academic decathlon interview...academic decathlon 3. assign a judge who will be res (3) ponsible for...
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Academic Decathlon
INTERVIEW ORIENTATION PACKET
A Contest of Academic Strength Providing academic competition to encourage, acknowledge and reward academic excellence
through teamwork among students of all achievement levels.
Table of Contents
Instructions for Interview Judges ......................................................................................Preparation For the Interviews .........................................................................................Distribution of Materials Before Each Interview ..............................................................After Each One Hour Session ............................................................................................After All Interview Sessions Have Been Concluded ..........................................................Time Format and Room Setup ..........................................................................................Interview Lead Judge’s Script ............................................................................................Conducting a Successful Interview ....................................................................................Sample Topics for Oral Interview Questions .....................................................................Descriptors For Interview Evaluation Form (Rating Scale) ...............................................Sample Scantron Form ......................................................................................................Evaluation Form ................................................................................................................
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1‐10‐17
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INSTRUCTIONS FOR INTERVIEW JUDGES
PREPARATION FOR THE INTERVIEWS
1. SET UP ROOM
A. Make sure that the Decathlete Roster and “Please wait here” sign is posted
outside the interview room. The sign on the door asks the decathletes to
wait outside until the time for their interview. This procedure will ensure
there will not be an interruption while interviewing a decathlete.
B. Set up room and chairs following the diagram on Page 5. (Note: rooms may
already be preset and an inspection may be all that is needed.)
2. REVIEW PROCEDURES
Review the following procedures as well as the attached time schedule with the
other judges in your room before the first decathlete enters the room:
A. Identify which judge will monitor the questions and time during each
interview session.
B. Each judge should select 2‐4 questions that will be read. All judges should
ask at least one question and take part in the scoring.
C. Stay on schedule. If you get behind, you may make up time during breaks,
but it is essential each decathlete feels at ease, respected and not rushed.
Ask open‐ended questions that encourage decathletes to talk. Do not argue
with a decathlete’s ideas or get into a discussion with the decathlete by
stating your ideas or viewpoints. Failure in any of the above may prompt a
coach to lodge a protest, which would greatly upset the time schedule.
Also, please do not talk about yourself.
DISTRIBUTION OF MATERIALS BEFORE EACH INTERVIEW
Before Interview begin.
1. Assign a judge who will hand out Scantron sheets to the other judges. Judges will do
the following (refer to page 10 to view a sample Scantron):
Print Judge’s first name
Print Decathlete’s first name
Print Decathlete’s ID number and completely bubble in the ID number.
2. Judges need to verify that the decathlete’s name and ID number are correct.
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3. Assign a judge who will be responsible for inviting the decathlete into the room.
Make sure all judges are ready before inviting the decathlete into the room.
4. Cordially greet the decathlete and introduce her/him to the judging panel (see
“Judges Script” on Page 6). The judges will individually introduce themselves to the
decathlete.
DO NOT PENALIZE THE DECATHLETE FOR REVEALING CITY, COUNTY, OR SCHOOL NAME.
5. Begin interview process. Allow 6‐7 minutes per decathlete. When 6 minutes have
passed, announce one minute remains and asks for final comments.
6. Permit the decathlete to leave immediately after the interview.
7. Allow time for judges to enter their scores before bringing in the next decathlete,
and, if necessary, discuss any concerns regarding questions asked of decathlete.
8. Repeat the Procedure described in “Distribution of Materials & Judging Process.”
AFTER EACH ONE HOUR SESSION
1. Assign a judge to be responsible for collecting the Scantron sheets from the other
judges after each interview and verify the return of all Scantron sheets for each
judge and each decathlete.
2. Place the Interview sheets in the correct manila pick‐up envelope and include a copy
of the Interview Roster with all notes for that hour.
3. Place the envelope in a designated area. Note the instructions on the pick‐up
envelopes to determine if a runner will come by to pick up the Scantrons or if your
team will deliver the envelope to the test collection center.
AFTER ALL INTERVIEW SESSIONS HAVE CONCLUDED
1. Judges: please clean your room and put all furniture (i.e., desks) back into a
classroom format. If any chairs are in the hall, please return them to the room.
2. Return all supplies to Test Center located in the Library.
Thank you for volunteering for this event. We appreciate your time!
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TIME FORMAT AND ROOM SETUP
Desks may be used in place of tables.
Look to make sure decathletes are not facing a window/door that could distract them during their presentation.
TIME FORMAT
Time allotted each decathlete Time for introductions and review of procedures (script) ................................... 1 minutes Interview ................................................ 6 - 7 minutes Adjudication ................................................. 2 minutes _________________________________________ Total Time .................................................. 10 minutes
Next Decathlete
Door
Decathlete
Table(s) or Desk(s)
5 ft
ROOM SETUP
five feet distance between decathlete and judges’ table
Judges (lead judge at one end of table/desk)
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JUDGE’S SCRIPT
1. "Welcome to the interview room. My name is
____________________________________, and I will be participating as one of the
interview judges today."
