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Communication Skills

Communication Skills: Conducting an Interview


This lesson involves students shadowing a professional and briefly interviewing him or her so as to gain a better understanding of the pathway the individual took to become proficient and licensed in a particular field.


Entrepreneurship Pathways from Ohio Department of Education

Standards addressed

Unit 4: Communications Skills

4.1 Demonstrate effective verbal communication skills

4.2 Use effective written communications

4.3 Communicate with staff

4.4 Demonstrate effective group working relationships



  • Internet resources on verbal and nonverbal cues

  • Computer



  1. Ask the students if they know what they want to do for a career when they finish school. For those who know, discuss what they know about their chosen careers.

  2. Discuss methods for finding out about career to gauge students’ awareness levels.

  3. Ask the students if they know what an interview and job shadowing are. Tell them that they will conduct an interview in an occupational interest area.

  4. The students may use the possible interview questions provided during the process.

  5. Give the students one week to find a person to interview and to set up a visit date and time. Also give a deadline for completion of the assignment.

  6. The students will return to class with a typed script of the interview that will be presented to another student or to the class. During the presentation, each student should communicate clearly using speaking skills cited from the resources provided. The student who is evaluating the presentation should also be actively listening.



  1 2 3 4
Organization Audience cannot understand presentation because of poor organization; introduction is undeveloped or irrelevant; relation to the rest of the team’s presentation is unclear. Audience has difficulty following presentation because of some abrupt jumps; some of the main points are unclear or not sufficient stressed. Satisfactory organization; clear introduction; main points are well stated, even if some transitions are somewhat sudden; relation to the rest of the team’s presentation clear. Superb organization; builds on and provides support for the rest of the team’s presentation; main points well stated and argued, with each leading to the next point of the talk.
Delivery Mumbles the words, audience members in the back can’t hear anything; too many filler words; distracting gestures. Low voice, occasionally inaudible; some distracting filler words and gestures; articulation mostly, but not always, clear. Clear voice, generally effective delivery; minimal distracting gestures, etc., but somewhat monotone. Natural, confident delivery that does not just convey the message but enhances it; excellent use of volume, pace etc.
Relating to audience Reads most of the presentation from the slides or notes with no eye contact with audience members; seems unaware of audience reactions. Occasional eye contact with audience but mostly reads the presentation; some awareness of at least a portion of the audience; only brief responses to audience questions. Generally aware of the audience reactions; maintains good eye contact when speaking and when answering questions. Keeps the audience engaged throughout the presentation; modifies material on-the-fly based on audience questions and comments; keenly aware of audience reactions.

Adapted from Copyright©2012, Northeastern Educational Television of Ohio, Inc. All rights reserved.
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