Final.10.8.15 inde 231 b

Interviewing: purpose, process, and preparation

Focusing on: the academic job search Joe Bucher and Latishya Steele

October 8, 2015

Agenda• Purpose• Process• Preparation & Practice • Navigating behavioral questions

Interviewing What questions/concerns do you have about interviewing?

Purpose

MetaQuestions1. Why should we hire

you?

2. Why do you want to work here?

3. How will you fit in here?

Activity: Examining a job descriptionIn groups of 4-5:

Individually (3 minutes): Examine the job description.

In your group (5 minutes): Create a list of possible questions or topics that you would ask if you were on this search committee.

Spokesperson (1 minute each): Report your findings back to the class.

Activity: Examining a job descriptionPossible Questions:• What is the broader significance of your research?• Tell me where your research will be in 5 years.• What are your plans for applying for external funding?

• How have you used technology in the classroom? • Given your research work at a large, prestigious university, what attracts you to

teaching at our school?• Describe your philosophy of teaching.

• Are you willing to become involved in committee work?• How do you feel about living in [a big city/small town/opposite side of country from

where you’ve been living]?• How would you see yourself contributing to the mission of the college and the campus

atmosphere?

Process: interviews

Phone interview:• Typically with Department Chair or Committee Chair• Discuss potential dates of visit• General itinerary and travel arrangements

In-person interview Duration: • Typically 1-2 days • 12+ hours per day

Points of contact: • Search committee• Dept. Chair• Dean (Provost, President, Chancellor)• Graduate students/postdocs/undergraduates• Potential faculty collaborators (if there is someone you would like to meet,

arrange ahead of time)

Preparation: Non-verbal cues

“What you do speaks so loudly, that I cannot hear what you say.”Ralph Waldo Emerson

Preparation: Know yourself • What is unique to you

and why is that of benefit to them?

• How are you a match with the department/institution/needs/people?

Preparation: ResearchDepartment level:• What has that group published recently?• What techniques are others in the group using?• Who funds their research and what are the funders

requirements? • Who ought to be interested in what you do?

University level: • What strategic goals do they mention?• Mission and values? • Types of students?

Where to look:• Institution: web site, job description, blog, etc.-breadth of fields in department, connections to research, potential collaborations-courses taught, interdisciplinary programs, courses you could teach or create-opportunities to contribute via service

• Web sites: Glassdoor, LinkedIn, Twitter, Research Gate -Overall process, interview, culture, salary

• Employees: Friends, classmates, faculty, alumni, info interviews

Tough interview questions: Do’s and Don’tsDo:• Be prepared for behavioral, technical, and open-ended

questions. • Know what is on your CV.• Respond honestly and authentically.• Ask for clarification.Don’t• Do not lie or fake your way through a response.• Tell the interviewer what you think they want to hear.• Answer if you are unclear of what you are being asked.• Feel rushed to respond immediately.

Behavioral Interview Questions: SAR Model

• Situation• Action• Response

Your questions for them

Next Steps• Examine potential interview questions and prepare• Practice and receive feedback• Develop a “bank” of responses for behavioral questions • Appointment with the SoMCC for a mock interview• Ask others about their interview experiences• Create a shared doc of questions with others

RESEARCH/TEACHING JOB TALKSLatishya J. Steele, PhDOctober 8, 2015INDE 231B

Research/teaching job talksWhat concerns do youhave about your job talk?

Agenda

• Purpose• Preparation

• Content• Format

• Practice

Purposes of research and teaching talks

Impressive candidates…

Inform, excite, delight

Display strong fit

Have a clear

message

Engage their

audience

Convey comfort

with content

Reflect passion

Raise questions

Preparation: Pre-talk• Understand your audience• Know your timing • Identify a contact person• Clarify their expectations for your talk• Spec out available tech

Preparation: Content flow

Question What you care about

Impact Why they should care, too

Approaches Ways you answer the question

Outcomes Results of your approaches

Next Steps Working here would help by …

Activity: Craft your content flow• Think and write on your question,

impact, approach, outcomes, and next steps for a research project (2-3 min)

• With someone not in your research field, share and receive feedback (5-6 min total per person)

• Report out on learning process (1-2 min)

• Why did we do this activity?• Prep for week 4

Sample structure for 45-minute talk

Content Time Target Audience Detail Level / Purpose

Question/Impact 15 Everyone Your parents would understand it

Approach 10 People in related fields Show you know the field

Outcomes 10 People who work in your field

Show that you are the world expert on something

Conclusions 10 Everyone Relate results to big picture

Adapted from “The Academic Job Talk,” http://cgi.stanford.edu/~dept-ctl/tomprof/posting.php?ID=1085

Need to give teaching talks differs by institution type

The job candidate is required to give …Institution type just a

research talk (%)

a research talk and a teaching demonstration

(%)

just a teaching

demonstration (%)

Othera(%) n

Community college

0 6.7 83.3 10.0 30

Primarily undergraduate institution

34.3 34.3 20.0 11.4 35

Master's degree granting

42.9 57.1 0 0 7

PhD granting 43.9 36.6 0 19.5 41

a“Other” includes alternatives to teaching demonstration, such as informal discussion about teaching or chalk-talk (with chalk only, no slides).

Adapted from CBE Life Sci Educ. 2013 Spring; 12(1): 12–18. doi:  10.1187/cbe.12-09-0161. PMCID: PMC3587851

Preparation: Format (Teaching)What makes an effective teaching presentation?

1. Accurate content2. Presentation understandable to students3. Material is organized effectively4. Talk is pitched at the correct level for intended audience5. Topics are introduced in a way that connects to audience6. Demonstration of knowledge of topic7. Enthusiasm8. Confidence in ability to teach9. Material is appropriate for the given time and level of student10. Comfortable speaking pace11. Easy-to-read slides12. Asking for questions during the presentation

Adapted from CBE Life Sci Educ. 2013 Spring; 12(1): 12–18. doi:  10.1187/cbe.12-09-0161. PMCID: PMC3587851

Preparation: Format• Powerpoint• Chalk

PowerPoint: Finding the balance

What is a chalk talk, anyway?

CHALK TALKING LIKE A ROCKSTAR See whiteboard for further information.

Storyboard: Chalk-talking like a rockstar

Storyboard your talk in advance

Practice (often!) in a realistic setting

Get comfortable writing and speaking

Outline overall flow Use boards that are to scale

Write right to left and top to bottom

Prepare short phrases and images

Have your markers ready – caps off

Stand straight to write straight

Use sections to separate content

Have an audience for feedback in real time

Look where you are going as you write

Use 2-3 colors purposefully but sparingly

Be imperfect and non-apologetic

Work on your handwriting in advance

Pre-write some content before you begin

Invite compliments, not criticism

Write, turn, THEN talk to your audience

Main goal of chalk-talking is to be INTERACTIVE!!!

Adapted from http://www.presentationstoryboarding.com/2011/01/11/is-your-whiteboard-picture-perfect/

Sample template for 3-part chalk talkTitle

Project 1 Title

Project 2 Title

Project 3

Aim(s)

Experimental Approaches

Expected Outcomes

Pitfalls and Alternatives

Who will conduct this research?

Questions?School of Medicine Career Centerhttp://med.stanford.edu/careercenter/