2. "I would like you to meet your other judges.”
(Judges Self Introductions) 1. ______________________________________
2. ______________________________________
3. "Please tell us your first name and your identification number."
4. "Please have a seat. The interview will last approximately 6 ‐ 7 minutes."
(Introductions and instructions should take 1/2 minute.)
5. “When 6 minutes have passed, I will notify the judges that a minute remains and will
ask for conclusion.”
6. “At the end of 7 minutes, I will notify the judges that time has expired and it’s time to
conclude our interview, no more questions will be asked.”
7. "Let's begin. Briefly tell us a little about yourself.” (should take approximately 20 – 30
seconds)
(Begin the 7 minutes when the decathlete begins his/her self‐introduction.)
(Following the decathlete’s self‐introduction, nod to the judge who will be asking the
first question.)
(Subtly notify the judges when there is a minute left in the interview. Avoid
interrupting a decathlete when he/she is speaking. Wait until he/she has completed a
statement. When time ‐ 7 minutes ‐ has expired and the decathlete completes the
question, the assigned judge will say, “time.”)
8. "Thank you. You are excused, and we wish you the best of luck in the competition."
(If you are on schedule, judges should have time to complete their scoring
independently of each other before admitting a new decathlete to the room. If you are
running late, admit the new decathlete immediately. Strictly adhere to the time
schedule.)
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CONDUCTING A SUCCESSFUL INTERVIEW
The success of the interview depends on how well and how quickly you can create a pleasant understanding
with the decathlete.
1. Determining Environment. Manner, attitude, and tone of voice are important in creating the proper
interviewing climate. In the short time available, establish a pleasant, relaxed atmosphere in which the
contestant is assured of your sincere interest and attention. Encourage the contestant to talk about
himself/herself.
Ensure privacy without interruptions ‐ closed door, etc.
Maintain an attitude of pleasant receptiveness, quiet confidence, and intelligent objectivity.
Establish rapport and put candidate at ease.
2. Managing Interview. The judges are in charge of the interview process. Control, direct, and guide the
interview. Set a steady pace and ask the questions according to the structured interview format.
Keep initiative but be responsive.
Cover all of the topics and devote enough time to each part.
Conduct the interview so the decathlete plays the dominant role and the interviewer is the
stage manager.
Steer the conversation without intruding on it‐‐refrain from expressing your personal opinion
or values‐‐be objective.
Encourage decathlete to talk openly and freely.
Pace questions so decathlete can give adequate replies without dwelling on irrelevant
information.
Indicate when the interview is coming to a conclusion.
3. Listening Intelligently.
Concentrate on what the decathlete is saying.
Allow decathlete to complete remarks without interruption or second‐guessing.
Listen attentively.
Show interest.
Give decatheltes the time they need to think of examples and answer the questions.
4. Coming To The Conclusion.
Empathy, fairness, and good judgment are working tools for a good interview.
Bring interview to an end gracefully and naturally without rushing to a close.
5. Silent Gaps.
Summarize points made by the decathletes and lead into the next question.
Keep asking for specific examples.
Give encouragement by rephrasing question.
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SAMPLE TOPICS FOR ORAL INTERVIEW QUESTIONS
QUESTIONS ASKED OF THE DECATHLETES CAN BE BASED ON THE STUDENTS SELF‐INTRODUCTION OR TOPICS SIMILAR TO THOSE LISTED BELOW. THE QUESTIONS THAT FOLLOW ARE ONLY EXAMPLES:
1. PERSONAL OBJECTIVES & ACADEMICS a. “What do you enjoy most about school?” b. “How do you like to spend your time after school?” c. “Describe your biggest challenge at school?” d. “Do you feel it’s important to be involved in extra‐curricular activities? Please
explain.” e. “What did you do as a member of ?” f. “How has participation in affected you
personally?”
2. ACTIVITIES (During and After School) a. “Describe the type of community service activities you are involved in or
would like to be involved in.” b. “What meaningful experiences did you have as a ?” c. “What kinds of skills have you acquired as that will
help you in a future job?” d. “In what other activities would you like to have participated? How would
they help you in the future?”
3. COMMUNITY INTERESTS AND ACTIVITIES a. “How do you feel your current activities (school and/or out‐of‐school
activities) will benefit you in the future?” b. “What would you like to accomplish in the next five years?” c. “Perhaps you would share with us some of your dreams for the future.” d. “What are some of the things you would like to do upon graduation?”
4. ACHIEVEMENTS
a. “How did you become interested and/or involved in the Academic Decathlon?”
b. “What is the most difficult event in the Academic Decathlon?” c. “What have been the benefits of being a Decathlon team member?”
