如何在十分钟内搞定面试官文档格式.docx

1、that exist about the subject in question. Activities such as surveys and interviews therefore are not just tools to collect data and statistics; rather they require comprehensive and extensive evaluation in order to determine how those being approached differ in their opinions. Interviewing skills i

2、nclude not just the rapport you establish with interviewees but also the kind of questions you ask, how these are analyzed and how you sift relevant information. It is only through oral history that many events have been properly recorded and this is where history owes much to the interview skills o

3、f historians. This papers aims to provide the reader an analysis of a series of four interviews. The interviewees in all the cases are people with some strong links to the academic arena at the school level. It has been up to the interviewer, who in his role as a new teacher at a school has to gathe

4、r relevant information in order to transition smoothly into this new position. The four personnel being questioned include people in various roles that the interviewer expects to be in touch with. Essentially then, it is his interpretation, analysis and observation skills that now decide in what fra

5、me of mind he starts his new job. The first interview conducted involved a set of questions asked from the school assistant principal, who in this instance represented the administration. It clarified not only what role the administration is supposed to play but also the responsibilities expected fr

6、om teachers. Even from the way the interviewee dressed and the rather formal interaction maintained, it could be prejudged what kind of a relationship he was going to share with the administration. The answers to the questions asked only served to strengthen the resolve that had been establish at th

7、e onset through basic observation. While it is not often in the best interest of a historian or researcher to exhibit a bias based on observation alone, amateur interviewers with crude skills can easily fall into this trap. This can at times spoil the entire interview and more importantly, misinterp

8、ret the data recorded and hence record history incorrectly. The interview addressed basic issues related to the role of the administration, interaction between the teachers, students and the administration and the expectation from teachers when they face certain issues. It appears that the administr

9、ation makes itself out to be a level above the teaching staff. In this regard, its attitude borders on being haughty. The fact that it insists upon students, teachers and the support staff relating every event in writing and requires meetings to be set up, creates a hesitation in the minds of these

10、personnel as no one prefers to follow the red tape when faced with any situation. It seems as if the assistant principal was not entirely pleased when being asked to sit for an interview and made sure that she pointed out how she expected teachers to report to the administration regularly as employe

11、es. While arranging and sitting through such an interview would make any new teacher uncomfortable, it is not wrong to say that it established clearly the role he was expected to play in his new position. That the assistant principal expects teachers to refrain from getting involved in students indi

12、vidual problems and prefers the administration to deal with problematic ones can easily be determined. However, given the attitude of the interviewee and the administration that she was representing, one can guarantee that any new teacher would much rather solve any problems on his own rather than b

13、ring them over to the administration. Needless to say, he would also much rather keep a safe distance while maintaining a healthy working relationship and try to stay in the administrations good books. The second interview turns out to be much more informal and helpful. The plump, experienced and st

14、raight-talking school nurse representing the support staff is easy to talk to and provides much needed insight into the workings of the school. Her constant sarcasm when answering questions that involve the administration clearly portrays her disdain for those in authority. While it is clear that sh

15、e considers herself to be part of the school setup given her experience here, she too feels a certain level of injustice when every small detail has to be recorded and approved by the administration. One can judge how the nurse puts on a façade for students to ensure they take her seriously; on

16、e can also clearly see how difficult it would be for them to fool her into writing out their medical certificates and approving their missed exams and classes through faking illness. Teachers interaction with the support staff is limited. In fact it appears that a hierarchy exists in the school that

17、 puts the faculty above the support staff and members of each group prefer to deal within their group. While there exists a mutual respect, it is not common for friendships to develop; the sad part is that the nurses attitude depicts that this is not looked upon as something unwanted. Rather it is a

18、 normal course of events that she expects to be a part of. The support staff is eager, rather adamant, when it comes to letting people know that it knows its job well and that it takes pride in performing it well. New teachers coming in are expected to acknowledge this; and while they will regularly

19、 correspond with the support staff, they expect to give no favors and neither to receive any. There is supposed to be a healthy working relationship that is not supposed to go beyond a desired level, and it doesnt threaten to do so very often. The third interview involved a member of the Student Ser

20、vices. The interviewee was extremely friendly and outgoing. It can be observed that he feels privileged in his role as it is connected to what he loves, that is interaction with students, and that he still remains disconnected from the hierarchy established in the school setup. His eloquence, person

21、ality and dressing sense exhibit a person comfortable with who he is and he does not need to justify his role to anyone, least of all a new teacher, and he still comes across as helpful. The fact that the resource personnel is well connected and appears to have solutions to most problems is perhaps

22、a little misleading; but it certainly shows the level of comfort he lives in. Quite clearly, students and teachers alike benefit from his presence and his program as it is well run, informative and provides them with a systematic process that aims to create a healthy future. And the fact that he is

23、able to do so without having to worry much about the role of the administration adds much value to his setup. The last interview takes into account the role of the parent as a resource person. It seems that the parent is not too sure of her role but hides it well. This arrangement is informal and no

24、t as well organized as it would be expected. In fact it appears that the parent feels an obligation to his children in terms of involvement in the academic process and somehow tries to undermine the role of the teacher. Constant referral to the emotional links, responsibilities of the teachers and t

25、he fact that is voluntary does not create an altogether healthy relationship, but the interview clearly shows that the parent feels her role is much more important than it actually may be. The interviews conducted put the new faculty member in a difficult position. It is clear that a certain bureauc

26、racy and hierarchy is part of the school setup and there is no way that he can escape it even if he wants to. There is a conscious effort to overstate ones responsibilities and create good examples. While this cannot be called a healthy working relationship, it turns out fine if it is for the better

27、ment of the students. Perhaps then, taking interview and collecting relevant information to base reasoning, is one of the finest and most informative methods of research. Be it oral history or simply trying to apply oneself to a new position, a good interviewer who asks the right questions, observes

28、 keenly, lets the interviewee do the talking and interprets reactions correctly will probably go a long way in the road to success. The most effective technique will see the interviewer keeping himself or herself open to asking more that just predetermined questions, reading between the lines and re

29、fining focus. In the course of the interview, the central questions may well have to be reassessed based on the reactions of the interviewees. Such qualitative interviews essentially define the world through the subjects points of view and unfold their experiences before any scientific explanation c

30、omes in. It is the responsibility of the interviewer to define his role differently in different kinds of interviews as they may be for professional, historical, research, personal or technical purposes. At the most basic level though, interviews are conversations, and it is up to the interviewer to ensure completely that this is what they remain. Bibliography Kador, John （2002）. 201 Best Questions to Ask on Your Interview. McGraw-Hill Professional Kvale, S. （1