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Agreeing that it is impossible to predict exactly what questions a given interviewer will ask of a job-seeker, interviewing guru Carole Martin nevertheless notes that "the secret to success in any interview is preparation." Author Tom Washington points out that since so few job-seekers prepare for interviews, those who do will "gain a real edge over others through preparation."
Career experts are virtually unanimous in their view that responses to interview questions should not be memorized but should nonetheless be prepared -- in some fashion -- ahead of time.
You’re probably aware of advice suggesting that job-seekers review lists of typical questions to gain an idea of what types of information the interviewer likely seeks. Taking this advice a step further, you can use these question lists to organize your thoughts about high points you want to share with employers and develop a list of what characteristics might be needed for success in the position for which you are interviewing. You can also engage in verbal mock or rehearsal interviews [See our article, Best Bet for Interview Prep: Rehearsed, Mock, and Videotaped Interviews]; however, Janet Emig points out that "writing tends to be a more responsible and committed act than talking." Thus, writing-as-interview-prep suggestions include:
- writing an autobiography, which can reveal areas that you may not wish to discuss with an interviewer;
- practicing describing yourself by citing professional characteristics with examples from school and work experience;
- writing detailed proof statements that are tantamount to 30-second commercials about yourself;
- identifying about 30 accomplishments and writing 100-400 words on the top 12 of these, followed by isolating skills demonstrated by each accomplishment;
- composing success stories to prepare for interviews.
Writing to Learn
Why are these writing exercises effective in enhancing interview performance?
We credit Writing-to-Learn theory. James Britton, considered by many to be the
father of the Writing-to-Learn movement, asserts that writing is learning because
writing enables learners to organize their knowledge "and extend it in an organized
way so that it remains coherent, unified, reliable." Janet Emig notes that "writing
through its inherent reinforcing cycle involving hand, eye, and brain marks a uniquely
powerful multi-representational mode for learning." Other scholars expand on
Emig’s "reinforcing cycle." "It’s a physical activity, unlike reading," writes
William Zinsser. "Writing requires us to operate some kind of mechanism --
pencil, pen, typewriter, word processor -- for getting our thoughts on paper."
David Joliffe asserts that this physical act of writing compels writers to become
"actively involved" with what they’re writing about. Through writing, Joliffe says,
participants "generate challenging ideas … engage in a substantial process …
practice analysis and synthesis … and demonstrate a personal commitment to
their ideas…" Suzanne Cherry calls writing "thinking on paper."
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