Objectives

Students will:

1. Understand the importance of "attitude" at a job interview
2. Give examples of "bad" or undesirable attitudes at a job interview.
3. Recognize behaviors associated with a "bad attitude" at a job interview.
4. Give examples of "good" or desirable attitudes at a job interview.
5. Recognize behaviors associated with a "good attitude" at a job interview.
6. Model behaviors associated with a "good attitude" at a job interview.
7. Understand that the job interview starts the minute you walk in the door.
8. Describe how to make a good "first impression" with the "boss" or job interviewer.

Teacher Notes

You'll notice that the "Objectives" for Attitude: Parts I and II are the same with the exception that Part II is specific to a job interview setting. In Attitude: Part II, we cover much of the same material presented in Attitude: Part I, but with more of an emphasis on how the expression of "attitude" affects success in a job interview setting. Continue to remind your students, however, that a "bad attitude" looks the same-ugly, in any context, and that a "good attitude" communicates enthusiasm, interest, and respect whether with a boss, date, or friend. In other words, attitude is not just something to be considered when applying for a job.

How To Design Your Lessons and Use The "Optional Pause Points"

In the "Instructional Content" section of this guide, you will find the facts, concepts, and tasks we expect your students to learn. Use this information, as well as the material in the "Attitude Rationale & Overview" section in Part I to develop pre- and post-video screening discussions and as a reference guide in leading the suggested "Behavior Development Activities" appropriate to the functioning level of your students. More capable students will enjoy extended discussions of the power of personal presentation. Students with moderate to severe cognitive and/or behavioral impairment will gain most from repeatedly watching the "video modeling" of our First Impression Players and from "in vivo" (in a living body) practice.

We have incorporated many "Optional Pause Points" within the video itself. These Pause Points correspond to discreet content areas and make convenient stopping points to take a break and/or to answer questions. We do, however, recommend screening the entire video with your class, over one or more class periods, before initiating any extended discussions or engaging in one of the "Behavior Development Activities." After the class has seen the entire video, we suggest playing it again, but this time stopping at the Optional Pause Points to teach and review in depth the "Instructional Content" for that Pause Point, as well as to initiate one or more of the "Behavior Development Activities." No matter how you choose to proceed, be sure to take your time. Taking several periods to teach and practice the content at each Pause Point would not be considered unusual, especially when working with students with special needs.

Video Synopsis

Justin and Kisha welcome your students back to learn more about attitude. They start by talking to Ron McConnell, an Employment Counselor, who discusses the importance of a good attitude and proper manners. He emphasizes what every employer knows if your attitude is bad, it doesn't matter how qualified you are. You won't be offered the job! Conversely, with a good attitude, you stand a good chance of being offered the job even if you are not the most qualified. In other words, "Attitude can speak louder than skill!"

We next see Gary Johnson, a fictitious employer, trying to fill a job opening. He is visited by one clueless applicant after another. Each one is well groomed and dressed, and may even be qualified for the job. But it's "thumbs down" to all. They each have an "attitude problem" that the boss just doesn't need.

With Mr. McConnell, Justin and Kisha analyze each of the applicants' behavior and discuss the ways they could improve their attitude and their chances of getting the job. The applicants then return, displaying proper attitude and behavior. Now Mr. Johnson's only problem is choosing between five qualified and respectful applicants.

Instructional Content

You will notice that some of the items below are in italics. These points are additional information, related to the information in "First Impressions," but are not discussed directly in the videos.

• A good attitude is very important. An employer might hire someone with a better attitude over someone who has more skills.
• 30 seconds is all it takes for someone to make up their mind about you - that's all the time you have to make a good "first impression."

• An interviewer (or anybody else) can tell if you have a "good" or "bad" attitude by looking at and listening to how you treat them by observing your tone of voice, body language, and demeanor (including manners).

Use the examples of "Showing Bad and Good Attitudes" (below) and the "Summary of What You Need to Know About Showing a Good Attitude at a Job Interview" (see p. 35) to teach/review behaviors.

Showing Bad and Good Attitudes

⏸️ First Video Pause Point

⏸️ Second Video Pause

⏸️ Third Video Pause Point

⏸️ Fourth Video Pause Point

In all the above examples of attitude, when the applicants presented themselves with a "good attitude," specifically, they all behaved in a way that showed the boss they had Enthusiasm, Interest. Respect, Responsibility, and Humility.

They all:

• arrived on time.
• shook the boss's hand
• sat down only after being asked
• referred to the boss by his last name
• maintained good eye contact
• maintained a pleasant expression
• spoke with a "confident but unassuming tone" of voice
• sat upright and did not fidget
• listened
• nodded their heads and smiled to indicate interest
• kept their answers short
• always tried to support their answers with evidence ("Yes, I know how to file. I organized the files at my last job.")
• answered questions with optimism, ("Oh, getting here on time would not be a problem. I'm an early riser and have a great alarm clock.")
• presented themselves with humility; they all gave the impression that they were "pleased to have the opportunity" to interview him.

