Target Selection and Task Analysis:

How can you break this skill down?

1. First, it is important to concretely define what typically happens at the beginning of the interview, and why (emphasize the perspective of the interviewer here as well).  
   
   
2. This may be the point where you and the student identify and practice coping strategies that he can use to cope with the inevitable stress he will feel before and during interview simulations and actual interviews that he encounters. Again, see the Self-Identify Anxiety topic for a comprehensive approach to this issue.
   
   
3. Within the context of repeated role-play opportunities (supported by visual scripts, video scenarios, video models, and/or reminder cues), guide the student in practicing the verbal and non-verbal behaviors that comprise the introduction and handshake at the beginning of the interview.  Break this down into teachable units that you can work to systematically chain together.  Over time, the goal is to integrate these steps, as they all happen virtually at the same time in real life:
   
   

   Stand 2 steps away from the interviewer. Face your head and body towards the interviewer. Look at the interviewer’s face (make eye contact if possible). Smile. Introduce yourself and greet: Say in a “happy” tone of voice, “I’m first and last name, it’s nice to meet you.”	At the same time, the interviewer might reach out his/her hand for a handshake OR you might reach out your hand first: If the interviewer reaches out their hand, immediately reach out yours. Use a firm grip – not limp, and not too hard. Shake hands for 3 long seconds, then release without pulling away.
   Then, take a seat in the place across from where the interviewer sits down.

   
   

   As the student shows profiency with this basic interaction “formula”, begin to target responses to increasingly varied and complex scenarios: you greet the interviewer in one location, then have to walk with them to the actual room where the interview will take place; you have to wait a long time for the interviewer to come and get you because they are running behind schedule; the interviewer introduces you to other people working in the work area, etc.

4. Within the context of repeated role-play opportunities (supported by visual scripts, video scenarios, video models, and/or reminder cues), rehearse responses to “small talk” topic initiations by the interviewer (rather than the student initiating small talk when it might not be a good idea to do so).  Emphasize such aspects as elaborating on a comment or responding to a question (“Did you have trouble finding the building?” – “No, not too much trouble. Thanks.”), adjusting to topic shifts (see Going with the Flow topic), avoiding off-limit conversation topics (see Asking and Divulging Personal Information topic) and ceasing small talk when interviewer shifts to formal interview questions.  
   
   
5. Within the context of repeated role-play opportunities (supported by modeling, video scenarios, and reminder cues), guide the student in recognizing when the interview is over.  The interviewer decides when the interview is over.  It will be important for the student to recognize these signs, and to respond by initiating the farewell. Start with the most overt signs, and move to more subtle signs. Here are some of the signs to teach:
   • The interviewer actually stands up, or shows signs of preparing to stand up. 
   • The interviewer says something like: "If you don’t have any other questions about this job, I think we are finished” or “If you don’t have any questions for me, I think that’s about all I have for you.”
   • The interviewer says something less explicit, such as: "I don’t think I have any more questions for you”; or "Well, I really appreciate you coming in today”; or "It has been really nice talking with you today"; or “Do you have any other questions for me?”
     
     
6. Within the context of repeated role-play opportunities (supported by visual scripts, video scenarios, video models, and/or reminder cues), guide the student in practicing the verbal and non-verbal behaviors that comprise the farewell and handshake at the end of the interview.  Break this down into teachable units that you can work to systematically chain together.  Over time, the goal is to integrate these steps, as they all happen virtually at the same time in real life:
   

   Stand 2 steps away from the interviewer. Face your head and body towards the interviewer. Look at the interviewer’s face (make eye contact if possible). Smile. Express appreciation and interest in the job: Say in a “happy” tone of voice, “It was very nice to meet you.  Thank you so much for the opportunity. I hope to hear from you soon.”	At the same time, the interviewer might reach out his/her hand for a handshake OR you might reach out your hand first: If they reach out their hand, immediately reach out yours. Use a firm grip – not limp, and not too hard. Shake hands for 3 long seconds, then release.
   Then, leave the interview area.

   
   
7.  As the student shows increasing competence with this basic interaction “formula”, begin to target responses to increasingly varied and complex scenarios: the interviewer walks you out instead of saying goodbye in the interview room; the interviewer introduces you to other people working in the work area before you leave, etc.

What sub-skill should you target first for the student to initiate? Given what the student can do presently, how will you present the task so that the student can perform steps within his capacity while learning a new step?

Using the relative skills demonstrated by the student currently, begin instruction of the topic with a focus on those skills.  For example, the student may be excellent at the process of entering a room, making eye contact, and delivering a firm handshake.  If so, introduce the concept of beginning the interview through this process before trying to tackle more challenging elements such as engaging in small talk and reading non-verbal cues.  Chain single steps to this process as the student progresses, such as determining when to sit down (e.g. when the interviewer takes a seat).