Inspire Team

Interview Practice

by for .  
#communicating with confidence
45 - 60

Goal

This activity aims to enhance learners' communication skills by providing an opportunity to act as both interviewers and interviewees. The focus is on practicing effective question-asking and articulating ideas and thoughts. Learners will take turns conducting interviews, sharing something they are proud of or interested in. This interactive exercise promotes active listening, empathy, and the ability to communicate information clearly.

Materials

    Instructions

    1. Introduction

      1. Briefly explain the purpose of the activity: to practice interviewing and being interviewed.

      2. Emphasize the importance of effective communication, both in asking questions and providing responses.

      3. Let learners know that this isn’t a test, there are no right or wrong answers, and it’s just an opportunity to practice two important skills - question asking and interviewing.

      4. Divide learners into pairs.

      5. Instructors should also participate in steps #2 and #3 in order to be prepared to demonstrate to the group in step #4.


    1. Preparation

      1. Instruct each learner to think about a topic they'd like to discuss during the interview (e.g., an accomplishment, hobby, business/community project idea or interest).

        1. Tell them to imagine they are being interviewed by the local news about this accomplishment, hobby, idea or interest and they have 2-3 minutes to share with the audience.

        2. Learners can also choose to be interviewed about their business or community project endeavour if they have one.

      2. Ask them to share this topic, in a few sentences, with their partner in advance.


    1. Question Generation

      1. Ask learners to consider what makes a good question. Invite them to share their responses. Examples include:

        1. Purpose: There’s a good reason for asking the question

        2. Clarity: The interviewee doesn’t need to ask questions in order to understand the original question

        3. Simplicity: Long or run on questions can be confusing and difficult to answer, or may cause the interviewee to get distracted or confused.

        4. Open ended: Closed questions can be helpful in confirming facts and ensuring clarity, but open ended questions tend to allow the interviewee to expand and elaborate, which leads to more expansive discussions.

        5. Relevant: Good questions don’t seem random. They follow the sequence of conversation, connect or build on the topic.

        6. Neutral: Good questions don’t imply that the interviewer already knows the answer, or is trying to guide the interviewee to give a specific answer. Good questions aren’t biased.


    1. Ask each learner to create a list of thoughtful questions related to their partner's chosen topic.

    2. Remind them to consider open-ended questions that encourage detailed responses, and to approach the interview with curiosity and a genuine interest to learn more about their partner.

      1. This may mean identifying new questions in the middle of the interview, and deviating from their original plan, or changing the order of their questions to flow with the conversation.


    1. Demonstration

      1. Wherever possible, the instructors should provide a brief demonstration of the interview process to set a clear example for the learners.

      2. Instructors should go through steps 2 & 3 alongside the learners, and then demonstrate their interview prior to learners moving onto step 5.


    1. Interview Sessions

      1. Round 1: Learner A interviews Learner B. Allow 2-3 minutes for the interview at a minimum, up to 5 if Learners need more time.

      2. Round 2: Reverse roles. Learner B interviews Learner A.


    1. Debrief

      1. Guide the learners through a debrief using the questions provided and any others that may help solidify the learning. 

    Background

    Preparation

    • Ensure learners have access to a quiet space for interviews.

    • Share guidelines on respectful and constructive feedback.

    • Consider the pairings in advance to ensure learners are in pairs where they would be both comfortable interviewing and being interviewed/sharing.

    • If adapting or modifying the activity, ensure the debriefing questions are also adapted to account for these changes. 

    Technology Considerations

    • If conducting virtual interviews, ensure learners are familiar with the chosen platform.

    • Test audio and video settings in advance.


    Additional Context

    Enhanced Communication Skills: Learners gain practical experience in both asking insightful questions and articulating their thoughts effectively. This fosters improved communication skills applicable in various personal and professional contexts.

    Active Listening and Empathy: The activity promotes active listening as learners engage in meaningful conversations. By taking turns as interviewers and interviewees, learners develop empathy by understanding the importance of thoughtful questioning and considerate responses.

    Preparation and Structured Communication: The emphasis on preparing questions in advance encourages learners to think critically about the information they want to receive and convey. This highlights the significance of structured communication in delivering a clear and comprehensive message.

    Building Confidence in Self-Presentation: Engaging in interviews about personal achievements or interests provides an opportunity for learners to build confidence in self-presentation. This newfound confidence can positively impact how individuals communicate their ideas in various settings.

    Tips for Localization

    Optional adaptation: Create an opportunity for learners to interview a community member, business owner or elder. Rather than doing this activity in pairs, they can practice their interviewing skills on someone in the community by preparing questions in advance doing research, and then practice interviewing with this person.

    Optional adaptation: Create an opportunity for learners to be interviewed by someone with strong interviewing skills. This could be a journalist or storyteller from the community who could take time to spend with each learner 1:1 so they have the opportunity to practice interviewing skills.

    Debrief Questions

    • How did it feel to be on both sides of the interview?

    • How did the preparation of questions impact the quality of the interview?

    • What did you learn about your partner through this process?

    • Can someone share an instance where you felt the interviewer demonstrated active listening. How did it make you feel?

    • Was there a moment where the conversation deviated from what you had planned or expected? How did you adapt and what was the outcome? (This can be asked of both interviewers and interviewees)

    • Were there any questions you weren’t asked that you would have liked to have been asked?

    • In what ways can you imagine applying these skills in your life?

    • Did you prefer being an interviewer or an interviewee? What was it about the role that resonated with you?


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