Beruflich Dokumente
Kultur Dokumente
Interviewing Techniques
Fall II 2007
INSTRUCTOR:
Jamey DiVietro
PHONE:
EMAIL:
Grizzly2531@hotmail.com
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Argosy University
COURSE SYLLABUS
PSY405
Interviewing Techniques
Faculty Information
Faculty Name: Jamey DiVietro
Campus: 350 N. Orleans Street
Contact Information: Grizzly2531@hotmail.com
Office Hours: By appointment
Short Faculty Bio:
Course description: Interviewing Techniques is an applied course designed to develop basic relationship building, interviewing, reporting, problem-solving and
decision-making skills with diverse clients. The focus is on fundamentals and techniques that cut across multiple interviewing situations. The fundamentals and
techniques learned will prepare students for current real-world applications. For those students planning to attend graduate school, the fundamentals and
techniques learned will serve as a foundation for the development and refinement of clinical skills.
Course Pre-requisites: PSY101
Required Textbook:
Stewart, C.J.. & Cash, W.B. Jr. (2006). Interviewing: Principles and Practices. 11th Edition. . McGraw Hill Publishing. ISBN: 0-07-298-776-6.
Technology: Pentium III CPU/ Windows 98; 128MB RAM, printer; Microsoft Office Acrobat (full version), Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or
Netscape Navigator 4.08.; Norton Antivirus.
Course length: 7.5 Weeks
Contact Hours: 45 Hours
Credit Value: 3.0
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Program Outcomes:
1.
2.
3.
4.
5.
6.
Cognitive Abilities
1.1. Critical Thinking - Given a psychological issue, employ skeptical inquiry and a scientific approach to respond to the issue.
1.2. Information Literacy - Given a research question related to psychology, access information from a variety of sources and select appropriate sources to
respond to the question.
Research
2.1. Understanding Research Methods Given an article about research findings in the field of psychology from a scholarly journal, identify the research
methods used and the findings of the article.
2.2. Identifying Research Methods Identify the appropriate statistical tools and basic research methods in psychology, including research design, data
analysis, and interpretation.
Communication Skills
3.1. Oral - Effectively present psychological concepts orally as appropriate to the audience.
3.2. Written - Effectively present psychological information, in writing, using software and style appropriate to the audience.
Ethics/Diversity
4.1. Ethics - Identify the issues and challenges related to ethics in the field of psychology.
4.2. Diversity - Identify the issues and challenges related to diversity in the field of psychology.
Knowledge of the Field
5.1. Foundations Recognize the major concepts, theoretical perspectives, empirical findings, applications, and historical trends in psychology.
Knowledge of Applied Psychology
6.1. Apply psychological principles to personal, social, and/or organizational issues.
Course Objectives:
1.
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2.
3.
4.
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5.
6.
4.1.1. Discuss the impact of bias, culture, gender, sexuality, and ethnicity on interviewing behavior.
4.1.2. Discuss the sociopolitical treatment of minority groups and its impact on minorities in the position of an interviewer or an interviewee.
4.1.3. Analyze the specific factors to be considered when working with a diverse clientele.
4.1.4. Compare ethnic, gender, spiritual, and cultural differences in attitudes as they relate to the behavior of both an interviewer and an interviewee.
4.1.5. Examine personal beliefs, attitudes, and biases and their potential effects on interviewing.
Critical Thinking: (Program Outcome(s): 1.1)
5.1. Students will examine, learn, compare and contrast the benefits and drawbacks of various interviewing approaches, structures, and methods. They will
further learn to utilize this knowledge to select appropriate approaches, structures, and methods given the interviewing situation.
5.1.1. Examine the benefits and drawbacks of various interviewing approaches, structures, and methods.
5.2. Students will be exposed to and examine different opinions and stances with respect to interviewing (e.g. whether gathering information and
formulating ideas before the interview helps or biases and interferes). They will learn to evaluate the opinions and stances and use the evaluation to
inform decision-making.
5.2.1. Evaluate the impact of formulating opinions and hypotheses prior to an interview.
5.2.2. Evaluate how structured versus open-ended interviews can influence information gathering and outcomes.
5.2.3. Evaluate the use of the interviewing skills used in mass media.
Ethics: (Program Outcome(s): 4.1)
6.1. Students will examine and learn ethical codes and principles that pertain to interviewing relationships, conduct, and report writing. They will learn to
use ethical codes to inform decision-making during interviews.
6.1.1. Examine the American Psychological Association (APA) code of ethics and principles pertaining to interviewing relationships, conduct, and
report writing.
6.1.2. Apply ethical codes while making decisions during interviews.
Assignments:
o
o
o
o
o
o
Participation in all class sessions 10 points for each class session. If you miss class, you will miss those points.
