Scribd
Upload
6 views

Mock_Interviews_Leveraging_AI_Resources_To_Enhance (1)

Mock Interview preparation

Uploaded by

rp2140063
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
6 views

Mock_Interviews_Leveraging_AI_Resources_To_Enhance (1)

Mock Interview preparation

Uploaded by

rp2140063
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

2021 Proceedings Virtual Conference

Mock Interviews: Leveraging AI Resources to Enhance Professional Skills


Christy Crutsinger & Unity Herrera, University of North Texas

Background. The mock interview is a simulation exercise commonly used to teach


workforce preparation skills. According to Reddan (2008), students who participate in mock
interviews report a deeper understanding of interviewer expectations and increased levels of
confidence. In our department, we address this important student competency in a required
career development course. Due to the restrictions imposed by COVID social distancing, we
searched for an efficient and safe alternative to the traditional face-to-face mock interview. Our
university career-counseling center provided student access to the Big Interview, a
comprehensive artificial intelligence (AI)-based job interviewing training resource, which
allows job seekers to prepare and train themselves for interviewing (Skillful Communication
Inc., 2021).
Purpose. The purpose of this creative teaching activity was to integrate the mock
interview into course requirements using the Big Interview online platform. Specific project
objectives were to help students: access online training resources; navigate the challenges of
video conference interviewing; gain confidence during the interview process; and evaluate
effective and ineffective interviewing skills.
Implementation. This project was initiated in the career development course (n = 93)
offered in a 100% remote format. Course content was delivered weekly through live Zoom
sessions and relied heavily on online simulation exercises to achieve course objectives. A three-
step iterative process offered students ongoing self-reflection, assessment, and professional
growth. During a Zoom class session, we discussed important interview topics such
as: interview preparation; tips for behavioral, group, and videoconference interviewing; and
follow-up protocol (Fouda 2020). We also provided detailed instructions on how to navigate the
Big Interview website including how to create an account, locate additional resources, and
record video sessions. At the conclusion of the lecture, students completed an impromptu mock
interview. They were asked to respond to one prompt, “Tell me about yourself” in less than two
minutes. Touted as the elevator speech, the instructor asked students to excite and inform the
interviewer (i.e., camera) with their personal storytelling (Burns, 2016). Students recorded and
submitted their responses after two attempts.
This initial activity provided students with an overview of the technology, while creating
a benchmark to determine their professional growth. Students evaluated their recordings and
identified a strength, weakness, and one change they wanted to make before the final mock
interview assignment. Likewise, the instructor evaluated each interview using the same rubric.
After students received instructor feedback, they completed the final mock interview based on
two current internship postings. The instructor provided a brief company history and specific
job descriptions. Further, students were encouraged to peruse the Big Interview website, view
tutorial videos, and search for example questions for entry-level positions. In the second mock
interview simulation, students responded to four interview questions selected from the bank of
over 100 questions. The prompts were: “Tell me what you know about our company,” “Tell me
Page 1 of 3

© 2021 The author(s). Published under a Creative Commons Attribution License


(https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction
in any medium, provided the original work is properly cited.
ITAA Proceedings, #78 – https://itaaonline.org
2021 Proceedings Virtual Conference

about a time you went above and beyond expectations,” “Give me an example of when you had
to work on a team with someone difficult,” and “What questions do you have for me?” Students
were given two attempts and two minutes to record their response to each question. Students
submitted their final recordings within the Big Interview platform. Unlike the first phase, we
used the customizable rubric within the system to evaluate student recordings. From a bank of
27 evaluation criteria, we selected 10 common criteria. Students completed a self-assessment
using the same rubric. As a final step, we conducted a Zoom poll survey to capture student’s
overall experiences with the learning platform. The questions measured student’s satisfaction
with and use of the online resource.
Effectiveness. The self-assessment was an integral part of the learning process. During the
first phase, almost half of the students (47%) rated themselves either the same or higher than the
instructor rated them. Conversely, during the second phase approximately 75% of student
ratings were lower than instructor ratings. Strengths highlighted by both students and faculty
included great enthusiasm, clear voice, and concise responses. Weaknesses identified were
overuse of filler words, distracting video backgrounds, and overall nervousness. When asked
what they would like to change for the second interview, most indicated improved eye
contact. Overwhelmingly, students were positive about their mock interview experience.
Approximately 90% viewed the Big Interview as a valuable university resource and would
recommend to other college students. Although 76% of the students plan on using the online
tools before their next job interview, only half of the respondents (52%) indicated that they used
the educational resources prior to the mock interview assignment. Both students and faculty
could see growth in key areas, particularly student confidence.
Future Plans. This activity was a win-win for both the faculty and students. The
scheduling of mock interviews for a large-size class remains problematic. This online resource
provided an efficient way to conduct the mock interview experience with no scheduling
challenges. Students revealed significant growth and awareness of their strengths and
weaknesses. Similarly, Hudak et al. (2019) found that video conference mock interviews
provide a safe, non-judgmental learning opportunity for students because the experience is free
of high stakes consequences. We plan to integrate this resource in future semesters, even as we
return to the traditional face-to-face classroom. An obvious drawback of the AI-system is that it
is not a dynamic two-way process which allows for the normal give and take that occurs
between interviewer and interviewee. Our goal is to complement the AI experience with role-
playing and simulation exercises in the classroom. Universities without access to the Big
Interview may consider using one of the many free online resources that offer similar A-I
platforms (Chand, 2019).
The COVID pandemic will forever transform how we deliver instruction, and
subsequently, how students approach their careers. Interviewing via video conferencing is most
likely an industry mainstay. Beyond the cost savings to candidates and businesses, these formats
allow for ease of scheduling and access to a wider pool of candidates (Joshi et al., 2020). As we
prepare students to meet the challenges of the post-lockdown reality, we must lead by example,
leverage cutting-edge technology, and create new avenues for student learning.
Page 2 of 3

© 2021 The author(s). Published under a Creative Commons Attribution License


(https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction
in any medium, provided the original work is properly cited.
ITAA Proceedings, #78 – https://itaaonline.org
2021 Proceedings Virtual Conference

References

Burns, R. E. (2016). The vital importance of the elevator speech. Bridgewater Review, 35(2),
33-34. https://vc.bridgew.edu/br_rev/vol35/iss2/10

Chand, N. J. (2019). 8 mock interview websites to help you nail your job search.
https://www.makeuseof.com/tag/mock-interview-websites/

Fouda, A. Y. (2020). Introducing the zoom interview: Six tips for job hunting during the
coronavirus pandemic. Nature, 582(7811), 299-300.

Hudak, K., Kile, A., Grodziak, E., & Keptner, E. (2019). Advancing student interview skills:
Incorporating virtual interview technology into the basic communication course.
International Journal for the Scholarship of Teaching and Learning, 13(1).
https://doi.org/10.20429/ijsotl.2019.130103

Joshi, A., Bloom, D. A., Spencer, A., Gaetke-Udagar, K., & Cohan, R. H. (2020). Video
interviewing: A review and recommendations for implementation in the area of
COVID-19 and beyond. Academic Radiology, 27(9), 1316-1322.

Reddan, G. (2008). The benefits of job-search seminars and mock interviews in a work
experience course. Asia-Pacific Journal of Cooperative Education, 9(2), 113-127.

Skillful Communication Inc. (2021) Ace your interview and win the job. Big
Interview. https://unt.biginterview.com

Page 3 of 3

© 2021 The author(s). Published under a Creative Commons Attribution License


(https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction
in any medium, provided the original work is properly cited.
ITAA Proceedings, #78 – https://itaaonline.org

You might also like