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Nearly every student will go through the selection interview process to obtain a job in his or her future vocation. Regardless of the major of the student or the profession which they will pursue, the selection interview remains a constant. There has been some attention paid to the validity of the selection interview, and personality constructs for employee selection, but there remains a gap in the literature concerning the interviewer's "questions or the questioning process." Traditional interviews were based more on hypothetical questions that allowed candidates the opportunity to give the "right" answers without being completely honest. Bowers and Kleiner (2005) noted the ineffectiveness of the traditional interviews leading to successful hires. To remedy this problem, the behavioral interview was created. Behavioral interviewing is based on the premise that the best predictor of future performance is past behavior. In the activity described in this article, students will engage in a mock selection interview where they will experience one of the most common selection interviewing techniques: the behavioral-based interview.

This article describes an activity using Malcolm Gladwell's "The Tipping Point" as a supplemental text in an undergraduate group communication course. This book will help stimulate conversation and promote easy avenues for classroom discussion. In addition to weekly quizzes over each chapter to help facilitate rich classroom discussions, the primary learning activity incorporates topical papers and/or group presentations that draw from material within the book. For the topical papers, the objective is for individual class members to each write a short (two or three pages) paper reflecting on how a certain chapter applied to the class. Group communication themes that are covered in the main textbook and in class lectures will be reinforced to students by applying them to portions of "The Tipping Point." They should pull out stories and form a coherent message in their connection of Gladwell's writing to class material through reflection or topical papers. Group presentations would have a similar goal in that groups would present over a portion of the Gladwell text in order to amplify the meaning and understanding of various group communication terms and themes. A list of references and suggested readings is included.