An informational interview with a professional in your chosen profession. 40 points.
A summary of a research article referring to some aspect or application of interviewing. 40 points.
A thirty minute interview and analysis of the interview. 40 points.
Three short reflection papers at 20 points each.
A midterm exam. 50 points.
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Assignment Table
Topics
Introduction to Interviewing
o Definition of Interviewing
o Types of Interviews
o Barriers to interviewing
o Basic interviewing skills
Attending, Active Listening
o Levels of intimacy in
interviews
o Theoretical and Historical
Context
Readings
Stewart and Cash
Chapter 1, 2,
Assignments
Discussion Questions:
1.
2.
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b.
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out
in this interview:
Things that made it difficult or uncomfortable
Things that made it welcoming and comfortable
Types of questions you were asked
Interpersonal Communication
o Relationship
o Collaborative
o Self in Relationship
o Environmental Impact on
Relationship
o Verbal and Nonverbal
Interactions
o Role of Diversity
Discussion Questions:
1.
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o Empathy
o Demonstrating Understanding
o Feedback
Formulating interview questions
spot the individual you agreed to meet behind a desk. The person greets
you warmly and invites you to sit down.
You are at home when the incident takes place. You have been so busy that
you have been unable to even tidy up the house. You are just about to start
dinner and have a paper due in the morning.
Assignments:
1.
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b.
c.
Discussion Questions:
1.
2.
Assignments:
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1.
2.
Final Project
Plan your informational interviewing session and make
an appointment with a professional of your choice.
The purpose of the interview is to learn about the
operational aspect of the professional role and gain an
understanding on the associated professional life.
Survey Research
o
o
Discussion Questions:
1. John has been contracted to develop a survey to explore a communitys
beliefs about immigration. What might be some important considerations John
should take into account to make sure he designs a survey and survey process
that is culturally sensitive and representative of the community?
Assignment:
Class topic: Fast Food Restaurant Satisfaction Survey
1. Review an example of types of questions asked and
how answered in some sample fast food surveys
(e.g.,
http://www.smartgirl.org/reports/2217380.html
http://www.questionpro.com/akira/showSurveyLibrary.do?
surveyID=237&mode=1 )
2. The class will decide on some aspect(s) of satisfaction
to survey (e.g., facilities, food, service, etc.). The class
will then decide what key pieces of information they
want from the survey. Next, the class will decide what
format of questions they want to use in the survey.
Also, the class will decide whom they want to survey
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3.
4.
5.
6.
7.
Discussion Questions:
1.Melissa is employed as a human resource executive of a large corporation.
Three individuals from one of the smaller departments apply for a leadership
position. Melissa is asked to assess the three candidates who are all equally
qualified.
She decides to develop interview questions, observe their work, and
consider testing materials that will help objectively identify who might be
more successful in the new position.
a. How might these three assessment methods assist in identifying the
most appropriate candidate?
b. How might Melissa organize her interview to obtain the most helpful
information?
c. What techniques can Melissa utilize?
d. Given that the individuals are equally qualified, what areas might
Melissa focus on to help determine the best fit for the leadership position?
e. What would make the interviews/assessment of these individuals
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different from interviewing individuals who are not equally qualified for a
position?
f. How might the interview/assessment be differentYou are employed in a
human resource department and your job is to conduct the exit interviews of
individuals leaving the company.
2.Today you are going to interview Julie, a 62-year-old woman, retiring after
42 years with the company. She has worked in the same department throughout
her career, outlasting many others who have come and gone. She is a great
historian of the events in and the evolution of the company over the decades.
a. Develop a list of questions that would be important to ask during the exit
interview.
b. Why did you choose these questions and how will they help you gain the
information you need and facilitate closure for Julie.
c. Discuss any ethical concerns that could arise.
2.
Assignments:
Assignment:
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o
o
o
o
Performance interviews
Establishing objectives and
giving constructive feedback
Persuasive and sales interviews
Negotiation Skills
Discussion Questions:
1. Sally, a manager at a local retail chain, has been supervising a group of
employees for the past seven years. There have been complaints about
Michael one of the chains employees arriving late for work. Sally
has confronted Michael over the years, attempting to encourage him to
change his work ethics.
One day, a customer files a complaint with Sally, stating that she had to
wait 15 minutes for the store to open because no one was there. Sally is
upset about the phone call and quickly calls Michael into the office.
a. Discuss what is likely to impede Sally from being objective in this
situation.
b. How can this lack of objectivity influence communication and
intervention?
c. Provide an example of when your personal objectivity was challenged,
how you handled it and what impact it had on the given situation?
d. If it were found that Michael was not responsible for the incident,
how might that change Sallys view of Michael?
