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How do you feel about the way your career has gone so far?

How do you feel about the way your career has gone so far?

How do you feel about the way your career has gone so far?
Click here to ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Assignment: Hypothetical Questions

Assignment: Hypothetical Questions
Assignment: Hypothetical Questions

Assignment: Hypothetical Questions

Evaluative responses will lead to safe, superficial answers.

Do not ask for information you already have.

Be on guard for pitfalls in primary and probing questions.

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144 Chapter 7

• Work-related (specific) Describe a typical strategy you would use to motivate people. What criteria do you use when assigning work to others? How do you follow up on work assigned to subordinates?

• Teams and teamwork How do you feel when your compensation is based in part on team results? What does the word teamwork mean to you? How would you feel about working on cross-functional teams?

• Education and training Tell me about the computer programs you have used. How has your education prepared you for this position? If you had your education to do over, what would you do differently?

• Career paths and goals If you join us, what would you like to be doing five years from now? How do you feel about the way your career has gone so far? What are you doing to prepare yourself for advancement?

• Performance What do you believe are the most important performance criteria for a project

engineer? All of us have pluses and minuses in our performance. What are some of your

pluses (minuses)? How do you make difficult decisions?

• Salary and benefits What are your salary expectations? Which fringe benefits are most important to you? How does our salary range compare to your last position?

• Career field What do you think is the greatest challenge facing your field? What do you think will be the next major breakthrough in your field? How do you feel about environmental regulations in your field?

On-the-Job Questions Recruiters have been developing questions that assess more directly and effec- tively how applicants might deal with work-related situations. These on-the-job question strategies also help to counter impression management tactics applicants are employing such as self-promotion (designed “to evoke attributions of com- petence”) and ingratiation (designed “to evoke interpersonal liking and attrac- tion”). Both of these tactics have proven to be “positively related to interviewer evaluations.”22

The trend is toward on-the-job questions.

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The Recruiting Interview 145

Behavior-based questions ask applicants about past experiences in which they have had to deal with situations closely related to the position they are seeking.23

Tell me about an idea of yours that was implemented primarily through your efforts. How did you manage a past situation when the rules were changed at the last minute? Tell me about your most difficult relationship with a team member. How did you

handle it? Describe a time when you experienced a setback in a class, in a sport, or on the

job. How did you handle it? Tell me about a situation in which you had to deal with an irate customer or client. Give me an example of how you sold an unpopular idea to fellow workers.

In critical incident questions, recruiters select actual incidents that are occurring or have occurred on the job within their organizations and ask applicants how they would have handled such incidents. For instance:

We are experiencing a growing problem of waste in our milling operation. How would you handle this if we hired you?

Last year there was a lot of strife among our sales staff. If you had been with us, what would you have done?

Like many firms, we are experiencing a decline in sales of our traditional products. What would you suggest we do about it?

We have traditionally faced difficulties in recruiting a diverse staff because most of our plants are located in small cities in rural areas of the mid-west. How would you suggest we improve our recruiting efforts? . . .

Hypothetical questions are most useful when they portray situations applicants have not directly encountered and, therefore, have not prepared answers in advance. Recruit- ers create highly realistic situations and ask applicants how they would manage each.

Suppose you are suspicious that some workers are doctoring their time cards. What would you do?

If your company suddenly announced the closing of your facility by January 1, what would you do?

If a female employee came to you claiming sexual harassment, how would you handle it?
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASSDiscussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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