5. INFLUENCES & VALUES
6. MISCELLANEOUS IDEAS
a. “What values do you consider to have most strongly influenced your life?” b. “What personal quality do you possess that will benefit society or your
community and why?” c. “If you could travel anywhere, where would you go and why?” d. “If you could solve a social problem, what would it be and how do you
think you would solve it?” e. “Who do you consider to be the most influential person in your life?” f. “How has this person influenced your personal growth?”
DO NOT ASK A DECATHLETE WHAT SCHOOL THEY ATTEND OR AREA THEY REPRESENT. ALSO, AVOID ANY QUESTIONS THAT PROBE RELIGIOUS BELIEFS, DATING HABITS, PARENTAL RELATIONSHIPS, ETC.
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DESCRIPTORS for INTERVIEW EVALUATION FORM Rating Scale
Voice is the way a speaker controls volume, clarity, and distinctness of voice to gain greater audibility. Voice should have a variety in the rate, volume, and pitch to engage interest, hold attention, and convey self‐assurance.
Language Usage refers to the appropriate choice of words, proper use of grammar, and correct enunciation. Language should promote clear understanding of thoughts and be appropriate for the occasion.
Interpersonal Skills are measured by the decathlete’s ability to establish rapport with interviewers. The decathletes’ response should correspond to and interact with the interviewers’ questions, and he/she should stimulate an involvement with the interviewers.
Non‐Verbal Language refers to the manner in which the decathlete uses gestures, facial expressions, and physical involvement for effective communication. It is the indirect revelation of the decathlete’s real self while speaking. The decathlete should speak with enthusiasm and assurance, showing interest in the interviewers and confidence in his/her responses.
Through the interview process, the individual reveals:
Problem Solving Skills Creating/Developing Skills Organizational Skills Analytical Skills Interpersonal Skills Promotional Skills
When asking questions of the decathlete, keep these skills in mind. Help the decathlete to develop experience in answering questions that reveal these skills.
Manner is measured through the candidate’s ability to speak with enthusiasm and assurance while showing interest in the interviewers and confidence in their reactions. The decathlete should be direct in his/her response.
Listening Skills refers to the ability to analyze and interpret “what is being asked.” In order to answer skillfully and address the issue being considered, the decathlete must listen carefully and attentively. The decathlete’s responses to the questions will give an indication of his/her level of attention and ability to identify, sort, and process the information being requested.
Answering Skills refers to the ability to 1) address the issue being considered; 2) present information in a clear and concise manner; 3) organize information in a logical and sequential order; 4) adjust responses appropriately to a variety of audiences; and 5) pace conversation to convey necessary information and achieve purpose. Order, logic, imagination, intelligence, and other personal qualities are reflected in the way answers are given. A well thought out answer engages the interviewers’ attention and gives insight into the decathlete’s personal qualities, skills, goals, and experiences. Relevant examples and illustrations support the answers. All information presented should be relevant to the question being asked.
Responses refers to the quality of the answers given. The decathlete should reflect on the questions to provide thoughtful and insightful responses. A well thought out answer engages the interviewers’ attention and gives insight into the decathlete’s personal qualities, skills, goals, and experiences. The answers are supported by relevant examples and illustrations. All information presented should be relevant to the question being asked. The decathlete should speak with certainty and conviction.
Overall Effectiveness measures the 1) nature of information provided; 2) manner in which it was communicated; 3) overall impression it created, and 4) rapport established between the interviewer and decathlete. Some of the questions to consider are: Did the decathlete provide the information requested in a skillful manner? Was the information relevant and meaningful? Was the decathlete able to achieve a positive impression of his/her skills, experiences, and personal qualities?
Appearance refers to the appropriate attire of the decathlete. The decathlete follows USAD dress standards.
Corresponds to the USAD Scantron Interview Evaluation Form USAD, February 2004
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John I - 07
Sarah 1 0 1 3
Sample INTERVIEW Scantron
ACADEMIC DECATHLON
INTERVIEW VOLUNTEER EVALUATION FORM
Chart: Y = Yes N = No = Excellent = Great = Average = Below Average = Poor Yes No R
ating
Questions / Comments
1. Do you feel you were given adequate training to perform your job? Comments:
2. What was the most critical component of the training that you found valuable?
3. Was the time allotted sufficient for the training? Comments (suggestions):
4. Was the time allotted sufficient for each decathlete, judging, etc., in the actual session? Comments (suggestions):
5. Would you be willing to judge again in the future? If yes, print name and phone number at the bottom of this evaluation form. Comments:
Additional comments can be made on the back of this evaluation form.
Print Name (optional): Phone:
Y
N
Y
N
Y
N
Y
N
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