CA200 Interviewing Theories & Practice

for U1T 2011

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CA 200 Interviewing Theories & Practice


U1T 2011 DL


Callan, Pamela A.


Adjunct Faculty


Master of Arts in English (additional graduate hours in Communication)
Master of Science in Education

Office Location

San Angelo, Texas

Office Hours


Daytime Phone


Other Phone



Semester Dates

06/06/2011 - 07/31/2011

Class Days


Class Time




Credit Hours


Interviewing Principles and Practices / Charles J. Stewart, William B. Cash Jr. -- 13th Edition. ISBN: 978-0-07-340681-7 (alk. Paper).

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Textbooks can be purchased through the Parkville Bookstore

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Course Description:
CA200 - Interviewing Theories and Practice Development and analysis of the interviewing process from the viewpoints of the interviewer and the interviewee. Consideration is given to strategies, ethics, the interview as a management tool, and a broad understanding of the communication variables involved in the interviewing context. Both practical and theoretical perspectives are examined. 3:0:3

Educational Philosophy:
I strongly believe in collaborative learning. My philosophy of teaching is one of interactiveness based on lectures, readings, quizzes, discussions, examinations, peer editing, web sites and videos. I strongly encourage each student to strive to reach his/her highest potential by reading, questioning, reviewing and discussing.

Class Assessment:
1. Survey Interview Project (100 points):

The Survey Interview Project is the core assessment for this course and consists of four parts:

  • Part I: Introduction: The introduction consists of a problems statement and a situation analysis related to the topic.

The problem statement should be written in present tense and describe the situation in specific and measurable terms. It should address the five W’s and the H: what is the source of concern, where is the problem, when is it a problem, who is involved or affected, why is this a concern, and how are participants involved or affected. The problem statement is concise and can usually be written in a sentence or a short paragraph.
The situation analysis adds depth and contains all the background information needed to expand upon and illustrate the meaning of the problem statement. It might include both internal factors (e.g. the policies of an organization or organizational structure) and external factors (e.g. the economy or global warming) that led to the problem.

  • Part II: Survey Questions

The questions should be designed to discover the kind of information that you are seeking. Since this is a pilot project the survey should not exceed 10 questions and should include a mix of closed and open questions. You should survey a minimum of ten people and your participants may be a “convenience” sample. In other words, for this study you are allowed to use friends, family, fellow students, and coworkers as your survey participants. For a more rigorous study you would be required to use random sampling techniques to yield a representative sample.

  • Part III: Results and Discussion

In this section you tabulate the results of your surveys and discuss your findings in a narrative form. In analyzing the results you should be looking for patterns of human interaction and drawing appropriate conclusions related to the purpose of your study.

  • Part IV: Directions for Future Research

In the final section of your project you answer the following questions:
1. Have I added to the pool of information on this topic?
2. Is there a need for further research in this area of inquiry?
3. What is the major weakness of my project?

There are specific due dates for each of the four sections and the completed project is due during Week 7. Students should consult the lecture and notes for Chapter 6 regarding the design of questions. The written portion of the project will be evaluated using the grading criteria indicated in your syllabus. The Survey Interview Project carries a value of 100 points toward your final grade.

The Survey Interview Project is divided into 4 parts (20+40+30+10=100 points):  

    • Part I: Introduction is due by week 4. (20 points) 
    • Part II: Survey Questions is due by week 5. (40 points)  
    • Part III: Results and Discussion is due by week 6. (30 points)
    • Part IV and Complete Survey Interview is due by week 7. (10 points) 

2. Weekly Quizzes (Weeks 1-7): Students are required to take a 10 question quiz |during weeks 1-7.   Each quiz is worth 10 points for a total of 70 points for the eight weeks.

3. Uncritical Inference Test (Week 2): After completing the Week 2 lecture, students will take the Uncritical Inference Test. The test is worth 20 points.

4.  Homework: Information about the homework will be provided about 1-4 weeks before the assignment is due.

Here is a list of the Homework assignments:

Television Interview Report (Due in week 4). Homework information is provided in Week 1.  Worth 20 points.
Would You Hire This Man? (Due in week 5).  Homework information is provided in week 4. Worth 15 points.
Designing Your Resume: (Due in Week 6).  Homework information is provided in week 4. Worth 15 points.

5. Discussion: (Week 1, 2, 3, 6, 7 and 8). Students are required to respond to the initial discussion question by Thursday at midnight and then respond to at least one classmate’s discussion post by Sunday at midnight. Please note: It is not enough to simply answer the questions posed in the discussion. You need to interact with your classmates to explore the topics more fully. Responses must be thoughtful and reflect knowledge of the week’s required readings. (More than just “I agree” or “Good Point!”). Each discussion is worth ten points for a total of 60 points for the eight weeks. 

6 Proctored Final Exam (Week 8): It will be a multiple-choice, and true and false questions exam that students will take in person with a proctor during the 8th week of instruction at one of the Park University sites around the country or at an alternative location approved by your Instructor where Park University sites are not available. The exam is worth 120 points. 

It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term. A proctor request form will be made available starting week 2 at Failure to arrange a proctor to take a final proctored exam will result in an automatic F in the class. The proctor will be accepted and approved by the instructor. The final exam will be closed book/closed note.

Park University site administrators or adjunct faculty are preferred proctors, but K-12 school teachers, counselors or administrators, certified librarians, testing centers at accredited colleges or universities are acceptable. Approved proctors may also include U.S. Embassy officials, military education officers, or testing control officers at U.S. military bases. Excluded from approval as proctors are family members, relatives, neighbors, friends, clergy, and employers, supervisors and co-workers.

For proctored examinations, photo identification is required at the time of the test.




Survey Interview Project - Core Assessment 
(100 points, complete project due by Week 7)
The 100 points are divided into 4 parts:
-Part I due by Week 4, (20 Pts)
-Part II due by Week 5, (40 Pts)
-Part III due by Week 6, (30 Pts)
-Part IV and the complete project due by week 7. (10 Pts)
20+40+30+10=100 points

100 points  

Weekly Quizzes (Weeks 1-7)
(10 points each, taken weeks 1-7)

70 points

Uncritical Inference Test (Week 2)
(20 points, taken week 2)

20 points

Homework: Television Interview Report  
(20 points, due by Week 4)

20 points  

Homework: Would You Hire This Man?  
(15 points, due by Week 5)

15 points

Homework: Resume
(15 points, due by Week 6)

15 points

Proctored Final Exam
(120 points, due by Week 8)

120 points

Threaded Discussion (6)
(10 points each, Weeks 1, 2, 3, 6, 7 and 8)

60 points


420 points

Letter Grading:

A = 90%                = 378-420 points
B = 80%                = 336-377 points
C = 70%                = 294-335 points
D = 60%                = 252-293 points
F = Less than 60% = 0----292 points

Grades and Feedback: Students can check grades and feedback in gradebook in eCollege.

Late Submission of Course Materials:

This is an interactive class and not a correspondence class; therefore, assignments are expected to be posted by the deadline indicated for the assignment. It is not fair to the other students in the class to permit late assignments to receive credit.  Assignments that are posted after the deadlines will not receive credit unless prior arrangements have been made with the instructor, and late assignments should be the exception and not become a pattern.

Learning in online courses is the most effective if assignments are timely. Not having face-to-face contact is a great challenge for this new medium of instruction and one way to feel a part of the class is to keep discussions going.  The most optimal learning environment for an online class is when assignments are posted and responded to in the week they are due. After each week is completed, the class moves onto another topic and students are not expected to go back to read and respond to a late posting.  

Classroom Rules of Conduct:

In this course, some people may have different opinions which you do not agree with. Be objective and respectful when responding to different points of view. Working online may make communication more difficult since you don't see each other's body language. To find out issue involving your online writing and posting please go to the The Core Rules of Netiquette.

  1. Online communications need to be composed with fairness, honesty, and tact. Spelling and grammar are very important in an online class. What you put into an online course reflects on your level of professionalism.
  2. It is important not to take disagreement personally.
  3. Responses to different ideas and observations need to be objective. Being objective means maintaining boundaries and not making personal attacks on the ability of others or making statements that have the potential to be taken personally.
  4. An important part of online learning is discussion. Differences in thinking are good because our knowledge is broadened.
  5. Because we have differences, we will have conflict. The important thing is to handle conflict in a way that does not create defensiveness, which does not promote learning.

You can see more about core rules of netiquette at If you have questions about any of these policies, please contact your instructor.

Course Topic/Dates/Assignments:

Week 1
Lecture: The Fundamentals of Interviewing
Threaded Discussion: Feedback (10 points)
Read Chapter 1: An Introduction to Interviewing and Chapter 2: An Interpersonal Communication Process
Reading Homework: Television Interview Report (20 points, due on Week 4 Thursday)
Quiz over Chapters 1 and 2 (10 points).
Week 1 Final Review Questions

Week 2

Lecture 1: Common Pitfalls of Asking Questions
Lecture 2: The Inference-Observation Confusion
Lecture 3: Planning and Structuring the Interview (due week 4)
Threaded Discussion: Creating Rapport (10 points)
Read Chapter 3: Questions and Their Uses and Chapter 4: Structuring the Interview
Quiz over Chapters 3 and 4 (10 points).
Uncritical Inference Test (20 points)
Week 2 Final Review Questions

Week 3
Lecture: Survey Interviews
Read Chapter 6: The Survey Interview
Reading Homework: Survey Interview Project.   Send your instructor an email indicating that you understand all the requirements and required due dates of the Survey Interview Project.
Threaded Discussion: Motivation (10 points)
Quiz over Chapter 6 (10 points).
Week 3 Final Review Questions

Week 4
Lecture 1: The Ten Most Dangerous Topics in an Employment Interview
Lecture 2: The Employment Interview from Both Sides of the Table
Read Chapter 7: The Recruiting Interview and Chapter 8: The Employment Interview
Reading Homework: Would You Hire This Man? (15 points. Due Week 5)
Reading Homework: Designing Your Resume (15 points.  Due Week 6)
Due: Television Interview Report (20 points)
Due: Survey Interview Project, Part I (20 points)
Quiz over Chapters 7 and 8 (10 points).
Week 4 Final Review Questions

Week 5
Lecture: Performance Interview and Counseling Interviews
Read Chapter 9: The Performance Interview and Chapter 12: The Counseling Interview
Due: Would You Hire This Man? (15 points)
Due: Survey Interview Project, Part II (40 points)
Quiz over Chapters 9 and 12 (10 points).
Week 5 Final Review Questions

Week 6
Read Chapter 10: The Persuasive Interview: the Persuader
Threaded Discussion: Changing Your Image (10 points)
Due: Designing Your Resume (15 points)
Due: Survey Interview Project, Part III (30 points)
Quiz over Chapter 10 (10 points).
Week 6 Final Review Questions

Week 7
Lecture: Bypassing
Read Chapter 11: The Persuasive Interview: The Persuadee

Due:  Discussion - Language Strategies and Persuasion (10 points). 
Due: Completed Survey Interview Project including Park IV (10 points)
Quiz over Chapter 11 (10 points).
Week 7 Final Review Questions

Week 8
Due:  Discussion - Changing Your Image (10 points).
Proctored Final Exam: Chapters 1-4, 6-12, (120 points) 

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Additional Information:
My Biography: I have served as an adjunct instructor for Park University since 2002 through the Goodfellow AFB campus in San Angelo, Texas and online since 2004. I received an MA in English with a minor in Psychology from Angelo State University in 1989 and an MS in Education from Capella University in 2002. I earned a graduate certificate in Diversity Studies in 2003 from Capella University, and have earned additional graduate hours in English, communication, history, management, psychology, and sociology(human services) from Angelo State University, Sul Ross State University, and Capella University. My areas of interest are communication (both small group and interpersonal), English literature, public speaking, race and ethnic relations, the study of the lifespan, and the study of the family.


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Last Updated:5/11/2011 3:10:12 PM