research, and techniques are changing rapidly in many fields. We have addressed theory and research findings where applicable, but our primary concern is with principles and techniques that can be translated into immediate practice in and out of the classroom.
Connect also offers SmartBook for the new edition, which is the first adaptive reading experience proven to improve grades and help students study more effectively. Acknowledgments We wish to express our gratitude to students at Purdue University and National-Louis University College of Management, and to past and present colleagues and clients for their inspiration, suggestions, exercises, theories, criticism, and encouragement. We thank Suzanne Collins, Mary Alice Baker, Vernon Miller, Kathleen Powell, Garold Markle, and Patrice Buzzanell for their resources, interest, and suggestions. Coles, University of Georgia Stephanie Coopman, San Jose State University Erin F.
Perrello, Syracuse University Cynthia A. Connect empowers students by continually adapting to deliver precisely what they need, when they need it, and how they need it, so your class time is more engaging and effective. Using Connect improves retention rates by By presenting assignment, assessment, and topical performance results together with a time metric that is easily visible for aggregate or individual results, Connect Insight gives the user the ability to take a just-in-time approach to teaching and learning, which was never before available.
Connect Insight presents data that empowers students and helps instructors improve class performance in a way that is efficient and effective. Students can view their results for any Connect course. SmartBook® Proven to help students improve grades and study more efficiently, SmartBook contains the same content within the print book, but actively tailors that content to the needs of the individual. Over 8 billion questions have been answered, making McGraw-Hill Education products more intelligent, reliable, and precise. com This page intentionally left blank 1 CHAPTER An Introduction to Interviewing A Interviews are daily occurrences. few years ago one of the authors was talking to a hospital administrator at a fund-raising event, and the administrator asked what classes he was teaching. This administrator was exhibiting a common misconception about interviewing, that it is merely a job-seeking activity.
In fact, interviewing is the most common form of purposeful, planned, and serious communication. An interview may be formal or informal, minimally or highly structured, simplistic or sophisticated, supportive or threatening, and momentary or lengthy. It may share characteristics with brief interactions, social conversations, small groups, and presentations, but it differs significantly from each. The objectives of this chapter are to identify the essential characteristics of interviews, distinguish interviews from other forms of communication, identify and discuss traditional types of interviews, and examine the growing roles of technology in conducting and participating in interviews. The Essential Characteristics of Interviews Two Parties Dyadic means two parties. Each interview is a dyadic—two party—process that typically involves two people such as a physician and a patient, an applicant and a recruiter, a police officer and an eyewitness, and political candidate and a donor.
Some interviews involve more than two people but never more than two parties. For instance, four reporters may be interviewing a college golf coach, a travel director may be interviewing a husband and wife, or a surgical team may be interviewing the guardians of an elderly relative. In each case, there are two distinct parties—an interviewer party and an interviewee party. If a single party is involved three students reviewing for a political science exam or more than two parties are involved four construction management firms bidding for a construction project , the interaction is not an interview. Purpose and Structure Interviews are structured. One or both parties must arrive at an interview with a predetermined and serious purpose, a component that distinguishes the interview from social and unplanned conversations. The predetermined purpose—to get or give information, to seek employment or recruit an employee, to counsel or be counseled, to persuade or be persuaded—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. As communication processes, 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. never more than two parties—an interviewer party and an interviewee party.
Parties exchange and share. Questions Questions play multiple roles in interviews. Asking and answering questions play critical roles in all interviews. They are the dominant feature in market surveys and journalistic interviews. In others such as recruiting, counseling, and health care, questions share time with information sharing. 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 constitutes an interview and which does not.
A police officer is speaking with an eyewitness to the crash of a school bus. A student is talking to his professor about a field project assignment. A member of a survey research team is talking to a stock broker about the effects of low oil prices on energy stocks. A professor is asking questions during her history class about a reading on the cold war. 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. An auto sales associate is discussing a new Chevrolet model with a husband and wife.
A tennis player is talking to two surgeons about surgery on her elbow.
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DOWNLOAD FILE. Polecaj historie. Interviewing: Principles and Practices [13 ed.] , Interviewing: Principles and Practices, the most widely used The book Interviewing Principles And Practices 13Th Edition is a fresh and interesting perspective on Interviewing Principles And Practices 13Th Edition. From the very 16/10/ · [PDF Download] Interviewing: Principles and Practices Best Epub by Charles Stewart - SELEBGRAM ANDAL Home [PDF Download] A First Course in Systems *DOWNLOAD* Advertising IMC: Principles and Practice (Advertising: Principles and Practice) [PDF EBOOK EPUB KINDLE] *DOWNLOAD* Bad Blood: Tuskegee Syphilis Experiment [Full Charles Stewart’s Interviewing: Principles and Practices; 15th edition (PDF); the most widely used textbook for the interviewing course; continues to reflect PDF | Provides students, researchers and practitioners with a thorough exposition of the value of using in-depth interviewing in qualitative research. Interviewing: Principles and Practices | ... read more
McDaniel, and Carolyn S. For instance, you can invite turn-taking or change of role by nodding your head, pausing, or leaning back. These perceived pluses include taking more notes, referring to notes, checking watches, and reading text messages. It provides the most thorough treatment of the basics of interviewing; including the complex interpersonal communication process; uses; and types of questions; and the structuring of interviews from opening to closing. Paris II.
The Body of the Interview When preparing for an interview, interviewing principles and practices pdf download, it is tempting to begin by thinking of questions to ask. They require little effort from either party and allow you to ask more questions, in more areas, in less time. SHOW LESS. If a person does not respond immediately, you may jump in with a probing question when none is needed. Cash, William B. An interview is interactive in real time. What might begin as a functional relationship with an attorney or teacher may evolve into a close personal relationship lasting for decades because each interaction affects how you communicate who you are and what you are for each other.
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