Summary of What You Need to Know About Showing a Good Attitude at a Job Interview

The Good Attitude and Manners Checklist

• Arrive "on time" - which means 15 minutes before your interview.
• Greet everyone politely.
• Wait to be asked before you sit down.
• Come prepared with a pen or pencil, notepad, and resume (don't bring a lot of stuff so that it becomes a hindrance to set them down).
• Have a nice solid handshake.
• Make good eye contact with the interviewer.
• Sit up straight.
• Don't touch things on the interviewer's desk.
• Don't ask personal questions or make intimate observations.
• Be alert, enthusiastic, and interested.
• Don't dominate the conversation.
• Ask appropriate questions.

What to know about handshakes

• A solid, firm handshake is expected. Put your hand out, grasp the other person's hand firmly, move your hand up once, then down, and let go. That's it.
• Don't grip too tight.
• Don't have a loose grip (no "limp noodle" handshakes).
• Don't shake forever.
• No "soul shakes" or "high fives."
• No sweaty bands-wipe your bands on a kleenex or handkerchief before you walk in.

What to know about arriving "on time"

• "On time" to a job interview means 15 minutes early.
• This takes some advance planning. Make sure you know how to get there and how long the trip takes.
• Give yourself some extra time in case there's traffic or other delays.
• If you arrive any earlier than 15 minutes, it might give the impression that you don't know how to follow instructions. If you do arrive too early, wait in your car or take a walk around the block.

What to know about being polite

• Greet everyone with a smile and a pleasant hello (you don't know who might be the big boss).
• Wait to be asked to sit down-you are a guest in their office.
• Talk only about neutral things (weather, sports, a current human interest-type event) and not about politics, religion, or other controversial subjects.
• After the interview is over, thank the interviewer for his/her time and for considering you. Also, say goodbye to the front office person or anyone else you saw earlier.
• Type a letter, thanking the interviewer for his/her time and send it within a day or two of the interview.

What to know about being prepared

• Arriving 15 minutes early means you have time to fill out any applications needed.
• Bring your own pen and pencil-it shows you're thinking ahead.
• Bring your resume.
• Bring along information that you'll need for the application.
• Think of some of your answers to possible questions you may be asked ahead of time.
• Know a little bit about the company.

What to know about eye contact

• Good eye contact shows you're attentive, alert, honest, and interested in the job.
• Avoiding eye contact might give the impression that you are dishonest, unfocused, or uninterested in the job.
• Good eye contact doesn't mean staring-which might make the interviewer nervous, or think you're on drugs.

What to know about body language

• Body language can communicate a lot to another person without a word being said. Your body is always sending messages but sometimes these messages can be different than your words.
• Fidgeting, playing with your hair, or rubbing your hands together will show the interviewer that you're too nervous, too agitated, or too anxious and want to leave.
• Too much fidgeting can make others uncomfortable.
• Slouching in your chair looks bad-you may seem lazy, disinterested, and unprofessional. Good posture is important to an employer looking at you for the first time.
• Sitting up straight in your chair shows you're alert, interested, and enthusiastic.
• Keep your hands comfortably in your lap-don't clench your fists and don't fiddle with your fingers.
• Don't touch anything on the employer's desk-it's rude.

What to know about "listening"

• Listening is extremely important.
• If you do all the talking, people will think you can't listen.
• Listen and respond with appropriate, solid, and brief answers to the questions you're asked.
• Let it be a conversation between you and the interviewer-with the interviewer leading the interview.

What to know about "speaking"

• Don't be overly intimate with the interviewer. Some people think if they are very friendly, it will help them get the job. But it rarely works.
• Don't address the interviewer by his/her first name. It shows a lack of respect. Use Mr. or Ms. along with their last name (unless they tell you otherwise).
• Don't ask questions that are too personal or make personal observations.
• The boss isn't looking for a friend, he/she is looking for a good worker. Don't try too hard to be like his/her pal.
• Keep your conversations about the job and your qualifications.
• Don't dominate the conversation.
• Don't ask questions that make you seem like you don't want to work (i.e.: coffee breaks, lunches, vacations, salary, benefits, sick days, etc.)

⏹️ End of Video

Behavior Development Activities

The following "Behavior Development Activities" are designed to augment and reinforce the content presented through the video and classroom discussions. These activities were designed to meet the needs of students with cognitive and/or emotional disabilities. Since the verbal levels of individuals within this group vary widely, it is expected that the teacher will adapt these activities to meet the needs of his or her students. For example, an activity calling for making magazine collages may be appropriate for students with low verbal skills, but substituting "making a list" or "have a small group discussion" would be an appropriate adaptation of this activity for students functioning at higher verbal levels. In other words, don't overlook an activity because the response called for is inappropriate to your students - just adapt it to make it so.

Invite students to: