STIC - Engineering:
Work Search
(Module 2)
Employment
 Interview Questions
(Topic 2)
Content
The facilitator should be familiar with the following:
- Conference Board of Canada, Corporate Council on Education, Employability
Skills 2000+: The Critical Skills Required of the Canadian Workforce
. (This brochure is downloadable from the Conference Board of Canada's
Web site at conferenceboard.ca).
- National Occupational Classification (NOC)
descriptions of engineering disciplines (mechanical, chemical, electrical/electronic
and industrial). These can be downloaded from the NOC Web site: www23.hrdc-drhc.gc.ca/2001/e/generic
/welcome.shtml.
- The Department of Human Resources and Skills Development (previously
Human Resources Development Canada), Essential Skills Occupational Profiles.
(See www15.hrdc-drh
c .gc.ca/English/general/es.asp).
The facilitator should prepare examples of skills and attributes required
by engineering professionals. Familiarity with employer expectations
in an engineering context is important. In addition, the facilitator
should be sure to use recent job ads in this lesson.
Delivery
Make as many copies as necessary of the following handouts  :
- Handout 1A, 1B Job Interview Excerpts
- Handout 2 Comprehension Check
- Handout 3 Engineering Functions Reference Handout
- Handout 4 Engineering Functions and Verbs
- Handout 5 Verb and Noun Collocations
- Handout 6 Interview Questions (one copy for each group,
cut into strips)
Materials needed: chart paper, markers, overhead projector
and OHT 1 and 2 .
Methodology
Introduction
(15 minutes)
1. Explain that the Work Search Module is a two-day
workshop and that they are going to build upon their work from the previous
lesson.
Review transferable skills with the participants (skills that can be
taken with you and adapted to a variety of work environments). Divide
participants into groups of three and give each group a sheet of chart
paper with a marker. Without opening their books, have them list what
they think are employers' "top ten transferable skills." Give them five
minutes maximum. Have each group post their list on the wall and discuss
as a whole class. Make sure the following are mentioned: analytical/problem-solving,
flexibility, interpersonal, oral/written communication, organization/
planning, time management, motivation, leadership, initiative/ self-starter,
team player.
2. Explain that there are various types of interviews and that today
we are concentrating on the screening interviews usually conducted by
Human Resource departments of large companies. In small companies, interviews
tend to be more technical. Pre-Tasks
1. (25 minutes)
Explain that participants will
have the opportunity to read parts of an interview. Distribute Handouts
1A, 1B, and 2. Have the participants read the two interview excerpts
and answer the questions. Ask them compare their answer with a partner.
Take up with the class. Make sure the purpose of this pre-task is
clear: interviewees must provide concrete examples of their skills
and attributes.
2. (20 minutes)
Explain that to have an effective
interview for an engineering job, engineers have to relate their
skills and attributes within the context of their previous professional
practice. Elicit from the class what they think are the eight kinds of engineering
activities and write them on the board.
Engineering activities can be divided into eight groups: research,
development, design, production, construction, operations, sales,
and management. Group the participants according to discipline and
have them discuss each activity and write a group definition. Alternatively,
if there are time limits, the groups can be assigned two or three
activities each. Elicit examples from volunteer groups. Distribute
Handout 3 as a reference.
3. (25 minutes)
(optional)
Distribute Handout 4 and have participants
match the verbs with one of the eight groups. Have them add any other
verbs and generate their own lists (also note that one verb may fit
into more than one group). Use OHT 1 to review the activity as a whole
class.
4. (30 minutes)
Explain to the class that some
verbs and nouns are commonly associated. Distribute Handout 5 and
have participants associate the verbs with the phrases. Make sure
that participants decide on the most common or typical associations.
Take up as a whole-class activity using OHT2. 5.
(30 minutes)
Have participants refer to their
list of skills and attributes from the previous lesson. Explain
to the participants that they will be given the opportunity to
provide concrete examples from past job experiences to substantiate
the attributes and skills they claim to have. This is a vital
part of the interview process and one for which they can prepare.
Have participants refer to the eight engineering activities and
the interview excerpts when they prepare examples to justify
their skills and personal attributes. Explain that this preparation
is important for the next task, which is an opportunity to practise
answering interview questions.
6. (15 minutes) (optional)
Afterwards, have the participants
exchange information with a partner. They should share their
information and give each other advice and make suggestions. Tasks
1. (30 minutes)
Explain that they are now ready
to go to an employment interview. If possible give participants
time to compile a list of questions that they have been asked during
their actual job interviews. (These questions may be used for the
group task: have participants write them on cue cards or slips of
paper). Explain that for the task the class will work in groups.
Each group will be given interview-type questions written on strips
of paper. Each question must be answered by relating skills or attributes
that to their engineering experience. Emphasize that the questions
are not easy, but that they are typical interview questions. Instruct
participants to get into groups (discipline specific or other)
and distribute the strips of paper. One participant chooses a strip,
reads the question, and selects another to answer the question,
thus simulating an actual interview. Continue the process, ensuring
that all participants answer at least two or three questions. Post-Task
1. (10 minutes)
Ask for participant responses to
the activity. What difficulties were experienced? Why do they think
employers ask such questions? Reassure participants that one can
prepare for the interview and that practice and an analysis of
one's skills and personal attributes is an important part of the
job search process.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Work Search: Topic
2 [185 KB, 18 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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