Assignments:
Assignments
1. Informational Interview Paper Due
2.
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Discussion Questions:
2. Joe, a counselor in private practice, has been counseling Liza for the past
three weeks. During each visit, Lizas story is a repetition of the earlier
weeks, discussing similar events and leading to identical outcomes:
she discusses the issues she faces with her boyfriend, the ensuing
arguments, and the resulting frustration she feels. Joe interprets her story
as having themes and discusses with Liza the possible meaning or core
issues.
a. What are some of the areas Joe may consider in determining themes?
How should Joe interview Liza to identify the recurring themes? How
should Joe discuss his thoughts with Liza?
b. What will happen if Joe doesnt demonstrate to Liza that he has heard
and understood her story?
c. What concerns might you have if Joe refers Liza to another therapist
based on his belief that counseling is not progressing because Liza
continues to repeat same story?
2. David, a seasoned counselor in a local community health setting, has been
working as a counselor for many years.
a. Describe the benefits and opportunities if David were to obtain one of
the following types of supervision:
Individual Supervision: One-to-one supervision by an individual
with more experience.
Group Supervision: Supervision by more experienced colleagues.
Peer Supervision: Two or more colleagues sharing feedback and
support.
b. What are the strengths and drawbacks of each of these models of
supervision?
3. What are some ethical considerations regarding types of information
gathered in counseling settings and the protection of that information?
Assignments:
1.
Final Project
a. Discuss your personal growth over the past eight weeks utilizing your
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b.
c.
What measures were used? (Did they use already established measures or create their own measures? If they created their
own, what kind of reliability/validity data is available for their measures?) 5 points
How did they collect their sample? How large was the sample? Was the sample random? Did they have a control group?
5 points
How was the data analyzed? What statistical methods did they use? 5 points
What kind of research design did they use? 5 points
RESULTS:
What were their findings? What conclusions did they draw? 10 points
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ANALYSIS:
In this section you will do your own analysis of studies that could be done to follow up on this study, applications of this study,
and flaws that you see in the research design. 5 points
This paper will be scored on rubrics 1,2,3,4.
INFORMATIONAL INTERVIEW FINAL PROJECT
Your task is conduct an informational interview with someone in your chosen profession. The purpose of the interview is to learn about the operational
aspect of the professional role and gain an understanding on the associated professional life.
Some examples of questions you might ask are:
How difficult was it to build a career?
How did you obtain an internship or training?
How satisfied are you with your choice of career?
What didnt they teach you in school that you wish you had known?
What are your frustrations?
What do you find the most rewarding?
What do you do for continued professional and personal development?
How do you manage stress/burnout?
What is the most important thing you have learned from your profession?
What are your specialties in your career and why did you choose them?
What kind of training did you get for your specialty and what was required for licensure/certification in your field?
Include information about your interviewee such as their educational background, credentials, current work situation, training, licenses, cultural data,
and gender. In addition, reflect on the surrounding and setting where the interview took place.
Summarize the questions you asked and the information you collected.
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Analyze how the interview went. What was the persons response to the interview? What went well? What could have gone better?
What did you learn about the profession?
Grading requirements
Attendance/participation
A-
92 90 (278 -270)
3 Reflection Papers
B+
89 88 (269 -261)
87 83 (260 -246)
B-
82 80 (245 240)
C+
79 78 (239 -231)
77 73 (230 -219)
72 70 (218 210)
D+
69 68 (209 201)
67 63 (200 -189)
D-
62 60 (188 180)
59 and below
(Below 180)
Informational Interview
Analysis of Interview
Research paper
Midterm
10
points/class
60 Points(20
each)
40 Points
40 Points
40 Points
50 Points
Library:
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All resources in Argosy Universitys online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and
passwords.
Library Resources: Argosy Universitys core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering
all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science,
Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at
http://library.argosy.edu. Detailed descriptions of online resources are located at http://library.argosy.edu/misc/onlinedblist.html.
In addition to online resources, Argosy Universitys onsite collections contain a wealth of subject-specific research materials searchable in the Online Public
Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy
University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.
Information Literacy: Argosy Universitys Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The
tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and
evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their
comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosy.edu/infolit/
Academic Policies
Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the
submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly
references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington
DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th
Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as
consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.
Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from
academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments
through Turnitin, (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic
dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects
papers that share common information and duplicative language.
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Argosy University prepares students to serve populations with diverse social, ethnic, economic, and
educational experiences. Both
the academic and training curricula are designed to provide an environment in which students can develop
the skills and attitudes essential to working with people from a wide range of backgrounds.
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