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1. Interviewing: An Important Part of the Job Search Process.

Author

Clarke, Lillian Wilson

Abstract

A job seeker who has been asked to come in for an interview is generally one of many applicants with equally acceptable credentials. Students' chances of getting a job can be enhanced by carefully studying job interview techniques. A productive approach to this study, which can be integrated into a variety of business courses, consists of three essential parts: pre-interview preparation, the interview, and the follow-up after the interview. Pre-interview preparation consists of a survey of possible places of employment, securing information on the selected company, and creating a resume for the specific position. Dressing appropriately and arriving early for the interview also make a favorable impression. There are two kinds of interviews: observation, during which the job seeker is permitted to speak freely while being observed; and the stress interview, during which the interviewer asks a minimum of questions and then may stare at the job seeker, causing him or her to respond nervously. The job seeker can ask a variety of questions, during any uncomfortable pauses in the interview, for example, questions regarding chances for advancement and the impact of the job on the overall functioning of the company. Following the interview, the candidate should write a brief letter to the interviewer, or telephone the interviewer, to thank him or her for the time spent. Appropriate writing assignments or interview role playing can be incorporated into the classroom to teach these techniques. (An interview checklist is included.) (HTH)

Published
1983

2. Improving Oral Communication Skills in the Basic Business Communication Course.

Author

Clarke, Lillian Wilson

Abstract

Recent studies show that training in oral communication skills is one of the primary needs of industry. Among those skills are listening, persuading, and instructing. One reason that oral communication skills are becoming increasingly important is that business, industrial, and government organizations are larger and more complicated than they were 20 or 30 years ago so that employees must work together with more and more people. Another is that the diversity in the American work force requires that one be a skilled communicator. Business educators can implement a number of strategies in their basic business communication classes to make oral communication an integral part of their classes. First, students should be encouraged to talk in class as early as the first meeting. Second, students should give short presentations to the class as it progresses through its first weeks, although these do not necessarily have to be assigned letter grades. Third, grades should be given on formal oral presentations during the final weeks of class. Fourth, one of the short presentations should be videotaped and evaluated by peers. Fifth, listening skills should be incorporated as an important part of oral communication. Finally, teacher's lesson plans should allow for impromptu speaking opportunities. These strategies will improve a basic business communication course by making it more exciting and significant. (DF)

Published
1983

3. Implications and Recommendations for Instruction in Business Education Classes Relative to Types of Computers and Types of Software Used in Louisiana Post-Secondary Business Education Programs. Vocational Education Research.

Author

Southern Univ. in New Orleans, LA. and Clarke, Lillian Wilson

Abstract

A study was conducted of the use of computers in business education programs in four-year publicly funded colleges and universities in Louisiana. The study was conducted to provide business educators with a practical reference on computer uses in postsecondary business education programs and to determine if the schools have long-range plans and means of implementing those plans for computer use. A 50-item questionnaire was developed and mailed to all business education department heads and faculty at four-year state-supported colleges and universities, with a response rate of 79 percent (56 questionnaires). Some of the findings of the study were the following: (1) to be computer literate, one must have a knowledge of computer terminology and concepts and have the ability to use computer programs; (2) adding or restructuring courses seemed to be the predominant means of incorporating computer instruction into business education curricula; (3) applications, tutorials, and drill/practice software packages were most often used; (4) vendors supplied equipment and materials but were used only nominally for computer instruction, placement, and follow-up; (5) graduates obtained employment based on computer skills; (6) certificates for computer training had little importance; and (7) administrative support of computer instruction is very important. Recommendations were made for increased planning and evaluation of computer instruction in business education. (67 references) (KC)

Published
1988

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